Supportive School Environments
Table of Contents
This resource covers the topics listed below. Select a topic to jump to that section.
Clarifying Norms to Support Student Success
Schools and districts can support good behavior, mental health, and academic success of all students using the Ohio Positive Behavior Interventions and Supports (PBIS). Schools and districts support student success by establishing a consistent, safe, and positive school environment.
To help English learners thrive, proactively define norms that facilitate success in the educational setting. When these norms are written, modeled, and clearly explained, students can more easily understand and internalize them.
This approach helps English learners:
- Adjust to their new school environment
- Understand instructional methods (such as whole class, small group, pair, and independent learning strategies)
- Complete assignments
- Benefit from interactions with teachers and other learners (such as learning how and when to ask for help)
It is important for administrators to work with educators and support staff to ensure school norms are visible in the school through posters or written text and communicated regularly to remind and engage students.
Interpreting and Understanding Teacher Directions
Provide clear and complete directions for every assignment. English learners, especially in middle school and high school, need to know how to complete an assignment (such as understanding typical assignment requirements). Newcomers in particular need explanations repeated and clear modeling of expectations, because they rarely understand everyday classroom procedures and may not ask questions. It is possible that their native country taught them not to question teachers. It is also possible that they may not have acquired the vocabulary yet to ask their question in English.
When communicating directions and expectations, be mindful of the messages that tone of voice, facial expressions, and body language might convey. English learners often sense unspoken messages communicated without words. Classroom and Instructional Routines in the Instructional Roadmap contains strategies for clarifying expectations.
Working in Groups
Give clear instructions about the expectations and process of working with others on assignments, group projects, and paired activities. Model and reinforce the rules of taking turns, dividing assignment tasks, what product is expected from the group, and how to form and communicate opinion statements. Teachers may need to use multiple strategies to help their English learners understand the dynamics of group work. Explicit directions and modeling of responses assist English learners and all other learners. More proficient English learners can support newcomers and value interactions with students from other backgrounds who may have different perspectives.
Understanding School Norms
English learners, and newcomers in particular, may not understand their role as a student and know how to move within the school, within a classroom, and from class to class. Consistent with the core of PBIS, ensure all students are taught how to “do school.” Teach students how to successfully navigate the lunchroom, recess, and special classes, such as physical education.
In many countries and educational systems, teachers move while students stay in one location. English learners may have attended schools in which they wore uniforms, books were not taken home, or they were expected to sit in one place throughout the lesson. Choices of clothing, footwear, and ways to transport books to and from school may not be consistent with the lived experience of some students. These aspects of school life may need to be clarified, modeled, and reinforced in multiple ways to ensure the success of English learners.
Consider providing an orientation on the rights of students and expectations related to appropriate school dress, lunchroom procedures, hallway movement, visiting the nurse, asking to use the bathroom, as well as fire drills, transportation-related questions, and other situations that require changes to the daily schedule. Understanding school norms and rules reduces stress and helps English learners adapt.
Back to Top
Supporting Holistic Well-being
A safe and supportive school environment in which students experience feelings of school connectedness is consistently well-supported by research for producing positive student academic outcomes. This is true for all students. English learners and families need teachers and staff who recognize that their background and personal experience they bring to their learning environment can be resources to support all students.
It is likely that some of the students in the school or district are struggling with different types of trauma. Trauma-informed schools create an environment that is structured, predictable, and where students and families feel welcome and respected. Some English learners face unique traumas because of war, raids, roundups, deportation, anti-immigrant rhetoric, racism, family separation, having been taken from family, and other disruptions. Administrators and teachers are encouraged to create safe and supportive environments and focus on visibly demonstrating that schools embrace and celebrate all students.
❏ Action Activity
This Action Activity is designed to evaluate current practices for creating safe and supportive school environments and to develop strategies for making program improvements.
Download: Help Students Feel Safe and Supported Action Activity (Word) or Help Students Feel Safe and Supported Action Activity (PDF)
Back to Top
Resources for Supporting Holistic Health
Promoting holistic well-being involves collaboration with various school and district staff members, including, but not limited to, school counselors, school psychologists, and school social workers. Learn more about effective collaboration and non-academic interventions for English learners:
Learn more about newcomers by reviewing the Newcomer Tool Kit, from the U.S. Department of Education.
Back to Top
These resources aim to bolster academic, student wellness, and college and career outcomes for Ohio's English learners. Resources were created through a collaborative effort between the Ohio Department of Education and Workforce and The Ohio State University's Center on Education and Training for Employment along with a dedicated group of family advocates, community leaders, school district staff, and teachers.
Last Modified: 3/10/2025 3:57:26 PM