School Climate

How School Climate is Embodied

A review of research suggests that there are four broad areas that embody school climate: relationships, teaching and learning, safety, and the environment. These areas of school climate can be represented by four domains: physical, social, affective, and academic. For a school to have a positive school climate these domains have the following characteristics:

• 1.
  Physical (Safety): A physical environment that is safe, welcoming, and conducive to teaching and learning
• 2.
  Social (Relationships): A social environment that promotes communication and interaction among students and among staff and among the community
• 3.
  Emotional (Environment): An affective environment that promotes a sense of belonging and self-esteem among students and staff and community
• 4.
  Academic (Teaching and Learning): An academic environment that promotes learning and self-fulfillment for students and staff

Instead of focusing on a specific definition for school climate, common practice describes what a positive school climate looks like. The implication is that a negative school climate is the opposite of the positive. All positive climate descriptions proposed agree that a positive school climate allows principals, staff, students, and parents to focus on the mission of schools rather than expend energy on negative influences. The negative influences and the [Page 787]interactions among them are significant deterrents to successful schools.

But school climate is more than individual experience: It is a group phenomenon. Positive school climate is associated with and/or predictive of academic achievement, effective risk prevention efforts, and healthy youth development, as a group. Positive school climate creates environments where young people can discover how to be lifelong learners, friends, and contributing members of society.

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