Is student engagement without classroom social climate possible? A necessary condition analysis – Nature

Report on the Necessary Conditions for Student Engagement in Alignment with Sustainable Development Goals

Introduction: Framing Educational Success within the SDGs

Enhancing student engagement is a critical indicator of academic achievement and a cornerstone for realizing Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education for all. Achieving this goal requires a deep understanding of the foundational classroom elements that foster effective learning. This report examines the Classroom Social Climate (CSC) not merely as a correlational factor but as a necessary condition for student engagement. By analyzing the indispensable roles of teacher support and mutual respect, this study provides actionable insights for creating effective learning environments (SDG Target 4.a) and promoting educational equity, in line with SDG 10 (Reduced Inequalities).

Analysis of Classroom Social Climate as a Prerequisite for Student Engagement

Research Methodology

This analysis is based on data from 759 university students in China. The study employed Necessary Condition Analysis (NCA) to determine if specific dimensions of the Classroom Social Climate (CSC) are essential prerequisites for achieving student engagement. The key variables investigated were:

• Teacher Emotional Support (TES): The degree to which students perceive teachers as caring and respectful.
• Teacher Academic Support (TAS): The extent to which students feel teachers assist their learning process.
• Classroom Mutual Respect (CMR): The perception that teachers and peers encourage mutual respect and support.
• Student Engagement: The level of behavioral, emotional, cognitive, and agentic involvement in learning.

Core Findings: Identifying Essential Factors for Quality Education (SDG 4)

The analysis confirms that all three dimensions of CSC are necessary conditions for student engagement. Their absence creates a ceiling beyond which student engagement cannot rise, thereby constraining the achievement of quality educational outcomes as outlined in SDG 4. The specific roles of each dimension are as follows:

1. Teacher Emotional Support (TES): TES is a necessary condition for fostering the positive emotional experiences required for students to feel connected and motivated. This dimension is fundamental to creating the safe, non-violent, and inclusive learning environments called for in SDG Target 4.a.
2. Teacher Academic Support (TAS): TAS is a necessary condition that provides the guidance and feedback essential for building academic competence. Without a minimum level of academic support, students cannot effectively engage with learning materials, making it a foundational element of quality education.
3. Classroom Mutual Respect (CMR): CMR is a critical necessary condition, particularly for achieving higher levels of engagement. An atmosphere of mutual respect promotes an inclusive environment where all students feel valued, directly contributing to SDG 10 (Reduced Inequalities) by ensuring equal opportunities for participation and success.

Stage-Specific Necessities and Bottleneck Analysis

A Dynamic Model for Enhancing Student Engagement

The study reveals that the necessity of each CSC dimension varies depending on the desired level of student engagement. This dynamic interplay identifies specific bottlenecks that must be addressed to foster comprehensive engagement.

• Low Engagement Levels: At the initial stages, Teacher Academic Support (TAS) emerges as the primary bottleneck. Foundational academic guidance is essential to initiate student interest and participation.
• Moderate Engagement Levels: To achieve moderate engagement, a balanced combination of TES, TAS, and CMR becomes necessary. A deficiency in any one of these dimensions constrains further progress, highlighting the need for a holistic approach to developing effective learning environments (SDG Target 4.a).
• High Engagement Levels: For peak engagement, Classroom Mutual Respect (CMR) becomes the most critical bottleneck. To sustain the highest levels of participation and collaboration, an environment built on mutual respect is indispensable. This finding links advanced educational outcomes directly to a social-emotional climate that supports inclusivity and justice, aligning with the principles of SDG 10 and SDG 16 (Peace, Justice and Strong Institutions).

Implications for Achieving the Sustainable Development Goals

Policy and Practice Recommendations

The findings offer a clear roadmap for educators and policymakers aiming to advance the global education agenda through targeted interventions.

• For SDG 4 (Quality Education): Educational institutions must treat a positive CSC as an essential requirement, not an optional feature. Policies should mandate educator training focused on creating emotionally supportive, academically robust, and respectful classrooms to ensure quality learning for all.
• For SDG 10 (Reduced Inequalities): The critical role of CMR in enabling high engagement confirms that fostering mutual respect is a key strategy for reducing inequalities in educational outcomes. Interventions must prioritize building inclusive classroom cultures where students from all backgrounds can thrive.
• For SDG 16 (Peace, Justice and Strong Institutions): By functioning as micro-level institutions, classrooms that prioritize mutual respect contribute to the broader societal goal of fostering peace and inclusivity. Cultivating CMR is a practical step toward instilling these values in future generations.

Conclusion

This report establishes that a positive Classroom Social Climate is a non-negotiable prerequisite for student engagement. The dimensions of Teacher Emotional Support, Teacher Academic Support, and Classroom Mutual Respect are not merely beneficial but are necessary conditions that form the bedrock of an effective learning environment. Without systematically addressing these foundational elements, efforts to improve student engagement and achieve the ambitious targets of SDG 4 will be fundamentally constrained. Therefore, targeted, stage-specific interventions that cultivate a supportive and respectful classroom climate are crucial for advancing quality education and fostering sustainable development worldwide.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses issues related to quality education and the well-being of students, which directly connects to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education

  This is the most relevant SDG as the article’s central theme is enhancing the educational experience. It investigates “student engagement” as a “critical indicator of learning processes and academic achievement.” The study aims to improve educational outcomes by understanding and fostering a positive “Classroom Social Climate (CSC),” which is fundamental to providing quality education.

• SDG 3: Good Health and Well-being

  The article connects to SDG 3 by emphasizing the importance of the emotional and psychological aspects of the learning environment. It highlights “teacher emotional support (TES)” as a crucial factor that mitigates “negative emotions such as anxiety and frustration.” By focusing on creating a supportive environment that cares for students’ “wellbeing,” the research aligns with the goal of promoting mental health.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s focus, the following specific SDG targets can be identified:

• SDG 4: Quality Education

  • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

    The entire study is centered on this target. The investigation into the “Classroom Social Climate (CSC)” and its dimensions—teacher emotional support, academic support, and classroom mutual respect—is a direct examination of what constitutes an “inclusive and effective learning environment.” The conclusion underscores the importance of “fostering an inclusive and supportive classroom environment to promote comprehensive student engagement.”

  • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… promotion of a culture of peace and non-violence…

    The article’s emphasis on “Classroom Mutual Respect (CMR)” as a necessary condition for student engagement supports this target. Fostering mutual respect is a foundational step in promoting a “culture of peace and non-violence” within the micro-society of a classroom, which can then extend to broader societal interactions.

• SDG 3: Good Health and Well-being

  • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

    The article contributes to the “promote mental health and well-being” aspect of this target. It explicitly states that “Teacher Emotional Support (TES) plays a crucial role in mitigating negative emotions such as anxiety and frustration, which can impede student engagement.” This highlights how a positive classroom climate is a preventative measure that supports students’ mental and emotional well-being.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article mentions and utilizes several specific measurement tools and concepts that can serve as indicators for the identified targets:

• Indicators for SDG 4 Targets

  • Student Engagement Levels: The study uses the “Student Engagement Scale” to measure four dimensions: behavioral, emotional, cognitive, and agentic. This serves as a direct indicator of an “effective learning environment” (Target 4.a), as higher engagement is correlated with better learning outcomes.
  • Perceptions of Classroom Social Climate (CSC): The research employs a validated scale to assess CSC, including sub-dimensions like “Teacher Emotional Support (TES),” “Teacher Academic Support (TAS),” and “Classroom Mutual Respect (CMR).” These metrics directly measure the quality and inclusiveness of the learning environment (Target 4.a) and the promotion of a peaceful culture (Target 4.7).
  • Academic Achievement: The article identifies student engagement as a key factor that “predicts student academic achievement.” Therefore, academic performance can be used as an outcome indicator to assess the effectiveness of interventions aimed at improving the classroom climate and engagement levels.

• Indicators for SDG 3 Target

  • Levels of Teacher Emotional Support (TES): As measured by the CSC scale, TES is an indicator of the support systems in place to promote student well-being. The article notes that TES is essential for creating “a supportive emotional environment” and mitigating anxiety, directly linking it to mental health promotion (Target 3.4).
  • Emotional Engagement: One of the four dimensions measured by the Student Engagement Scale is “emotional engagement,” which “deals with students’ emotional experiences during learning, such as enjoyment or boredom.” This provides a direct measure of students’ emotional well-being within the educational context.

4. Summary Table of SDGs, Targets, and Indicators

Source: nature.com