YOUTH 2020 - The position of young people in Slovenia

Education, training and learning mobility  85 2020, p. 120-125). In addition to theorists, policymakers, educators, and parents, the provision of a safe and supportive learning environment has also received special attention from some of the most crucial global think tanks (e.g., Brookings) and fact tank organisations (e.g., Pew Re- search Centre). In Slovenia, providing a safe and stimulating learning environment has been a priority of the Ministry of Education, Science and Sport for several years. This is confirmed by the results of interna- tional surveys measuring educational achievement, as pupils in schools where the school climate is perceived as positive tend to achieve higher results. At the same time, a positive school climate has a significant im- pact on reducing the gap between students’ socio-economic status and their achievement (Japelj Pavešić et al., 2012). For example, the results of the TIMSS 2007 and 2008 surveys show a positive correlation between a positive school climate and students’ mathematics and science achieve- ment (Japelj Pavešić et al., 2012). In the Mladina 2020 survey, respondents’ well-being at school was meas- ured by two statements, namely ‘I have/had a very good time at school’ and ‘The atmosphere in my school is (was) very relaxed’. Both statements were measured on a 5-point scale (1 – not at all true, ... 5 – very true). Figure 2.2: Classroom/school climate and well-being for 2000, 2010, 2020. I have had a good time at school The atmosphere in my class is (was) very relaxed 2 3 4 2010 2020 2000 5 3.79 3.84 3.91 3.93 3.84 3.84 1 Sources: Mladina 2000, Mladina 2010, Mladina 2020