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The importance of school culture and core beliefs
There is significant research internationally that attests to the importance of a school’s culture and the associated core beliefs that exist. (Lindahl, 2006) [1]
This research identifies three matters of interest to school personnel participating in the All REDI for the Early Years project. These are:
- school culture has direct impact on resilience building and social, emotional and academic outcomes;
- the attributes and beliefs that make up a school’s culture can be altered or changed; and
- the core beliefs of the people in the school are the basis for changing or adjusting the climate.
The importance of selecting teaching and learning strategies that are distinctive for teaching drug education in the early years cannot be refuted. The distinguishing feature of highly successful schools is sound pedagogy, embedded in an explicit school culture that supports teacher and school practice. [2]
School culture has been shown to create solidarity and meaning and inspire commitment and productivity. [3] Where the culture is clearly established and there is congruence about maintaining its positive features, schools can move forward and flourish more easily. It is the foundation on which changes to classrooms can occur so that students can better develop protective behaviours and resilience.
What is school culture?
In this project we use the term school culture, although it is synonymous with school climate or school ethos.
Most research opinion leans towards accepting that school culture is what the organisation has. In simple terms, it is ‘the way we do things around here’. [4]
Deeper discussions expand this simple definition to cover such things as the basic assumptions and beliefs shared by the school members regarding (amongst other things) human nature, human activity and human relationships.
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Differing layers of culture
At the surface (or most obvious) layer, culture relates to such things as physical settings, language and stories (such as celebrating previous events or achievements).
At a deeper layer, culture refers to the ceremonies/customs and symbols (such as uniforms and logos) as well as the accepted standards of behaviour (rules and procedures).
At the deepest layer, the culture refers to such things as the fundamental assumptions and core values of both individuals and the organisation. [5]
At this level people usually operate subconsciously but this level is the most powerful and influential in the school.[6] These findings clearly point to the need for schools to discuss and articulate core beliefs and fundamental assumptions as these have the capacity to make a significant impact on how schools operate.
The value of debating core beliefs
The development of a supportive school culture and relevant core beliefs are critical to an effective whole school approach for drug education in the early years of schooling.
The first step in establishing a comprehensive whole school approach to drug education for students in their first three years of schooling is to debate and determine what the staff members really believe is required.
Schools have core beliefs
These beliefs will facilitate a cohesive and collaborative culture, and are seen as a key to an effective whole school approach. Most schools have already completed school vision statements, founding statement, core beliefs or statements of school values. The Principles for School Drug Education has guided many schools in this task. (See Module 1)
Specific beliefs about drug education in the early years
These core beliefs or principles are global statements that guide everything that a school does. A critical next step is to develop a set of beliefs about drug education which apply specifically to the early years of schooling.
These specific drug education beliefs will be different for individual staff members and this difference should guide the school in developing a comprehensive and coherent approach to building resilience, and developing students’ social and emotional competencies as well as providing relevant information about drugs in the early years.
A cautionary note
The set of core beliefs that guide a school will be of no value if the culture of the organisation does not support them. For example, a school might articulate a belief that students should be responsible for their learning yet the culture of the school might be that teachers direct and control all that happens.
Case Studies
Please visit the Case studies page.
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