School Climate at a Glance

School climate refers to the quality and characteristics of school life. When schools create a positive climate, they foster safer and more supportive environments where respect, value, and connection are encouraged. This kind of atmosphere helps build strong relationships and a sense of belonging – key ingredients that support healthy youth development.¹²³⁴

School climate doesn’t just happen on its own; it is shaped by several interconnected areas. Below are four key elements that work together to create a positive school climate:

• Relationships
• Safety
• Teaching and Learning
• Institutional Environment

Relationships

Definition: Positive social connections between members of the school community that foster trust, belonging, and support.

Examples of what this looks like in practice:

• Students sharing feedback and ideas through youth advisory councils or student government, promoting open dialogue and cultivating a sense of trust, value, and respect.
• Youth supporting each other through small group projects, club meetings, or special programs, which builds a sense of belonging and safety.
• Students participating in social-emotional learning activities focused on communication and collaboration, nurturing positive interactions among peers.
• Teachers and staff recognizing positive behavior during morning announcements or classroom check-ins, creating a more supportive and respectful school environment.

Safety

Definition: Protection from danger or risk, and the promotion of physical and emotional well-being for everyone in the school community.

Examples of what this looks like in practice:

• School counselors being available to meet one-on-one with students to support their emotional well-being.
• Staff completing annual crisis response training during in-service days. This helps support early detection of potential safety concerns.
• Safety teams implementing evidence-informed measures, such as threat assessments, to protect the physical safety of everyone in the school.

Teaching and Learning

Definition: The experience that supports student academic growth and teacher professional development while fostering engagement, skill-building, and collaboration.

Examples of what this looks like in practice:

• Students working on long-term service learning projects connected to community needs, allowing them to engage in meaningful experiences that strengthen connections to the school community.
• Educators and students co-creating norms and values to develop a supportive and productive learning environment that fosters cooperation.
• Teachers participating in professional development on welcoming practices and positive youth development, equipping them to create nurturing learning environments and foster a sense of belonging.

The Institutional Environment

Definition: The organizational and cultural elements that influence the educational experience, including staff and student connection and engagement, the layout of the physical environment, and the availability of resources that help students feel connected and supported.

Examples of what this looks like in practice:

• Decorating school hallways with student artwork, class projects, and recognition boards, fostering a sense of pride and connection.
• Hosting events where students share food, music, or talents to build a sense of belonging.
• Designing schools with lounge spaces or flexible seating areas that encourage small-group collaboration, conversation, and engagement.

A positive school climate is built from everyday moments and interactions. When schools foster strong relationships, promote safety, provide meaningful learning experiences, and create welcoming environments, students and staff are more likely to feel connected, included, and supported. 

Learn more about school climate in Cultivating a Supportive School Climate: A “How To” Guide.

Contributors

• Sarah Stilwell, PhD (Research Investigator, National Center for School Safety)
• Briana Scott, PhD (Postdoctoral Research Fellow, National Center for School Safety)
• Esther Lee, MPH (PhD Candidate, National Center for School Safety)
• Emily Torres (School Safety Manager, National Center for School Safety)
• Della Huanyu Cong, Ed.D. (Instructional Designer, National Center for School Safety)
• Carolyn Seiger (Instructional Designer, National Center for School Safety)
• Erin Wyatt (Marketing Communications Specialist, National Center for School Safety)

References

1. Lee, T., Cornell, D., Gregory, A., & Fan, X. (2011). High Suspension Schools and Dropout Rates for Black and White Students. Education and Treatment of Children, 34(2), 167–192. https://doi.org/10.1353/etc.2011.0014
2. Lester, L., & Cross, D. (2015). The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School. Psychology of well-being, 5(1), 9. https://doi.org/10.1186/s13612-015-0037-8 
3. Cardillo, R. (2013). School climate and youth development. In Dary, T. & Pickeral, T. (ed) (2013). School Climate Practices for Implementation and Sustainability. https://files.eric.ed.gov/fulltext/ED584520.pdf
4. National Center on Safe Supportive Learning Environments. (n.d.). School climate improvement. Retrieved April 1, 2025, from https://safesupportivelearning.ed.gov/school-climate-improvement