Social & Academic Dimensions:Creating a healthy and positive school climate

Definitions of school climate have been interpreted in various ways by scholars since the 1960s.
They have been closely associated with achievement, quality control, and school management,
among many others that denote characteristics of highly effective organization. A healthy school
climate promotes a positive attitude and openness that will thus create a learning environment
that motivates and encourages effective teaching and learning activities; increases teachers’ job
satisfaction; and, finally enhances students’ academic performance.

Education practitioners, researchers, and policymakers are increasingly focusing on social and
emotional learning and development and positive school climates as essential factors to establish
equitable learning environments in which all young people can thrive. We know from the science
of learning and development that in order for children to master academic content and develop
skills necessary for success in school and in life, we must create learning environments that
intentionally foster the experiences and the relationships that are so critical to students’
development and that are designed to integrate academic, social, and emotional learning and
development.

The school climate model that determines the characteristics of an effective school climate
encompasses four main factors: culture (assumptions, values, norms, beliefs), ecology (structure
and facilities), humanity structure and system (instructions, administration, decision making,
planning structure), and social system (structure element).

If you’re a school leader, you have problems to solve: bullying, teacher burnout, disengaged
students, casual vandalism and litter, and cultural and socio-economic differences, among others.
Big issues that affect a lot of people.
Researchers have found that a positive school climate can help solve a lot of those problems.
Studies find that it decreases absenteeism, suspensions, substance abuse, and bullying, and
increases students’ academic achievement, motivation to learn, and psychological well-being. It
can even mitigate the negative effects of self-criticism and socioeconomic status on academic
success. In addition, working in this kind of climate lessens teacher burnout while increasing
retention.

Three steps to a positive climate

When building a positive school climate, it will depend on the leaders’ values and vision and
how much everyone else gets on board with those things.

It starts with trust, which researchers say is an essential prerequisite to a more positive climate.
The following steps are in part designed to build trust, mainly by giving teachers, staff, and
students some say in the process—and leaders who guide the process must never miss an
opportunity to prove themselves trustworthy and to facilitate trust-building between
stakeholders.

Here are some research-based suggestions for school leaders on how to start cultivating a
positive school climate:

1) Assess the current climate.

You have to know where you’re starting from in order to know where to go. And for those on
your staff who might be less-than-enthusiastic about creating a positive school climate, asking
them about their current experience will help get them on board because they’ll feel like their
voice is being heard. Also be sure to include everyone’s voices: teachers, other school staff,
students, parents—and your own.

There are a number of ways to assess your school climate.

Schein suggests meeting in small groups to examine together the school’s climate.

Individual interviews are also another way to get a sense of the school climate, and should be
conducted by someone outside the school to ensure honesty and impartiality, e.g., a consultant or
local grad student in organizational psychology.

2) Create a shared vision—Research suggests that bringing everyone together to create a shared
vision of the kind of climate they want increases the likelihood that the vision will actually be
carried out.

So before creating a shared vision together, ask everyone to write down his or her personal
vision. To ensure student participation, have teachers guide students through this process.

When you’re ready to create a shared vision, it’s important to create a safe space where people
feel comfortable sharing their ideas. That way, positive emotions are generated, which will help
to cultivate trust amongst group members and also make everyone’s thinking more creative and
flexible. Be sure to include the students in whatever way possible.

3) Work together to carry out the shared vision—Creating a positive school climate is an
ongoing process that never really ends, but it’s a joyful one. However, if you find your school off
to a slow start, you might try one of these simple motivating ideas that will give a quick boost of
positive emotions:
While it may seem like a lot of work, the tremendous benefits of a positive school climate far
out-weigh the time and effort required. And, while researchers haven’t measured it yet, I would
guess that a positive school climate can also bring the joy and fun back into teaching and
learning. Who wouldn’t want to be part of a school like that?

Social, emotional, and academic development and school climate are deeply inter-connected and
mutually reinforcing. The conditions of a learning environment establish the setting and the
context in which social and emotional learning and development can occur, and students and
staff need to have social and emotional competencies to create positive social environments. In
turn, this allows students to start taking academic risks, building trusting relationships, and
becoming more self-aware. Students experience school and classroom climate differently.

School climate measures

School climate “reflects how members of the school community experience the school, including
interpersonal relationships, teacher and other staff practices, and organizational arrangements.
School climate includes factors that serve as conditions for learning and that support physical
and emotional safety, connection and support, and engagement.” Measures of school climate
considered here include: (1) school climate surveys (of students, families, and educators), (2)
chronic absenteeism, (3) suspensions and expulsion data, and (4) classroom-level observations.
Each of these has benefits and challenges to their use, and each is considered by researchers to be
“suitable” for different purposes.

How do we define School Climate?

School climate refers to the quality and character of school life. School climate is based on
patterns of students’, parents’ and school personnel’s experience of school life and reflects
norms, goals, values, interpersonal relationships, teaching and learning practices, and
organizational structures.

A sustainable, positive school climate fosters youth development and learning necessary for a
productive, contributing and satisfying life in a democratic society. This climate includes:

● Norms, values and expectations that support people feeling socially, emotionally and
physically safe.
● People are engaged and respected.
● Students, families and educators work together to develop, live and contribute to a shared
school vision.
● Educators model and nurture attitudes that emphasize the benefits and satisfaction gained
from learning.
 ● Each person contributes to the operations of the school and the care of the physical
environment.

Positive results of strong school climate improvement work can be grouped into five “buckets”:

1. SAFETY
○ Dramatic decrease in risky behaviors (Catalano, Haggerty, Oesterie, Fleming, &
Hawkins, 2004)
○ Lower rates of student suspensions and discipline issues in general (Lee, T.,
Cornell, D., Gregory, A., & Fan, X. 2011)
○ Physical, social, and emotional benefits (Devine & Cohen, 2007)
2. TEACHING/LEARNING
○ The effect of positive school climate not only contributes to improved academic
outcomes among diverse groups of students (Astor, Benbenisty, & Estrada, 2009;
Haahr, Nielsen, Hansen, & Jakobsen, 2005; OECD, 2009), but its effect seems to
persist for years (Kerr, Ireland, Lopes, Craig, & Cleaver, 2004)
○ Higher graduation rates (L. Ma, Phelps, Lerner, & Lerner, 2009)
○ Powerful correlation between improved school climate and increased motivation
to learn (K. B., & Pachan, M. 2008)
○ Positive school climate is correlated with decreased student absenteeism in middle
school and high school and lower rates of student suspension in high school (T.
Lee, Cornell, Gregory, & Fan, 2011; Gottfredson & Gottfredson, 1989;
Rumberger, 1987; deJung & Duckworth, 1986; Sommer, 1985; Purkey & Smith,
1983; Reid, 1982; Wu, Pink, Crain, & Moles, 1982)
3. INSTITUTIONAL ENVIRONMENT
○ School connectedness is a powerful predictor of and is associated with adolescent
health and academic outcomes (Whitlock, 2006)
○ Improved staff morale (Vezzuto, 2011)
4. INTERPERSONAL RELATIONSHIPS
○ In schools where students perceive a better structured-school, fair discipline
practices, and more positive student-teacher relationships, the “probability and
frequency of subsequent behavioral problems” is lower (M. C. Wang, Selman,
Dishion, & Stormshak, 2010)
○ Safe, caring, participatory, and responsive school climate fosters greater
attachment to school and provides the optimal foundation for social, emotional,
and academic learning (Blum, McNeely, & Rinehart, 2002; Osterman, 2000)
5. SOCIAL MEDIA
○ Sense that students feel safe from physical harm, verbal abuse/teasing, gossip, and
exclusion when online or on electronicdevices (for example, facebook, twitter,
and other social media platforms, by an email, text messaging, posting
photo/video, etc.).
Here are four widely agreed upon components of a healthy school environment, why they matter,
and how principals can improve them.

Strong relationships are the foundation.

Positive and stable relationships among staff, students, and caregivers undergird a school’s
climate. It’s vital that children feel they are known and supported in school. And while this may
sound obvious, it is something that many schools struggle with. There are innumerous strategies
for building relationships. Teachers can greet each student as they enter the classroom. They can
conduct daily check-in exercises where they ask students how they are feeling. Principals in
elementary schools can “loop” classrooms keeping teachers with the same group of students for
multiple years. At the middle and high school levels, they can create an advisory system where
teachers work with a small, consistent group of students weekly or daily to build a sense of
community.
High academic expectations, yes, but also strong supports.

Another hallmark of a healthy school climate is one where educators have high academic
expectations for all students.

Educators assist students in setting meaningful academic goals for themselves and promote a
strong academic culture where post-secondary education is a goal.

But it’s not enough for teachers to, say, constantly talk to students about going to college or
following their dreams. Schools must also provide students with the tools they need to meet the
expectations they are raising for students.

High expectations without support just sets students up for failure, undermining their confidence.

Consistency in expectations for behavior and discipline for misbehavior.

A safe and orderly environment is another key aspect of a good school climate, and rules and
discipline are tools that principals and teachers use to make that happen. But schools must have
clear expectations for behavior, teach students how to meet those expectations, and acknowledge
when students are doing so.

In a school with a healthy climate, principals, teachers, and staff focus on prevention. When
discipline is used, it’s attuned to preserving relationships and respecting students’ dignity.

Discipline, when doled out, should be appropriate to students’ developmental stage and
proportional to their behavior, taking care to ensure there are procedures for students with
disabilities, and that all students are disciplined following established rules.

Regular collection of feedback, followed by adjustments.

Underneath the robust relationships, high but supported academic expectations, and thoughtful
discipline, school leaders who are successful at setting and sustaining a healthy school climate
are consistently gathering feedback on how the school community is experiencing school life.

This is primarily done by surveying students, staff, and parents a few times a year, asking the
kinds of questions posed throughout this article.

Combined with data on discipline, attendance, test scores, and even small focus groups,
principals can get a quantitative and qualitative read on the health of the school’s environment
and how to improve it.

Other components of school climate:

There isn’t total consensus on all the components that add up to a healthy school climate and
culture.

While some definitions focus on the social and academic aspects of school climate, the concept
can also include physical features such as how clean the building is and whether the lights and
heating work properly, which creates a welcoming environment and demonstrates to students
that school leaders care about their comfort. Procedural considerations such as having emergency
plans in place, which factor into feelings of safety, can also fall into the school climate bucket, as
can community-building extracurriculars such as clubs and events.
But the bottom line, school leadership experts say, is that principals must decide what the
definition of a positive climate is for their school—one that is relevant to their community and
based on research—before they can take steps to strengthen it.

Creating a healthy and positive school climate involves addressing both the social and academic
dimensions of the school environment. Here are some key strategies to consider:

1. Promote positive relationships: Encourage positive interactions and foster a sense of belonging
among students, teachers, and staff. Implement programs that promote empathy, respect, and
inclusivity. Develop mentorship programs, peer support groups, and team-building activities to
strengthen relationships.

2. Establish clear expectations and values: Set clear expectations for behavior and academic
performance. Communicate and reinforce the values of respect, responsibility, integrity, and
fairness. Involve students, parents, and staff in the development of shared values and codes of
conduct.

3. Provide a safe and supportive environment: Ensure that the physical environment is safe,
clean, and well-maintained. Implement measures to prevent bullying, harassment, and
discrimination. Train staff to address and manage conflicts effectively. Create avenues for
reporting concerns and ensure appropriate disciplinary actions are taken when necessary.

4. Foster a positive classroom culture: Encourage teachers to create an inclusive and engaging
learning environment. Use positive behavior management strategies and recognize students'
achievements. Implement cooperative learning activities and promote active student
participation. Encourage students to express their ideas and opinions in a respectful manner.
5. Support social-emotional learning: Integrate social-emotional learning (SEL) into the
curriculum to develop students' self-awareness, self-management, social awareness, relationship
skills, and responsible decision-making. Provide opportunities for students to develop their
emotional intelligence and interpersonal skills through SEL programs and initiatives.

6. Strengthen parent and community engagement: Involve parents and the community in school
activities and decision-making processes. Encourage open communication between teachers,
parents, and students. Organize workshops and events that promote parental involvement and
support. Collaborate with community organizations to provide resources and opportunities for
students.

7. Address academic needs: Provide appropriate academic support and resources to meet the
diverse needs of students. Implement differentiated instruction strategies to accommodate
different learning styles and abilities. Offer tutoring programs, study groups, and academic
counseling services to help students succeed academically.

8. Encourage student voice and leadership: Empower students by giving them opportunities to
participate in decision-making processes, such as through student councils or advisory groups.
Encourage student-led initiatives and projects that promote a positive school climate. Provide
platforms for students to voice their opinions and contribute to school improvement efforts.

9. Professional development for staff: Offer professional development opportunities for teachers
and staff to enhance their skills in creating a positive school climate. Provide training on
effective classroom management, conflict resolution, cultural competency, and social-emotional
learning. Foster a culture of continuous learning and improvement among staff members.
10. Monitor and assess progress: Regularly evaluate the effectiveness of initiatives and programs
aimed at improving the school climate. Collect feedback from students, parents, and staff
through surveys, focus groups, or other assessment methods. Use the data to identify areas for
improvement and make informed decisions about future interventions.

By addressing both the social and academic dimensions of the school environment, you can
create a healthy and positive school climate that promotes student well-being, academic
achievement, and a sense of belonging for all stakeholders.

The social and academic dimensions play crucial roles in creating a healthy and positive school
climate. Here's how each dimension contributes:

Social Dimension:

1. Sense of Belonging: When students feel socially connected and included, they are more likely
to have positive attitudes towards school, engage in learning, and exhibit pro-social behaviors. A
strong sense of belonging fosters a supportive and inclusive environment where students feel
valued and accepted.

2. Emotional Well-being: Social interactions and relationships significantly impact students'

emotional well-being. A positive school climate promotes positive relationships, empathy, and
respect, reducing incidents of bullying, discrimination, and harassment. Students feel safe,
supported, and motivated to learn.
3. Positive Behavior: A healthy social environment encourages positive behavior and helps
develop social skills, empathy, and conflict resolution abilities. Students learn to respect others,
collaborate effectively, and contribute positively to the school community. Positive behavior is
reinforced and celebrated, creating a positive feedback loop.

4. Reduced Bullying and Peer Conflict: A positive school climate promotes a culture of

kindness, empathy, and respect, which reduces incidents of bullying and peer conflict.

Students feel safe and supported, allowing them to focus on their studies and develop

healthy relationships.

5. Enhanced Attendance and Retention: A positive social environment contributes

to increased student attendance and retention rates. When students feel
connected and engaged in the school community, they are more likely to attend
school regularly and stay enrolled, leading to better academic outcomes.
6. Peer Support and Collaboration: A positive school climate encourages peer
support and collaboration. Students learn from and support one another,
fostering a culture of teamwork and cooperation. Peer mentoring, study groups,
and cooperative learning activities enhance academic progress and create a
sense of shared responsibility for success.

Academic Dimension:

1. Engagement and Motivation: A positive school climate enhances student engagement and
motivation to learn. When students feel connected, supported, and valued, they are more likely to
actively participate in their academic pursuits, ask questions, and take ownership of their
learning.
2. Academic Achievement: A healthy school climate positively impacts academic achievement.
When students feel safe, supported, and encouraged to take risks, they are more likely to perform
better academically. Positive relationships with teachers and peers, along with a nurturing
academic environment, can boost student achievement.

3. Social-Emotional Learning (SEL): Integrating social-emotional learning into the academic

dimension equips students with essential skills to manage their emotions, build positive
relationships, and make responsible decisions. SEL helps create a positive classroom culture and
prepares students for academic success and overall well-being.

4. Teacher-Student Relationships: Strong and positive teacher-student relationships significantly

impact students' academic performance and overall school experience. When teachers build
trusting relationships, provide individualized support, and foster a nurturing learning
environment, students feel supported, encouraged, and motivated to excel.

5. Higher Teacher Satisfaction and Retention: A positive school climate not only

benefits students but also impacts teachers. When teachers work in a supportive and

positive environment, they experience higher job satisfaction and are more likely to stay

in the profession. This stability promotes continuity and consistency in teaching

practices.

6. Effective Classroom Management: A positive school climate supports effective

classroom management strategies. Teachers can create structured and
engaging learning environments where students are motivated, well-behaved, and
actively participate in their learning. This leads to more effective instruction and
improved academic outcomes.
7. Increased Parent Involvement: A positive academic environment encourages
parental engagement and involvement in their children's education. Parents feel
welcomed and valued, leading to stronger partnerships between the school and
families. Active parent participation positively impacts student achievement and
reinforces a positive school climate.
 8. Graduation and College Readiness: A healthy school climate contributes to
higher graduation rates and college readiness. When students feel supported and
engaged, they are more likely to stay in school, complete their education, and be
prepared for post-secondary education or career opportunities.
9. Long-Term Well-being: A positive academic environment sets the foundation for
students' long-term well-being. Students develop the knowledge, skills, and
attitudes necessary for success beyond the classroom, including critical thinking,
problem-solving, communication, and resilience.

In summary, the social and academic dimensions are interconnected and mutually reinforcing. A
healthy and positive school climate creates an environment where students feel a sense of
belonging, emotional well-being, and positive relationships. This, in turn, promotes academic
engagement, achievement, and the development of crucial social-emotional skills. By addressing
both dimensions, schools can create an environment that supports the holistic growth and success
of students.