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School climate encompasses the dynamic and diverse feelings, perceptions, and impressions of school community members – in other words, the quality or experience of how it feels to be a part of the school community from one’s unique identity and perspective, as well as in interaction with other members of the community.  Perceptions of school climate can change over time and are shaped by factors at various levels. At the broadest level, national and societal events and conditions can influence policies and procedures at the state and local levels, which can shape teaching and learning conditions in schools. Smaller group contexts within schools, like classrooms, can also have their own climates (referred to as “microclimates”) and norms of behavior in response to various environmental influences.  

Approaching school climate within this framework attends to the ways race, ethnicity, socioeconomic status (i.e., class), gender, sexuality and other social factors operate within and across contexts to shape school environments and individuals’ experiences. This lens best positions schools and districts to understand diversity, equity, and inclusion as core characteristics of school climate and culture, which are central to the design and delivery of effective efforts to address school needs.   

Research consistently shows the importance of promoting a positive school climate for all students, staff, and parents/caregivers*.  Positive school climates promote higher levels of student academic achievement and foster the physical, psychological, and social and emotional well-being of both students and staff. Promoting the overall well-being of all staff and students creates conditions for effective teaching and learning that lead to more positive student academic and developmental outcomes. 

*Bohanon, Flannery, Malloy & Fenning, 2009; Brand, Felner, Seitsinger, Burns & Bolton, 2007; Cohen, McCabe, Michelli & Pickeral, 2009; Hosford & O’Sullivan, 2016;  Kutsyuruba, Klinger, & Hussain, 2015; Thapa, Cohen, Guffy, & Higgins-D’Alessandro, 2013; Wang & Degol, 2015. 

The School Climate Change Process (SCCP) developed by the School Climate Transformation Project (SCTP) at Rutgers University, is based on a behavioral consultation model designed to promote changes in systems and behaviors. The SCCP is part of a theory of change that involves a range of critical steps for success and conditions that support the development and implementation of a comprehensive school climate improvement plan.   

Schools begin the SCCP by forming a high-functioning school climate leadership team (SCLT) comprised of diverse school community members that drives and monitors improvement efforts. Teams collaborate to collect and analyze school climate data from students (grades 3-12), staff, and parents/caregivers and use these and other data to drive goal development and alignment of strategies to goals to build a comprehensive and coordinated strategic plan. Development of this comprehensive strategic plan requires ongoing communication and collaboration with school community members. This helps to ensure equitable access to data and feedback throughout the change process and is essential for achieving goals.   

Once schools begin to implement their plans, they evaluate progress and make necessary modifications based on new data and information collected. Schools continuously cycle through this process, collecting data and evaluating progress over the course of several years. Research suggests systemic, positive changes related to school climate improvement typically take three to five years*.  

Leadership support and coordination at the district level is vital to starting and sustaining the SCCP. District leaders champion the importance of this work in the community and enact leadership skills and competencies to drive the SCCP, including: aligning a district’s vision and values to school climate goals and priorities, engaging various key community members, and providing structures and supports to enable individuals and teams to effectively and efficiently facilitate school climate improvement activities. Equity, particularly as it relates to communicating and engaging with school community members, is prioritized throughout each element of the SCCP and is attended to by both district – and school-level leaders. 

*Cawelti, 1999; Protheroe, 2011.