Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region

18 Pages Posted: 18 Apr 2019

Date Written: April 17, 2019

Abstract

School safety and classroom disciplinary climate have a direct impact on teachers' ability to teach and students' ability to learn. School safety and classroom disciplinary climates have been declining in the Middle East and North Africa region, as is demonstrated in this paper using data from the Trends in Mathematics and Science Study and the Progress in International Reading Literacy Study. The paper then moves on to untangle how disruptive learning environments can have negative impacts on student learning outcomes. Thus, the objective of the paper is to analyze the determinants associated with disrupted learning environments, at the school and classroom levels, in the Middle East and North Africa region and to uncover the impacts these environments have on student learning outcomes. This information will provide policy makers with evidence on disrupted learning environments while offering some recommendations on how these conditions can be improved.

Suggested Citation

Cahu, Paul Marie Michel and Quota, Manal Bakur N., Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region (April 17, 2019). World Bank Policy Research Working Paper No. WSP8822, Available at SSRN: https://ssrn.com/abstract=3374045

Paul Marie Michel Cahu (Contact Author)

World Bank

1818 H Street, NW
Washington, DC 20433
United States

Manal Bakur N. Quota

World Bank ( email )

1818 H Street, NW
Washington, DC 20433
United States

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