International Journal of School and Cognitive Psychology
Open Access

The Psychological Environmental Challenges of Students in Classroom

NGonida Zaky^{* *}Correspondence: NGonida Zaky, Department of Psychological Sciences, University of Qatar, Doha, Qatar, Email:

Author info »

About the Study

The psychological environment is the third component of the classroom setting. According to a comparison study, the psychological environment is the most difficult and undoubtedly the most biased of the three environments. Teachers communicate within the psychological setting through their attitudes, feelings of excitement, values, and principles. The majority of students go into the educational process anticipating encouragement and support for their studies. The psychological setting creates the conditions for students' presentation of ideas, opinions, and attitudes as well as their inquiry into problems in the classroom. In reality, teachers can demonstrate their interest in their students in a psychological setting.

Academic success is only one aspect of education; schools' or teachers' efficiency in achieving other educational goals is of minimal importance. Particularly, little is known about the factors that influence behavioural development, such as a positive outlook on learning, the capacity to interact with teachers and other students in a way that is sanctioned by the school, or the capacity to pay attention to school rules and refrain from actions that go against the school's expectations of appropriate student behaviour, such as fighting with other students. It's possible that instructors who are successful in fostering academic improvement also improve their students' social and behavioural abilities.

While there are several definitions of the classroom environment, this one provides a clearer picture of how a person's conduct reflects both the environment and the person within it, and how it relates to achieving educational goals. It's important to strike a balance between teachers' personal satisfaction and students' developmental requirements. The four classroom environment indicators have a significant impact on a child's academic development. According to the study, a wellorganized environment does positively influence conduct by fostering kids' social and emotional needs. The social, emotional, and physical environments of the classroom together make up the term "classroom climate." The expression of ideas, attitudes, opinions, questions, and problems in the psychological environment is the most difficult and one-sided in nature.

Psychological challenges

Lack of governance and accountability structures: While some nations still do not have complete rules to protect students from school-based violence, others have recently implemented these laws, many of which are still not being properly enforced, many other nations do. Effective mechanisms for reporting violence are lacking in many situations. Even early phases of development are being put into laws to stop violence from occurring online.

The COVID-19 pandemic: COVID-19 is more difficult for schools to manage logistical, pedagogical, organisational, and technological obstacles that might otherwise slow down academic learning. It is challenging to maintain the emphasis on socioemotional skills and school-based violence in the setting of an increased emphasis on academic results.

Unprepared teachers: Teachers frequently lack the skills necessary to address students' social and emotional needs, successfully manage classrooms and disputes, and teach SEL. Additionally, there aren't many programmes for training teachers on how to make students happy and well-adjusted in the classroom.

Social and cultural standards: May make victims of violence less likely to report crimes. Additionally, they make it harder for some actors to openly discuss concerns of violence (such as teachers and policymakers). Violence in schools is a reflection of the persisting and differentiated anticipated gender roles that exist in various environments.

Monitoring Report team: Poor SEL implementation: If SEL programmes are included in the core curriculum, they are frequently fragmented, brief, and marginalised. Another problem is a lack of understanding of how SEL can be incorporated into academic courses.

Conclusion

A supportive psychosocial school climate contributes to the development of favourable conditions for efficient teaching and learning. It has to do with "the dynamic interaction between psychological parts of our experience (our ideas, feelings, and behaviours) and our broader social experience (our connections, family and community networks, societal ideals, and cultural practises)". The strength of interpersonal connections at school, instructional strategies, classroom management and discipline, students' and teachers' well-being, the prevalence of school-based violence, and social and emotional learning are important factors influencing the psychosocial school climate.