School climate refers to the quality and character of school life. It has been described as "the heart and soul of the school ... that essence of a school that leads a child, a teacher, and an administrator to love the school and to look forward to being there each school day."[1] A positive school climate helps people feel socially, emotionally and physically safe in schools. It includes students', parents' and school personnel's norms, beliefs, relationships, teaching and learning practices, as well as organizational and structural features of the school.[2] According to the National School Climate Council,[3] a sustainable, positive school climate promotes students' academic and social emotional development.
Many factors can affect the quality and character of school life. There is no consensus on the definition or dimensions of school climate.[4] However, the factors that shape school climate are often grouped into four main dimensions. These dimensions are: safety, teaching and learning (academic climate), relationships (community climate), and the environment.[4] Each dimension is discussed in detail below.
Positive school climate is related to many positive student outcomes. For example, positive school climate is associated to higher academic performance, better mental health, and less bullying.[5] Improving school climate can be used as a preventative approach to reduce disruptive behavior and improve attendance, achievement, and student and parent satisfaction with school.[4] Many assessment tools and interventions have therefore been developed to help school in the climate improve process.
^Freinerg, H. J. (1999). School climate: Measuring, improving and sustaining healthy learning environments. Philadelphia, PA: Falmer Press. p. 11.
^Cohen, J.; McCabe, E. M.; Michelli, N. M.; Pickeral, T. (2009). "School Climate: Research, Policy, Practice, and Teacher Education". Teachers College Record. 111: 180–213. doi:10.1177/016146810911100108. S2CID 17640221.
^National School Climate Council (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. www.schoolclimate.org/climate/policy.php: National Center for Learning and Citizenship, Education Commission of the States.
^ abcCite error: The named reference :1 was invoked but never defined (see the help page).
^Thomas, A; Grimes, J (2002). Best Practices in School Psychology IV. Bethesda, MD: National Association of School Psychologists. pp. 929–947.
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