Authoritative leadership style is an approach where adults build developmental relationships of trust using connection and accountability both in the classroom community and across every level of the school community. Authoritative leadership style (in parenting) was originally coined by Baumrind (1966) and describes a leadership style where the adults have both high expectations (demandingness, structure and firmness) and are considered warm (supportive and responsive). In the last decade, researchers have explored the effects of authoritative leadership in schools. These benefits include:
Lee, J. S. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330–340.
Gregory, A., Cornell, D., & Fan, X. (2011). The relationship of school structure and support to suspension rates for Black and White high school students. American Educational Research Journal, 48, 904–934.
Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T. H., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102, 483–496.
Cornell, D., Shukla, K., & Konold, T. (2015). Peer victimization and authoritative school climate: A multilevel approach. Journal of Educational Psychology 107(4), 1186–1201.
Gregory, A., Cornell, D., & Fan, X. (2012). Teacher safety and authoritative school climate in high schools. American Journal of Education, 118, 401–425.
Pellerin, L. A. (2005). Applying Baumrind’s parenting typology to high schools: Toward a middle range theory of authoritative socialization. Social Science Research, 34, 283–303.
Hawkins, J. D., Oesterle, S., Brown, E. C., Abbott, R. D., & Catalano, R. F. (2014). Youth problem behaviors 8 years after implementing the communities that care prevention system: A community randomized trial. JAMA Pediatrics, 168(2), 122–129.
To support educators and administrators supporting school wide climate / culture work and teacher coaching / skill building with Positive Discipline lessons , this document has been created aligning the lessons in Positive Discipline in Schools and Classrooms: Teachers’ Guide Activities for Students with the CPS Framework for Teaching.
To support Positive Discipline lessons across grade levels, this document has been created aligning the lessons in Positive Discipline in Schools and Classrooms: Teachers’ Guide Activities for Students with the ISBE Social and Emotional Learning Standards.
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There are many benefits of building authoritative school communities where adults have both high expectations and are considered warm.
Our staff loved SEL Chicago and her ability to break down topics for immediately useful tools. She met my staff where they were in their own learning and made the space interactive and safe for adult learning to take place.
Children’s experience with trauma and secure or insecure attachment may affect how the child reacts under stress.
This document outlines lessons that address trauma & insecure attachment styles for children.
Human beings are complicated; teaching and leading young human beings as they navigate academics and the work of learning social and emotional skills is challenging. If you are interested in more details on a parent training, click Download.
The reason many schools are engaged in Positive Behavioral Interventions and Supports (PBIS) is because they want kids to be able to learn, to do well and they want to do it in a way that is positive.
Positive Discipline (PD) has these same goals.
The 6 Session Study Group creates a fun way to connect with other parents and practice new skills and tools over time in a supportive environment.
SEL Chicago was founded to facilitate conversations for change. Founder Kristin Hovious tells her story of hearing the news of Sandy Hook, her personal connection to the town, and how this tragedy led to a deep investment in Social Emotional Learning.