Ng as i Collaborative schools, collaborative students This chapter examines the impact of poste rebstionshs among and, betwen students, teachers, principals, parents and the wider community fon students profiieney in colboratve arable solving and atutudes towards collaboration. It ries to answer the question: if all school stakeholders gat along well and work together o achieve common goals, oes that help students develop thelr own collaborative proslem-sohing skis? ye OFCD without Psa2o1s RESULTS VOLUME; cotLaRoRATVE OREM SONNE eoicd0'| 139.Man is by nature a social animal — Aristotle, Politics Collaboration and co-operation are the best, if not the only, ways in which complex organisations can address complex challenges (Gajda and Koliba, 2007) and become learning organisations (Kools and Stoll, 2016). The benefits fof collaborative and co-operative behaviours have been broadly documented in various social contexts, including neighbourhoods, hospitals, companies (Coleman, 1988; Gitll etal, 2000; Sampson and Groves, 1988), and also in education. When students, teachers, patents and the school principal know and trust each other, work together, and share information, ideas and goals, students ~ particularly csadvantaged students ~ benefit (Crosnoe, Johnson and Flder, 2004} Hughes and Kwok, 2007; Jennings and Greenberg, 2009). The gains in problem-solving periormance specifically ould be even larger. For instance, several studies found that students who collaborate towatds common goal develop theie problem-solving skills, especially when they are pared witha child of higher ability (Moshman and Geil, 1998; Samaha and De Lisi, 2000, ‘This chapter examines the density and quality of the relationships tha studenls, teachers, principals, parenis and the wider community build in and around secondary schools, andl how they shape students’ performance in collaborative problem solving and students’ attitudes towards collaboration. The premise s tha a socially connected school, in which all stakeholders know and respect each other and work collaboratively to achieve common goals, can help students develop their collaborative problem-solving skills and improve ther atitudes towatde collaboration. What the data tell us Of all the relationships analysed, the stongest predictors of performance in collaborative problem solving are ‘those involving students directly, including relationships they establish with parents, teachers and other students = On average across OECD countries, students who reported not being threatened by other students score 18 points higher in collaborative problem solving than stuclents who reported being threatened at least afew times per ‘year. Students also score 11 points higher for every 10 percentage-point increase inthe numberof schoolmates ‘who reported that they are not threatened by other student. Across the OECD countries that distributed the parent questionnaire, parents reported knowing an average of five of their childs school iiends, and four of the parents of thei childs fiends. The students whose parents reported knowing more of their school fiends are more likey tobe enrolled in socio-economically advantaged schools and score higher in collaborative problem solving. = students score higher in collaborative problem solving when they or ther schoolmates reported that teachers ‘reat students fairly, even after accounting for their periormance in science, reading and mathematics. Figure V7.1 # Number and quality of relationships at school, as measured in PISA 2015 ee «oie < wy s é von (Ceara) < ASE > Cea Co-operation ot Recognition Support SCHOOL STAFF ~ 1AO |oosco sa201sResvtTs VOLUME; COLLABORATIVE PRORLEM SOLVING