A new study finds that the climate inside schools-how safe, supported and connected students and staff feel-is closely tied to how students perform. The research links stronger school climate to better academic results and attendance, as well as fewer behavioral problems, underscoring the role campus culture can play alongside curriculum and resources.
Drawing on survey responses and administrative records, the authors report consistent associations between positive climate measures and student outcomes across grade levels and communities. While the findings are correlational, they arrive as districts confront post-pandemic learning loss and rising mental health concerns, and as policymakers weigh investments in counseling, discipline reform and teacher retention.
The study adds to a growing body of evidence that daily experiences in classrooms and hallways may influence achievement and engagement as much as structural factors, raising fresh questions about how schools measure and improve the conditions for learning.
Table of Contents
- Safer more supportive school climates tied to better achievement and attendance
- Student belonging teacher trust and fair discipline emerge as strongest predictors of outcomes
- Climate disparities mirror achievement gaps for students of color multilingual learners and students with disabilities
- Districts urged to run regular climate surveys expand counseling and train staff in restorative practices
- Final Thoughts
Safer more supportive school climates tied to better achievement and attendance
New findings indicate that campuses scoring high on climate indicators post stronger academic results and steadier attendance. Analysts point to reductions in chronic absenteeism and higher proficiency rates when students report feeling safe, respected, and connected. The relationship holds across grade levels and locales, underscoring campus culture as a lever districts can control. Key elements associated with stronger outcomes include:
- Safety and belonging: clear anti-bullying protocols, trusted adults, inclusive practices.
- Instructional support: consistent routines, actionable feedback, tiered academic help.
- Student voice: opportunities to shape norms, peer leadership, mentorship programs.
- Well-being services: counseling access, trauma-informed approaches, calm spaces.
Implementation examples highlighted by district leaders center on everyday practices rather than costly programs, with schools reporting gains within a year of focused work. Administrators note that climate work can also reduce disciplinary incidents, freeing instructional time and improving family trust. Recommended steps for translating the research into practice include:
- Measure what matters: use brief, recurring climate surveys disaggregated by subgroup.
- Act on the data: convene staff-student teams to select two or three changes per term.
- Protect time: embed advisory, SEL routines, and restorative circles into schedules.
- Build capacity: train adults in de-escalation, culturally responsive teaching, and attendance outreach.
Student belonging teacher trust and fair discipline emerge as strongest predictors of outcomes
New analysis indicates that students who feel a strong sense of belonging, report high trust in teachers, and experience consistent, equitable discipline show the most robust gains across academic and behavioral measures. After adjusting for prior achievement and demographics, these climate indicators were linked to measurably better performance, suggesting schools can move key outcomes by investing in relationships and predictable norms.
- Higher attendance and fewer chronic-absence flags
- Test-score growth in core subjects and improved course pass rates
- Lower suspension and referral rates, with fewer repeat incidents
- GPA gains and stronger on-track-to-graduate indicators
Researchers and district leaders interviewed for the study point to clear mechanisms: relational trust reduces conflict and increases engagement; belonging strengthens motivation and persistence; fair, transparent discipline enhances safety without overreliance on exclusion. The report highlights practical levers schools are already using to operationalize these findings.
- Adopt and communicate transparent behavior expectations with proportionate, consistently applied consequences
- Invest in relationship-centered routines-advisory periods, check-ins, and family outreach
- Provide professional learning in culturally responsive teaching and restorative practices
- Regularly collect, disaggregate, and act on climate survey data, elevating student and staff voice in decision-making
Climate disparities mirror achievement gaps for students of color multilingual learners and students with disabilities
New analysis of statewide climate surveys, incident reports, and achievement data indicates that campuses with lower ratings on safety, belonging, and adult support also post wider gaps in reading, math, attendance, and graduation-especially for students of color, multilingual learners, and students with disabilities. Researchers note that these patterns persist even after accounting for school size and neighborhood poverty, suggesting that day-to-day conditions in classrooms and hallways meaningfully shape outcomes. The study points to specific climate dimensions that track closely with performance and persistence:
- Safety and belonging: Students reporting fewer incidents and stronger peer relationships were more likely to attend regularly and meet benchmarks.
- High expectations and fair discipline: Consistent, unbiased policies correlated with higher course completion and fewer removals from instruction.
- Access to supports: Ready help with language, literacy, and disability services aligned with improved progress monitoring and credit accumulation.
- Culturally and linguistically responsive instruction: Instruction that reflects students’ identities was linked to higher engagement and assessment growth.
- Family-school partnership: Two-way communication in home languages corresponded with better attendance and homework completion.
District leaders and principals are being urged to translate these findings into targeted, measurable action, with an emphasis on the groups most affected. The report highlights interventions that have shown early promise in narrowing both climate and achievement gaps:
- MTSS with co-delivered supports: Embed language development and special education services within core instruction, with protected co-planning time.
- Bias-resistant discipline: Replace exclusionary practices with restorative approaches; publish disaggregated dashboards to monitor disproportionality.
- Staffing for access: Hire bilingual educators and interpreters; ensure assistive technology and accommodations are available and used.
- Professional learning: Train staff in universal design for learning, trauma-informed practices, and culturally sustaining pedagogy.
- Student and family voice: Conduct climate surveys in multiple languages and accessible formats; establish advisory councils to co-design solutions.
Districts urged to run regular climate surveys expand counseling and train staff in restorative practices
Researchers and state officials say schools that systematically gather student, family, and staff feedback and respond with targeted supports see measurable gains in attendance, course completion, and behavior. They recommend administering climate instruments at least twice annually, disaggregating results by subgroup, and pairing the data with increases in counseling capacity and staff training in restorative approaches. Early adopters reported fewer suspensions and improved ninth-grade on-track rates after combining surveys with tiered mental health services and classroom conferencing protocols.
- Run recurring surveys: Establish a fall baseline and spring follow-up; publish dashboards that track safety, belonging, and adult-student relationships.
- Expand counseling: Move toward recommended counselor-to-student ratios; add social workers and partner with community mental health providers.
- Train in restorative practices: Provide job-embedded coaching on restorative circles and re-entry meetings; align with revised codes of conduct.
- Ensure equity: Analyze results by grade, race, language status, and disability; address disproportionality in referrals and removals.
Implementation guidance emphasizes clear timelines, dedicated funding, and public reporting. Districts are urged to integrate climate findings into school improvement plans, include student advisory groups in solution design, and track outcomes quarterly to verify impact on academics and discipline. Leaders noted that sustainability hinges on staff time for reflection, ongoing professional learning, and community partnerships to expand services beyond the school day.
- Metrics to monitor: Chronic absenteeism, suspension rates, on-track indicators, course failures, and mid-year climate score shifts.
- Supports for fidelity: Release-time for teams to analyze data, coaching for de-escalation, and crisis response protocols aligned to restorative frameworks.
- Transparency measures: Board updates each semester, school-level action plans, and annual audits of student support staffing.
Final Thoughts
The findings arrive as districts and states reconsider how to measure school quality beyond test scores, with several systems already piloting climate surveys and staff-student relationship indicators. While the authors caution that the results are correlational and call for more longitudinal and experimental research, they say the patterns are consistent across grade levels and communities. Early adopters are exploring targeted interventions-such as mentoring programs, trauma-informed practices, and teacher training-to see if improving climate can move attendance, achievement, and graduation rates.
As budgets tighten and recovery efforts continue, policymakers are weighing whether to fold climate metrics into accountability frameworks and funding formulas. For now, the study adds momentum to a growing body of evidence that the conditions students experience each day are closely tied to how they perform-and whether they stay in school long enough to graduate.