F, Investigating the Degree of Social Climate Embedded in the Educational Environment of Bangladeshi Secondary Schools
Keywords:
Bangladeshi Secondary Schools, Educational Environment, Peer Sensitivity, Social Climate, Students’ Wellbeing, Teacher-Student Interactions.Abstract
This research examines the extent of different domains of the social climate embedded in the educational environments of secondary schools in urban, rural, and hilly regions of Bangladesh. The domains include peer sensitivity, disruptiveness, teacher-student interactions, achievement orientation, support for different economic backgrounds, and safety problems. The study considers social climate important because it relates to learners’ physical and social-emotional safety and influences their academic, social, emotional, ethical, and civic learning. Data were collected through questionnaire surveys, semi-structured interviews, and focus group discussions involving secondary school teachers and students. The findings indicate that peer sensitivity is more prevalent in urban and hilly schools than in rural schools. Teacher-student relationships vary according to the social conditions and practices of the communities where schools are located. Teachers in rural and hilly areas appear concerned about students’ mental well-being, although support for learning outside the classroom remains limited. Students in urban schools reported insufficient support for those from different economic backgrounds. The study recommends strengthening student well-being in urban schools, improving academic orientation in rural and hilly schools, and addressing safety issues across the country.
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