The composition of classrooms is becoming gradually more diverse and nowadays bring together a wide range of students with different cultural, family and social backgrounds, increasing numbers of students in classrooms and the presence of diverse talents and learning difficulties/barriers create a complex environment, with emotional and behavioural problems which teachers find quite difficult to cope with. Teaching is becoming more difficult, due to these issues and complex situations, and has an impact on student's learning processes and academic achievements, which can add on more pressure to the school and classroom climate. In this context, secondary education institutions have a need for strategies, methods and tools to improve schools climate, increase respect for teachers and peers and reduce/resolve situations related to violence, bullying or absenteeism. An improved school/classroom climate has shown to have a positive effect on academic results. Schools (and teachers/educational staff) need to be able to improve the climate form a perspective of empowerment, respect, conflict resolution, empathy, and increased engagement. They also need to be able to involve their students as active players in this process. TASC provides teachers, educational staff and school managers with the skills, competences and knowledge on how to handle conflict and challenging situations at school and how to manage their classroom efficiently. They will be able to address issues related to school/classroom climate through the implementation of the right approach or solution in a specific situation or context. As such they will be prepared to analyse the situation/context and select the most appropriate approach, action or solution, and do this taking into account the particularities of their students (e.g. with regards to age, family circumstances, classroom size, etc.) and the best moment to apply them (during a class, or extra-curricular activities for example). In a school environment which is based upon mutual respect and trust, both teachers and students are more motivated and better academic results are achieved. This contributes to the reduction of dropout. TASC main aim is to create a learning programme for teachers, educational support staff and school managers, that provides them with the knowledge, skills and competences to enhance and improve the climate in their classrooms. They will also acquire the knowledge and skills to approach this challenge in a strategic and coherent way, not only by applying the right actions, solutions or activity in a particular situation, but as a strategic and comprehensive programme across the whole school. As such the main targets for TASC are the secondary education teachers, (non)educational (support) staff and school managers, for whom a teacher training (O1) and a strategic handbook (O3) are developed. Special attention will be paid on the involvement of relevant stakeholders from the school´s ecosystem in the strategic plan for improving the quality of school life (i.e. school inspection, parents associations, local educational authorities, etc.). Complementary, a set of learning resources and materials to be used in the work with their students for implementing the selected actions, solutions or activities (O2). Additionally to enhance student empowerment and engagement, a specific set of materials for student-driven approach and activities is included, which students (under the supervision and guidance of teachers and educational staff) can use to develop activities for improving school climate themselves. This motivates and empowers the students to also become active players in the process.
The implementation of TASC aimed to achieve several important goals. Project like TASC focus on creating a positive and inclusive school climate that promotes the well-being, academic success, and overall development of students. Here are some key objectives that TASC strived to achieve through the implementation phase: Safe and Secure Environment: School climate projects aim to create a safe and secure environment where students feel physically and emotionally safe. This includes preventing bullying, harassment, violence, and other forms of harmful behaviour. By promoting a safe environment, education systems aim to foster a sense of trust, reduce anxiety, and create a foundation for effective teaching and learning. Positive Relationships and Social Connectedness: School climate projects seek to cultivate positive relationships among students, teachers, staff, and parents. By promoting social connectedness and positive interactions, these projects aim to create a supportive community within the school. Strong relationships enhance students' sense of belonging, well-being, and engagement in the learning process. Inclusive and Respectful Culture: with TASC we aspired to create an inclusive and respectful culture that celebrates diversity and promotes equity. School climate projects encourage acceptance, tolerance, and understanding of differences in race, ethnicity, culture, gender, sexuality, abilities, and backgrounds. This fosters an environment where all students feel valued, respected, and included. Enhanced Student Engagement and Motivation: School climate projects as TASC aim to increase student engagement and motivation in the learning process. By creating a positive climate, education systems seek to inspire students' curiosity, interest, and active participation in their education. Engaged and motivated students are more likely to achieve academic success and develop a lifelong love for learning. Improved Academic Performance: An education system implementing school climate projects such as TASC aims to improve academic performance and outcomes. A positive and supportive climate can positively impact students' concentration, focus, and academic achievement. When students feel safe, supported, and engaged, they are more likely to perform well academically. Emotional Well-being and Mental Health: School climate projects prioritize students' emotional well-being and mental health. By promoting a positive climate, education systems aim to reduce stress, anxiety, and other mental health challenges that students may face. A supportive climate can provide students with the necessary emotional resources and coping skills to navigate challenges and thrive academically and personally. Reduced Dropout Rates and Improved Attendance: Creating a positive school climate can contribute to reduced dropout rates and improved attendance. When students feel connected, engaged, and supported, they are more likely to attend school regularly and remain committed to their education. A positive climate can reduce factors that contribute to disengagement and dropout, leading to improved retention rates. Teacher Satisfaction and Retention: School climate projects such as TASC also prioritize the well-being and satisfaction of teachers and staff. By creating a positive and supportive climate, education systems aim to enhance teacher satisfaction, motivation, and retention. When teachers feel valued, supported, and part of a positive community, they are more likely to be effective in their roles and contribute to student success. Community Engagement and Partnerships: School climate projects such as TASC often involve community engagement and partnerships. Education systems aim to collaborate with families, community organizations, and local stakeholders to create a positive school climate. By involving the broader community, schools can enhance support systems, access additional resources, and foster a shared responsibility for the well-being and success of students. Lifelong Skills and Well-rounded Development: Ultimately, school climate projects as TASC aim to contribute to students' well-rounded development by fostering social-emotional skills, resilience, empathy, and other important life skills. Project like TASC aspire to prepare students for success in their personal and professional lives, equipping them with the skills and attitudes needed to navigate challenges, collaborate with others, and contribute to society.
The application has been done considering the following needs present at local and transnational level: Need for a Research and Evidence approach to classroom climate development: The development of classroom climate programs should be based on research and evidence. We have tried to understand the specific social and emotional needs of students in the four countries covered by the project and to identify evidence-based strategies and interventions that have proven effectiveness in promoting positive socio-emotional development and classroom climate. Comprehensive Approach: classroom climate programs should take a comprehensive approach that addresses various aspects of students' social and emotional well-being. This includes fostering self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In designing and implementing TASC we have also considered factors such as empathy, resilience, emotional regulation, and conflict resolution. Professional Development: Teachers and educators play a critical role in implementing classroom climate programs effectively. In TASC we have planned to provide ongoing professional development for teachers and students. Educators need training and support to understand the principles of socio-emotional development, implement relevant strategies, and create a supportive classroom environment. Collaboration and Partnerships: Developing classroom climate programs requires collaboration and partnerships among various stakeholders. This includes school administrators, teachers, students, parents, community organizations, and mental health professionals. In TASC we have planned to create wide collaborations to helps ensure a coordinated approach, shared responsibility, and access to additional resources and expertise. Cultural Sensitivity: Educational systems should recognize and respect the cultural diversity of students. Classroom climate programs need to be culturally sensitive and inclusive, acknowledging and valuing the diverse backgrounds, beliefs, and experiences of students. In TASC we have planned to have that sort of sensitive approach, which creates a safe and supportive environment where all students feel included and understood. Assessment and Evaluation: To ensure the effectiveness of classroom climate programs, it is important to establish mechanisms for assessment and evaluation. This involves defining clear objectives, selecting appropriate assessment tools, and regularly evaluating the impact of the programs on students' social and emotional skills, well-being, and academic outcomes. In TASC we have planned to follow an evidence based approach, using exploration phase to intercept better the participants’ needs. Integration into Curriculum and School Culture: Classroom climate programs should be integrated into the overall curriculum and school culture. They should not be seen as separate from academic learning but rather intertwined with it. In TASC we have planned to integrate social and emotional skills in various contexts and throughout students' educational experiences. Community Involvement: Engaging parents and the wider community is crucial for the success of classroom climate programs. Parents should be informed about the goals and benefits of such programs and provided with resources to support socio-emotional development at home. In TASC we have planned to involve the community to provide additional support, resources, and opportunities for students to apply their social and emotional skills outside of school. Long-term Sustainability: To have a lasting impact, classroom climate programs should be designed for long-term sustainability. This includes securing adequate funding, establishing clear roles and responsibilities, and building a culture of ongoing support and commitment to socio-emotional development within the educational system. In TASC we have planned to reach this need designing 'plug and play' methodology and activities for teachers, students and schools. Continuous Improvement: classroom climate programs should be subject to continuous improvement based on feedback, evaluation, and emerging research. In TASC we have planned to develop mechanisms in place to monitor and adapt the project as needed, ensuring that it remains relevant and effective in meeting the evolving social and emotional needs of students.