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  • Writer's pictureJoanne Jacobs

Orderly classrooms help disadvantaged kids

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Orderly classrooms help disadvantaged students become achievers, writes Greg Ashman, who teaches in Australia. He cites an OECD working paper based on Programme for International Student Development (PISA) data.

Researchers defined successful low-income students as “academically resilient.”

. . .  the likelihood that disadvantaged students will be resilient is higher in schools where students report a good disciplinary climate, compared to schools with more disruptive environments, even after accounting for differences in student and school socio-economic status and other factors associated with  resilience. Attending orderly classes in which students can focus and teachers provide well-paced instruction is beneficial for all students, but particularly so for the most vulnerable students.”

Strong school leadership, a good classroom climate and low staff turnover are correlated with orderly classrooms, notes Ashman.

Better funding didn’t seem to increase the proportion of disadvantaged students who became “academically resilient.” However, providing extracurricular activities helped in some cases.

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