Exploring the Social Validity of Teacher Praise Notes in Elementary School

Abstract

The use of teacher-written praise notes has the potential to positively influence student classroom behavior and relationships. However, few studies have examined the social validity of praise in schools. The purpose of this study was to evaluate student, teacher, and parent perceptions of a school-wide praise note intervention implemented by teachers at a Title I elementary school. Social validity surveys were completed by 23 teachers, 203 parents, and 203 students at the end of the school year. Results indicated that participants believed praise notes helped improve classroom behavior, relationships, and home-school communication. Results also suggested that praise notes were sustainable and had a good level of teacher buy-in, though suggestions for improvement were noted. Implications and limitations of this study are addressed.