We can define a positive school environment as a combination of personal and contextual factors that increase prosocial relationships amongst the school community and decrease problem behaviours.
Cambridge International’s latest series of conferences invites you to explore these themes and ideas with us and to contextualise them as the world emerges from the Covid-19 pandemic.
According to the theories of Johan Galtung, a state of ‘positive peace’ in schools can be achieved through a sustained and integrated use of approaches to peacekeeping, peace-making and peacebuilding. Such approaches seek to remove physical and verbal abuse and poor school infrastructure or exclusive behaviours in the playground.
We will address issues such as bullying, cyberbullying and discrimination in schools, and consider the immediate and long-term impact these behaviours have on both the victim and the perpetrator. We will offer sessions to advise you on child protection and safeguarding, and explore aspects of inclusion, wellbeing and citizenship.
In this first conference in the series, we will focus on the role of school leadership in developing a positive environment for learning and consider the impact periods of lockdown have had on student behaviour, learning loss and teacher communities of practice more broadly.