Affiliation, empathy, and safety: Perspectives from students, teachers, and principals at two small high schools in New York City

The purpose of this study was to examine the school culture of two small high schools in New York City---more specifically, to assess the levels of student bonding to peers, to teachers, and to school as perceived by students, teachers, and principals. In addition, teacher empathy was examined from the same perspective. The aim was to assess in what ways teacher empathy fosters student bonding.; The Wisconsin Youth Survey was administered to 76 students at the two schools. Individual interviews with teachers, principals, and students took place using the interview protocol. Focus group interviews with students were also conducted, and the researcher also made observations and shadowed several students. The survey data were analyzed through ANOVAs, and the interview transcripts were coded and analyzed using NVivo.; The study found that school size is paramount in student bonding, as students at these two schools are highly bonded to peers, teachers, and school, while low-bonded students, the lowest third, are bonding to peers, school, and teachers in that order. Mother's education plays a positive role in student bonding to teachers and to school. Empathetic teachers contribute significantly to student bonding. The students feel very safe at the two schools. The explanation given is that there is a positive climate and administrators watch out for students. There are, however, two things that are negative to student bonding: suspensions and mobility. The students expressed concern that electives and sports programs are not available to students in these two schools. The school climate was also examined by means of student feelings of safety and social bonding.; Recommendations for practitioners included staff development to create a positive school culture for staff and students, increasing parental involvement, and use of suspensions as a last resort. Also, the New York City Department of Education and Boards of Education should create small communities of support for students and teachers, use school culture in school evaluations, and address the limitations inherent in small settings.