| Summary: | Principals, teachers, and school support staff perceive an increase in disrespect for the educational system and its representatives (Lickona, 1991). Using a qualitative research design through focus groups this study sought to answer the following question: What are the similarities and differences between students' and teachers' perspective understanding of respect and disrespect in the social and educational environment of school? Participants included elementary students
in grades 4-6, teachers, and support personnel from a large urban ring elementary school in the northeast. Inductive data analysis resulted in four main themes: Justice and Fairness, Positive Impact on Positive Behavior Interventions and Supports (PBIS), Environmental Influences, and Relationships. Results suggest that adults and students shared similar perceptions of respect and disrespect in school.
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