B. Influence of the School EnvironmentThis is a featured page

B. Impact, Role, Rationale and Models of the School's Role on the Problem

B-1 Impact of the School Environment on the Problem
This section examines the impact of the natural social and physical environment of the school on the problem or behaviour as well as some of the basic school practices and organizational structures such as transitions between levels of schooling and student evaluation/promotion/recognition practices. This section is not focused on comprehensive or individual interventions that are listed below, this section deals with the impact of the “natural” school influences as they exist before or after interventions.


Canadian Research Canadian Reports/Resources
Social Environment
(Canadian sources are listed below. For more, see the International Bibliography/Toolbox of Research & Resources.)

Klinger D. The school experience. In: Boyce W, editor. Young people in Canada: their health and well-being. Ottawa: Health Canada, 2004, 35-49

DeWitt D. Sense of school membership: A mediating mechanism linking student perceptions of school culture with academic and behavioural functioning. Centre for Addiction and Mental Health. 2002
Physical Environment (School Grounds, Neighbourhood Safety, etc)
(Canadian sources are listed below. For more, see the International Bibliography/Toolbox of Research & Resources on this topic.)
Influence of School Organization and School Practices
(Canadian sources are listed below. For more, see the International Bibliography/Toolbox of Research & Resources on this topic.)
Student Evaluation and Promotion/Failure/Retention Practices
Use of homerooms, student advisers
Age/class groupings, middle/junior high schools




Vulnerability during School-related Transitions
(Canadian sources are listed below. For more, see the International Bibliography/Toolbox of Research & Resources.)

Vulnerability in Transition from another school
Vulnerability in Transition from Pre-school to Kindergarten
  • High/Scope Perry Preschool Program
    The purpose of the study was to evaluate the High/Scope model, in which teachers help children plan, carry out, and review their own educational activities. The participatory learning model emphasized active child-initiated learning, problem-solving, decision-making, planning, and a high degree of interaction between adults and children and among the children themselves. In addition, teachers conducted weekly home visits and encouraged parents to be involved as volunteers in the classroom. It is now widely regarded as a landmark study establishing the human and financial value of high-quality preschool education. (Identified by the Canadian Best Practices Portal)
  • Incredible Years IY is a comprehensive set of curricula designed to promote social competence and prevent, reduce, and treat aggression and related conduct problems in babies, toddlers, young children, and school-aged children. The interventions that make up this series—parent training, teacher training, and child training programs are guided by developmental theory concerning the role of multiple interacting risk and protective factors (child, family, and school) in the development of conduct problem. (Identified by the Canadian Best Practices Portal)
  • Nobody's Perfect NOBODY'S PERFECT is a parenting education and support program for parents of children from birth to age five. It is designed to meet the needs of parents who are young, single, socially or geographically isolated or who have low income or limited formal education. Participation is voluntary and free of charge. (Identified by the Canadian Best Practices Portal
  • Canadian Example: Young Minds at Play (Primary Mental Health Project) In the Dufferin-Peel Catholic District School Board, funds from the OPA assessment project were used to support the implementation and evaluation of the Primary Project, an evidence-based intervention for at-risk students in kindergarten to Grade 3 that is designed to build school-related competencies and reduce the risk for social-emotional problems.
    http://www.childrensinstitute.net/download/?file=PrimaryProjectOverview_08.pdf
Vulnerability while in Transition between Primary and Secondary School

Vulnerability in the transition for Secondary School to Work or Post-Secondary Education
  • Transitions: Student Reality Check (Teen Mental Health Program, Dalhousie University)
    The Transitions: Student Reality Check booklet is the first publication of its kind and is a unique resource created to help students overcome many of the issues they face as they transition from high school to post-secondary education. The booklet provides advice on topics such as effective study strategies, peer pressure, financial responsibilities, mental illness, addictions, sexual health and suicide.

  • Canadian Example: Transition to Work Program
    Moncton, New Brunswick The Transition to Work program has graduated over 150 students who were drop outs over the past three years. With over 160 community / business partners, we have developed a program that brings students back to school and gives them a second chance. These students build confidence and a sense of responsibility as employers take work with them to gain work experience.










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