The school climate has not been affected by global warming

Memories of our experience of school, for example what we liked at school and our best experiences, will most likely relate to the school climate rather than our grades or the learning content. The school climate is not a single construct and includes various dimensions: perceived physical and emotional safety, quality of relationships between peers and adults, teaching and learning (including teacher expectations, a stimulating environment and teaching and learning materials) and collaboration with parents and the local community. 

The key questions from policy makers and schools are about how to promote learning motivation and reduce students’ behavioural problems. This could lead to a symptomatic approach, where each problem is addressed separately, focusing on students experiencing the most difficulties.

However, research findings show that a systematic, consistent whole-school approachto building a positive school environment helps reduce the risks of social, emotional and behavioural problems, and contributes to the mental health and wellbeing of both students and teachers.

A positive school climate prevents school drop-out, bullying and other behavioural problems, and facilitates academic achievement, positive mental health outcomes, school engagement and prosocial behaviour. This can strengthen a sense of belonging to the school and make the time spent at school growth-enhancing, challenging in a positive sense and inclusive. Inclusive school environments can be characterised by educational equity in terms of racial and ethnic identity, sex and gender identity, socioeconomic status, and ability.

Therefore, unlike the climate crisis, we need to 'warm up' the school climate to avoid future disasters. Building and sustaining a positive school climate requires constant attention and a coordinated effort in terms of the planning and implementing activities, and being consistent in maintaining certain practices all year round.

A focus on relationships, a universal approach to social and emotional learning (SEL) and formative assessment are some of the facilitators of a positive school climate. Nevertheless, the basis for making it sustainable include the school principal’s confidence and leadership, a readiness for change and planning for it, support for teachers who will be the implementers of this change, and a strong partnership with parents and the wider community.

To monitor the process of planning, building and sustaining a positive school climate, schools can use several criteria for self-reflection to assess their progress:

• A positive school climate is clearly communicated as a value and goal of the school (e.g. it is part of the school vision, it is included in the school slogan or website),
• The whole-school approach is implemented (e.g. an active role of the school administration, teacher training and continuous support, all teachers and all students are involved),
• The social emotional growth and positive behaviour is facilitated (e.g. an evidence-based programme of SEL is integrated into the curriculum from early childhood education and care until the end of upper secondary education, a clear system for problem-solving is developed) ,
• Opportunities to practise inclusion, prosocial behaviour, civic engagement and safety are integrated into tasks and formative assessment,
• Data is collected and analysed regularly to identify strengths and weaknesses, plan further activities and assess the progress of the school.

With a consistent approach to building and maintaining a positive school climate, a school can fulfil its true mission of providing academic knowledge and developing mentally healthy young people, which is one way of contributing to wellbeing in schools and in the long term.

Baiba Martinsone, Dr.psych., is a professor of clinical psychology and senior researcher in educational psychology in the Department of Psychology at the University of Latvia. Her research interests within clinical and educational psychology include SEL, promoting mental health in schools, development and evaluation of universal prevention programmes. Baiba is a member of EC’s Expert Group on supportive learning environments for groups at risk of underachievement and for supporting wellbeing at school.