School Climate

School climate is a complex construct consisting of multiple components (Freiberg, 1999). Various aspects include the:

• Quality of interpersonal relations between students and teachers
• Extent to which the school is perceived as a safe and caring place
• Degree to which students, parents, and staff are involved in collaborative decision making
• Degree to which there are high expectations for student learning

A school that has a positive school climate is perceived as welcoming (to students, parents, and staff) and is characterized by respectful interactions between individuals. Students are motivated to achieve, and staff convey the importance of school and learning. The school is clean, well maintained, and inviting. The combination of these characteristics results in the school being perceived as a good place.

Over the years research has documented a variety of outcomes that are associated with school climate (Lehr & Christenson, 2002). It is consistently identified as a variable that is a key ingredient of effective schools and is positively associated with academic effectiveness. Studies demonstrate a link between positive school climate and higher levels of achievement in reading, math, and writing. In addition, students who attend schools with positive school climates are more likely to have favorable attitudes toward school (motivation for schooling, academic self-concept) and satisfaction with schooling. Fewer behavior problems and higher levels of attendance are also associated with a positive school climate.

A variety of school characteristics related to school climate are also associated with negative school outcomes. For example, schools with weak adult authority, punitive discipline, a climate of low expectations, and absence of caring relationships between staff and students have higher absentee levels and higher dropout rates. Schools that have large enrollments also risk higher proportions of students who feel alienated and become disengaged from school and learning.

These findings have implications for school policies and practices that educators can influence. School policies that foster positive climates include a strong academic press and relevant curriculum, purposeful inclusion of all students in academic activities and learning, and high-quality instruction. In addition, schools with discipline policies that are clear, fair, and effective, tend to engage students in school and yield more positive outcomes (e.g., fewer disciplinary problems, higher rates of attendance). Schools that are organized into smaller learning communities allow [Page 472]more opportunities to create positive climates that can engage students, in part, by providing more individual attention and through relationship building.

Many programs and strategies have been developed to foster positive school climates (Scherer, 1998). It is clear that there is not one best program or strategy to use. Efforts range from single strategies that are designed to address an aspect of a school climate to largescale programs within the context of school reform. For example, to create a more welcoming learning community, students and staff may decide to implement a strategy in the morning where students are greeted by name and with a smile as they enter the school. In other cases, a school climate committee may be formed that works collaboratively to assess the school's climate, determine areas of strength and need, set goals, and design interventions that address the identified issues. More recently, efforts to create more positive learning environments have occurred within the context of implementing universal interventions that are delivered to all students within a school (e.g., positive behavioral supports). Other programs that promote peaceful conflict resolution, prevent bullying, or increase school safety are also examples of programs that can be used to improve school climate. Building positive learning environments is a continuous process that must be revisited and modified regularly. Efforts to improve school climate that adhere to best practices include initial measures of key stakeholders' perceptions of school climate (e.g., students, parents, staff, community members), and ongoing measures that provide feedback about the impact of the intervention as it is being implemented.

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