To thrive and succeed, children and young adolescents need a favorable and supportive educational environment. Learning environments that respect diversity and differences, whether in terms of diverse cultural and socio-economic backgrounds, gender differences, or different (dis)abilities, have the potential to contribute to successful outcomes for learners’ development and their well-being. Respect for diversity is related to the sense of belonging: When diversity is valued students are more likely to develop a sense of belonging to their classroom and school community and meaningful social connections to others. However, many young people are almost inevitably faced with unequal educational opportunities and learning environments that fail to satisfy their needs. Unfair and unsupportive learning environments are likely to have consequences for students’ learning as well as their emotions in and attitudes toward school. In literature, it is argued that teachers play an essential role in contributing to student success and well-being and advocating diversity in classrooms. The quality of teacher-student relationships and respect for diversity and differences in a classroom are essential to the character development of students and their perception of the school environment. Therefore, it seems essential to (1) better understand relations between student characteristics and (un)equal educational opportunities; (2) examine the role of student characteristics in learning environments across levels of education (kindergarten, primary schools, secondary schools); (3) explore teacher education and preparation programs that consider the importance of equitable learning environments in terms of diverse cultural and socio-economic backgrounds, gender differences, and/or different (dis)abilities; (4) investigate pedagogical practices that foster equitable and supportive learning environments as well as student well-being.
The goal of this Research Topic is to explore the magnitude and patterns of relationships between individual student characteristics (gender, migration background, socioeconomic status, achievement), (un)equal educational opportunities, and student well-being in school. By exploring the teacher education and preparation programs along with pedagogical practices that facilitate equitable learning environments, this Research Topic seeks to illuminate the importance of ensuring equitable learning environments for all students to increase their chances of becoming flourishing, responsible, and productive members of society. The findings of the studies in this Research Topic are calling for respect for diversity and cultural sensitivity in schools and present a crucial contribution to expanding work in this area. Furthermore, these findings can be used in teacher education programs, to equip teachers with skills and attitudes pertaining to diversity within the school environment, in which every student is given the same opportunity regardless of their background. This Research Topic aims to increase awareness of the diversity and differences in classrooms and schools among teachers and to contribute to discussions on how to better prepare teachers for creating equitable learning environments, both during pre-service teacher education and during in-service professional development programs.
This Research Topic welcomes different types of articles that focus on student characteristics (gender, migration background, socioeconomic status, achievement), (un)equal educational opportunities, teacher education and preparation programs to develop more equitable learning environments, pedagogical practices that facilitate equitable learning environments, and student well-being. More specifically, we welcome:
- studies on the relations between student characteristics (gender, migration background, socioeconomic status, and/or achievement) and unequal educational opportunities
- studies comparing the role of student characteristics (gender, migration background, socioeconomic status, and/or achievement) in learning environments across levels of education (kindergarten, primary schools, secondary schools)
- studies that examine teacher education and preparation to develop more equitable learning environments in terms of diverse cultural and socio-economic backgrounds, gender differences, and/or different (dis)abilities
- studies on pedagogical practices that foster equitable and supportive learning environments for all and student well-being
To thrive and succeed, children and young adolescents need a favorable and supportive educational environment. Learning environments that respect diversity and differences, whether in terms of diverse cultural and socio-economic backgrounds, gender differences, or different (dis)abilities, have the potential to contribute to successful outcomes for learners’ development and their well-being. Respect for diversity is related to the sense of belonging: When diversity is valued students are more likely to develop a sense of belonging to their classroom and school community and meaningful social connections to others. However, many young people are almost inevitably faced with unequal educational opportunities and learning environments that fail to satisfy their needs. Unfair and unsupportive learning environments are likely to have consequences for students’ learning as well as their emotions in and attitudes toward school. In literature, it is argued that teachers play an essential role in contributing to student success and well-being and advocating diversity in classrooms. The quality of teacher-student relationships and respect for diversity and differences in a classroom are essential to the character development of students and their perception of the school environment. Therefore, it seems essential to (1) better understand relations between student characteristics and (un)equal educational opportunities; (2) examine the role of student characteristics in learning environments across levels of education (kindergarten, primary schools, secondary schools); (3) explore teacher education and preparation programs that consider the importance of equitable learning environments in terms of diverse cultural and socio-economic backgrounds, gender differences, and/or different (dis)abilities; (4) investigate pedagogical practices that foster equitable and supportive learning environments as well as student well-being.
The goal of this Research Topic is to explore the magnitude and patterns of relationships between individual student characteristics (gender, migration background, socioeconomic status, achievement), (un)equal educational opportunities, and student well-being in school. By exploring the teacher education and preparation programs along with pedagogical practices that facilitate equitable learning environments, this Research Topic seeks to illuminate the importance of ensuring equitable learning environments for all students to increase their chances of becoming flourishing, responsible, and productive members of society. The findings of the studies in this Research Topic are calling for respect for diversity and cultural sensitivity in schools and present a crucial contribution to expanding work in this area. Furthermore, these findings can be used in teacher education programs, to equip teachers with skills and attitudes pertaining to diversity within the school environment, in which every student is given the same opportunity regardless of their background. This Research Topic aims to increase awareness of the diversity and differences in classrooms and schools among teachers and to contribute to discussions on how to better prepare teachers for creating equitable learning environments, both during pre-service teacher education and during in-service professional development programs.
This Research Topic welcomes different types of articles that focus on student characteristics (gender, migration background, socioeconomic status, achievement), (un)equal educational opportunities, teacher education and preparation programs to develop more equitable learning environments, pedagogical practices that facilitate equitable learning environments, and student well-being. More specifically, we welcome:
- studies on the relations between student characteristics (gender, migration background, socioeconomic status, and/or achievement) and unequal educational opportunities
- studies comparing the role of student characteristics (gender, migration background, socioeconomic status, and/or achievement) in learning environments across levels of education (kindergarten, primary schools, secondary schools)
- studies that examine teacher education and preparation to develop more equitable learning environments in terms of diverse cultural and socio-economic backgrounds, gender differences, and/or different (dis)abilities
- studies on pedagogical practices that foster equitable and supportive learning environments for all and student well-being
