The DOI matches its Crossref record; 194 of the 196 references it cites were found in a registry or an index.
A Review of School Climate Research
Abstract
For more than a century, there has been a growing interest in school climate. Recently, the U.S. Department of Education, Center for Disease Control and Prevention, Institute for Educational Sciences, a growing number of State Departments of Education, foreign educational ministries, and UNICEF have focused on school climate reform as an evidence-based school improvement strategy that supports students, parents/guardians, and school personnel learning and working together to create ever safer, more supportive and engaging K–12 schools. This work presents an integrative review on school climate research. The 206 citations used in this review include experimental studies, correlational studies, literature reviews, and other descriptive studies. The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process. We conclude with a critique of the field and a series of recommendations for school climate researchers and policymakers.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“These pupils often experience strained relationships with teachers, low school connectedness and a history of negative educational experiences (Kearney & Graczyk, 2020; Thapa et al., 2013).”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Thapa et al., 2013
In the citing paper
“When school is experienced as unsafe, unsupportive, or irrelevant, avoidance and disruptive behaviour are more likely to emerge (Sammons et al., 2016; Thapa et al., 2013).”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Thapa et al., 2013
In the citing paper
“Association between school climate and increased self-esteem, lower levels of drug use, fewer self-reports of psychiatric problems, better psychological well-being, decreased student absenteeism, lower rates of student suspension, and effective risk prevention.”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“which has also been associated with decreased absenteeism and increased academic achievement.78,79”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“being a victim of bullying is associated with feeling unsafe at school, lower connectedness with school, and lower grades.79”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“a positive and safe school climate is associated with reduced aggression and violence, peer victimization, and punitive disciplinary actions”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“Students who are more attached to school have been shown to have better attendance, grades, and classroom behavior.79”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“A positive and safe school climate has been shown to be associated with increased attachment to school.77–79”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“Student-teacher relationships influence academic success and behavioral outcomes for students.77–79”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“Cooperative learning, group cohesion, respect, and mutual trust have been shown to directly improve the learning environment and more distally the school climate.77–79”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“School connectedness has been shown to be a strong protective factor in decreasing risky health behaviors such as substance use, early sexual initiation, violence, and risk of unintentional injury (eg, drinking and driving).79–81”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“Research has demonstrated an association between school connectedness and academic achievement, including school attendance, staying in school longer, and higher grades and classroom test scores.79,80”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“school climate is directly related to academic achievement for elementary school, middle school, and high school.79”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“addressing physical threats (eg, crime, violence, and injuries) that make students feel safe, which in turn has been shown to be associated with decreased absenteeism and increased academic achievement.53,79,91”
From Critical connections: health and academics (2015) · cites this paper as [79]
In the citing paper
“In addition, student learning opportunities beyond the classroom such as service-learning opportunities and civic engagement have been associated with improved school-related behaviors, decreased school suspension rates, and increased academic achievement.79,99”
From Critical connections: health and academics (2015) · cites this paper as [79]
Citations
Cites
Maslow, A. H. (1943) · Psychological Review · doi:10.1037/h0054346 · Cited by 21,563
Social Cognitive Theory: An Agentic Perspective
Bandura, A. (2001) · Annual Review of Psychology · doi:10.1146/annurev.psych.52.1.1 · Cited by 15,510
Axford, N. (2017) · Routledge eBooks · doi:10.4324/9781315258324-16 · Cited by 11,329
(2015) · Routledge eBooks · doi:10.4324/9781315712383-22 · Cited by 10,894
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01564.x · Cited by 10,854
Editorial Office (1997) · Obesity Surgery · doi:10.1381/096089297765555359 · Cited by 3,941
Bullying Behaviors Among US Youth
Nansel, T. R., Overpeck, M. D., Pilla, R. S., Ruan, W. J., Simons‐Morton, B. G., & Scheidt, P. C. (2001) · JAMA · doi:10.1001/jama.285.16.2094 · Cited by 3,805
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428
(2006) · PubMed · Cited by 3,378
Hamre, B. K., & Pianta, R. C. (2001) · Child Development · doi:10.1111/1467-8624.00301 · Cited by 3,307
Research works printed but not linked: 41
- Benninga J. S., 2003, Journal of Research in Character Education, 1, 19
- Blaya C., 2006, Harcèlement et maltraitance en milieu scolaire
- 10.1037//0003-066X.34.10.844 · DOI
- Brookover W., 1977, Schools can make a difference
- Brookover W. B., 1979, Changes in school characteristics coincident with changes in student achievement
- 10.2307/1162468 · DOI
- Brown P. M., 2012, The handbook of prosocial education, 767
- Bulach C., 1994, ERS Spectrum, 12, 3
- 10.1037//1522-3736.5.1.515a · DOI
- Cohen J., 2012, The handbook of prosocial education, 227
- Cohen J., 2013, School climate reform: Definitions and models
- Debarbieux E., 1996, La violence en milieu scolaire: 1: Etat des lieux
- Del Rey R., 2009, Revisita Interuniversitaria de Formacion del Profesorado, 66, 159
- 10.1023/A:1009970210393 · DOI
- 10.1111/j.14678624.2010.01564.x · DOI
- Fonagy P., 2005, Medical Science Monitor, 11, CR317
- Fraser B. J., 1982, The Alberta Journal of Educational Research, 28, 212
- Gangi T. A., 2010, School climate and faculty relationships: Choosing an effective assessment measure
- 10.1007/s10964-007-9192-4 · DOI
- 10.1016/j.tate.2007.06.005 · DOI
- Guffey S., 2011, Poster presented at the biennial meeting of the Society for Research in Child Development
- Guo P. (2012). School culture: A validation study and exploration of its relationship with teachers’ work environment (Unpublished doctoral dissertation). Fordham University, New York.
- Guo P., 2011, Paper presented at the Association for Moral Education annual conference
- Higgins-D’Alessandro A., 2012, The handbook of prosocial education, 3
- Higgins-D’Alessandro A., 2011, Paper presented at the Association for Moral Education annual conference
- 10.1037//0022-0663.82.1.117 · DOI
- Janosz M., 1998, Revue canadienne de psycho- éducation, 27, 285
- 10.1007/s10964-010-95407 · DOI
- Melton G. B., 1998, Violence among rural youth
- Novotney A., 2009, American Psychological Association: Monitor on Psychology, 40, 68
- Ortega R., 2011, Violencia deGénero. La violencia sexual a debate, 99
- Payton J., 2008, The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews
- 10.1001/jama.278.10.823 · DOI · Paper page
- 10.1111/j.1467-8624.1983.tb00329.x · DOI
- Schneider S. H., 2010, Journal of Research in Character Education, 8, 25
- Sherblom S. A., 2006, Journal of Research in Character Education, 4, 19
- 10.1037//0022-0663.85.4.571 · DOI · Paper page
- Soukamneuth S., 2004, Principal Leadership: High School Edition, 4, 14
- Torney-Purta J., 2001, Citizenship and education in twenty-eight countries
- Wilson J., 1984, Education, 104, 444
- Yoneyama S., 2006, Youth Studies Australia, 25, 34
Cited by
Sorted by citations
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes
Wang, M., & Degol, J. L. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9319-1 · Cited by 1,970
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017) · Child Development · doi:10.1111/cdev.12739 · Cited by 880
Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016) · Review of Educational Research · doi:10.3102/0034654316669821 · Cited by 789
Teacher well-being: A systematic review of the research literature from the year 2000–2019
Hascher, T., & Waber, J. (2021) · Educational Research Review · doi:10.1016/j.edurev.2021.100411 · Cited by 680
Social and Emotional Learning as a Public Health Approach to Education
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017) · The Future of Children · doi:10.1353/foc.2017.0001 · Cited by 631
Quin, D. (2017) · Review of Educational Research · doi:10.3102/0034654316669434 · Cited by 565
Aldridge, J. M., & McChesney, K. (2018) · International Journal of Educational Research · doi:10.1016/j.ijer.2018.01.012 · Cited by 564
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015) · Review of Education · doi:10.1002/rev3.3043 · Cited by 476
Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020) · Developmental Review · doi:10.1016/j.dr.2020.100912 · Cited by 470
Kraft, M. A., & Papay, J. P. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713519496 · Cited by 517
Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment
Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014) · Journal of School Health · doi:10.1111/josh.12186 · Cited by 402
Maxwell, S., Reynolds, K. J., Lee, E., Subašić, E., & Bromhead, D. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.02069 · Cited by 450
Voight, A. M., Hanson, T., O’Malley, M. D., & Adekanye, L. (2015) · American Journal of Community Psychology · doi:10.1007/s10464-015-9751-x · Cited by 366
Malinen, O., & Savolainen, H. K. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.08.012 · Cited by 361
Teacher mental health, school climate, inclusive education and student learning: A review.
Gray, C., Wilcox, G., & Nordstokke, D. (2017) · Canadian Psychology/Psychologie canadienne · doi:10.1037/cap0000117 · Cited by 431
Systems View of School Climate: a Theoretical Framework for Research
Rudasill, K. M., Snyder, K. E., Levinson, H., & Adelson, J. L. (2017) · Educational Psychology Review · doi:10.1007/s10648-017-9401-y · Cited by 301
Peer and teacher supports in relation to motivation and effort: A multi-level study
Wentzel, K. R., Muenks, K. M., McNeish, D., & Russell, S. L. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.11.002 · Cited by 302
Lester, L., & CROSS, D. S. (2015) · Psychology of Well-Being Theory Research and Practice · doi:10.1186/s13612-015-0037-8 · Cited by 327
Derakhshan, A., Fathi, J., Pawlak, M., & Kruk, M. (2022) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2099407 · Cited by 280
Equity and Inclusion in Education
OECD (2023) · OECD eBooks · doi:10.1787/e9072e21-en · Cited by 310
The Link Between School Attendance and Good Health
Allison, M. A., Attisha, E., COUNCIL ON SCHOOL HEALTH, Lerner, M., De Pinto, C. D., Beers, N. S., Gibson, E. J., Gorski, P., Kjolhede, C., O’Leary, S. C., et al. (2019) · Pediatrics · doi:10.1542/peds.2018-3648 · Cited by 253
Scherrer, V., & Preckel, F. (2019) · Review of Educational Research · doi:10.3102/0034654318819127 · Cited by 251
School climate, academic self-efficacy and student achievement
Zysberg, L., & Schwabsky, N. (2020) · Educational Psychology · doi:10.1080/01443410.2020.1813690 · Cited by 241
Mental Health Problems in a School Setting in Children and Adolescents
Schulte‐Körne, G. (2016) · Deutsches Ärzteblatt international · doi:10.3238/arztebl.2016.0183 · Cited by 235
Schachner, M. K., Noack, P., van de Vijver, F. J. R., & Eckstein, K. (2016) · Child Development · doi:10.1111/cdev.12536 · Cited by 259
School climate, peer victimization, and academic achievement: Results from a multi-informant study.
Wang, W., Vaillancourt, T., Brittain, H. L., McDougall, P., Krygsman, A., Smith, D., Cunningham, C. E., Haltigan, J. D., & Hymel, S. C. (2014) · School Psychology Quarterly · doi:10.1037/spq0000084 · Cited by 266
Critical connections: health and academics
Michael, S. L., Merlo, C. L., Basch, C. E., Wentzel, K. R., & Wechsler, H. (2015) · Journal of School Health · doi:10.1111/josh.12309 · Cited by 222
Shinde, S., Weiss, H. A., Varghese, B., Khandeparkar, P., Pereira, B., Sharma, A., Gupta, R., Ross, D. A., Patton, G., & Patel, V. (2018) · The Lancet · doi:10.1016/s0140-6736(18)31615-5 · Cited by 219
Cornell, D. G., & Huang, F. L. (2016) · Journal of Youth and Adolescence · doi:10.1007/s10964-016-0424-3 · Cited by 241
Maxwell, L. E. (2016) · Journal of Environmental Psychology · doi:10.1016/j.jenvp.2016.04.009 · Cited by 253
Mapping a strong school culture and linking it to sustainable school improvement
Lee, M., & Louis, K. S. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.02.001 · Cited by 209
The climate for entrepreneurship at higher education institutions
Bergmann, H., Geißler, M., Hundt, C., & Grave, B. (2018) · Research Policy · doi:10.1016/j.respol.2018.01.018 · Cited by 208
School climate and bullying victimization: A latent class growth model analysis.
Gage, N. A., Prykanowski, D. A., & Larson, A. (2014) · School Psychology Quarterly · doi:10.1037/spq0000064 · Cited by 204
Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000155 · Cited by 200
Lyon, A. R., Cook, C. R., Brown, E. C., Locke, J., Davis, C., Ehrhart, M., & Aarons, G. A. (2018) · Implementation Science · doi:10.1186/s13012-017-0705-6 · Cited by 199
IEA International Civic and Citizenship Education Study 2016 Assessment Framework
Schulz, W., Ainley, J., Fraillon, J., Losito, B., & Agrusti, G. (2016) · Springer eBooks · doi:10.1007/978-3-319-39357-5 · Cited by 222
Teacher Quality, Instructional Quality and Student Outcomes
Nilsen, T., & Gustafsson, J. (2016) · IEA research for education · doi:10.1007/978-3-319-41252-8 · Cited by 211
Konold, T. R., Cornell, D. G., Jia, Y., & Malone, M. (2018) · AERA Open · doi:10.1177/2332858418815661 · Cited by 219
How does school climate impact academic achievement? An examination of social identity processes
Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subašić, E. (2017) · School Psychology International · doi:10.1177/0143034316682295 · Cited by 172
Polanin, J. R., Espelage, D. L., Grotpeter, J. K., Ingram, K., Michaelson, L., Spinney, E., Valido, A., Sheikh, A. E., Torgal, C., & Robinson, L. (2022) · Prevention Science · doi:10.1007/s11121-021-01259-y · Cited by 171
Cornell, D., Shukla, K., & Konold, T. R. (2016) · AERA Open · doi:10.1177/2332858416633184 · Cited by 169
School climate multidimensionality and measurement: a systematic literature review
Grazia, V., & Molinari, L. (2020) · Research Papers in Education · doi:10.1080/02671522.2019.1697735 · Cited by 193
Lam, K. K. L., & Zhou, M. (2019) · Psychology in the Schools · doi:10.1002/pits.22302 · Cited by 192
Assessment framework of the OECD Study on Social and Emotional Skills
Kankaraš, M., & Suárez‐Álvarez, J. (2019) · OECD education working papers · doi:10.1787/5007adef-en · Cited by 208
Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019) · Journal of Youth and Adolescence · doi:10.1007/s10964-019-01013-2 · Cited by 166
Practices for Improving Secondary School Climate: A Systematic Review of the Research Literature
Voight, A. M., & Nation, M. A. (2016) · American Journal of Community Psychology · doi:10.1002/ajcp.12074 · Cited by 183
Authoritative school climate, aggression toward teachers, and teacher distress in middle school.
Berg, J., & Cornell, D. G. (2015) · School Psychology Quarterly · doi:10.1037/spq0000132 · Cited by 180
Peer victimization and authoritative school climate: A multilevel approach.
Cornell, D. G., Shukla, K. D., & Konold, T. R. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000038 · Cited by 176
Gustafsson, J., Nilsen, T., & Hansen, K. Y. (2016) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2016.09.004 · Cited by 179
Schachner, M. K., Schwarzenthal, M., van de Vijver, F. J. R., & Noack, P. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000303 · Cited by 175
Multilevel multi-informant structure of the Authoritative School Climate Survey.
Konold, T. R., Cornell, D. G., Huang, F. L., Meyer, P., Lacey, A., Nekvasil, E. K., Heilbrun, A., & Shukla, K. D. (2014) · School Psychology Quarterly · doi:10.1037/spq0000062 · Cited by 156
de Royston, M. M., Madkins, T. C., Givens, J. R., & Nasir, N. S. (2020) · American Educational Research Journal · doi:10.3102/0002831220921119 · Cited by 169
Burnout, depression, efficacy beliefs, and work-related variables among school teachers
Capone, V., Joshanloo, M., & Park, M. S. (2019) · International Journal of Educational Research · doi:10.1016/j.ijer.2019.02.001 · Cited by 178
School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement
Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Wirthwein, L. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02631 · Cited by 179
School Climate and Academic Achievement in Middle and High School Students
Daily, S. M., Mann, M. J., Kristjánsson, Á. L., Smith, M. L., & Zullig, K. J. (2019) · Journal of School Health · doi:10.1111/josh.12726 · Cited by 152
School Climate, Peer Relationships, and Adolescent Mental Health: A Social Ecological Perspective
Long, E., Zucca, C., & Sweeting, H. N. (2020) · Youth & Society · doi:10.1177/0044118x20970232 · Cited by 168
The Research on Risk Factors for Adolescents’ Mental Health
Lin, J., & Guo, W. (2024) · Behavioral Sciences · doi:10.3390/bs14040263 · Cited by 150
The test of time: A meta-analytic review of the relation between school climate and problem behavior
Reaves, S., McMahon, S. D., Duffy, S. N., & Ruiz, L. D. (2018) · Aggression and Violent Behavior · doi:10.1016/j.avb.2018.01.006 · Cited by 149
Addressing School Safety Through Comprehensive School Climate Approaches
Bradshaw, C. P., Cohen, J. A., Espelage, D. L., & Nation, M. A. (2021) · School Psychology Review · doi:10.1080/2372966x.2021.1926321 · Cited by 171
Self-citationKonold, T. R., Cornell, D. G., Shukla, K. D., & Huang, F. L. (2016) · Journal of Youth and Adolescence · doi:10.1007/s10964-016-0576-1 · Cited by 164
The impact of an online stress intervention on burnout and teacher efficacy
Ansley, B. M., Houchins, D. E., Varjas, K., Roach, A. T., Patterson, D., & Hendrick, R. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103251 · Cited by 178
Emotional support, social goals, and classroom behavior: A multilevel, multisite study.
Wentzel, K. R., Muenks, K. M., McNeish, D., & Russell, S. L. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000239 · Cited by 152
Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018) · OECD education working papers · doi:10.1787/e22490ac-en · Cited by 144
Developmental change in social responsibility during adolescence: An ecological perspective.
Wray‐Lake, L., Syvertsen, A. K., & Flanagan, C. A. (2015) · Developmental Psychology · doi:10.1037/dev0000067 · Cited by 143
Testing the Causal Links Between School Climate, School Violence, and School Academic Performance
Benbenishty, R., Astor, R. A., Roziner, I., & Wrabel, S. L. (2016) · Educational Researcher · doi:10.3102/0013189x16644603 · Cited by 143
Effects of cooperative learning on peer relations, empathy, and bullying in middle school
Ryzin, M. J. V., & Roseth, C. J. (2019) · Aggressive Behavior · doi:10.1002/ab.21858 · Cited by 143
Kanacri, B. P. L., Eisenberg, N., Thartori, E., Pastorelli, C., Tirado, L. M. U., Gerbino, M., & Caprara, G. V. (2017) · Child Development · doi:10.1111/cdev.12863 · Cited by 151
Understanding the relationship between perceived school climate and bullying: A mediator analysis
Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019) · Journal of School Violence · doi:10.1080/15388220.2018.1453820 · Cited by 141
The longitudinal relationship of school climate with adolescent social and emotional health
Wong, M. D., Dosanjh, K. K., JACKSON, N. J., Rünger, D., & Dudovitz, R. (2021) · BMC Public Health · doi:10.1186/s12889-021-10245-6 · Cited by 140
Teacher well-being: Investigating the contributions of school climate and job crafting
Dreer, B. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2044583 · Cited by 165
Day, J. K., Fish, J. N., Grossman, A. H., & Russell, S. T. (2020) · Journal of Research on Adolescence · doi:10.1111/jora.12487 · Cited by 138
Byrd, C. M. (2017) · British Journal of Educational Psychology · doi:10.1111/bjep.12179 · Cited by 145
IEA International Civic and Citizenship Education Study 2022 Assessment Framework
Schulz, W., Fraillon, J., Losito, B., Agrusti, G., Ainley, J., Damiani, V., & Friedman, T. (2023) · Springer eBooks · doi:10.1007/978-3-031-20113-4 · Cited by 154
Calavia, M. B., Blanco, T., & Casas, R. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100761 · Cited by 129
Educational Research and Innovation
OECD, & Centre for Educational Research and Innovation (2009) · Educational research and innovation · doi:10.1787/20769679 · Cited by 129
Overpeck, J. T., Garfin, G. M., Jardine, A. B., Busch, D. E., Cayan, D. R., Dettinger, M. D., Fleishman, E., Gershunov, A., MacDonald, G. M. S. D., Redmond, K. T., et al. (2013) · Island Press/Center for Resource Economics eBooks · doi:10.5822/978-1-61091-484-0_1 · Cited by 126
Relationships between school climate, bullying and delinquent behaviours
Aldridge, J. M., McChesney, K., & Afari, E. (2018) · Learning Environments Research · doi:10.1007/s10984-017-9249-6 · Cited by 124
Schachner, M. K. (2017) · European Journal of Developmental Psychology · doi:10.1080/17405629.2017.1326378 · Cited by 145
Bosworth, K., & Judkins, M. (2014) · Theory Into Practice · doi:10.1080/00405841.2014.947224 · Cited by 123
Bellibaş, M. Ş., & Liu, Y. (2016) · International Journal of Leadership in Education · doi:10.1080/13603124.2016.1147608 · Cited by 124
Joram, E., Gabriele, A. J., & Walton, K. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102980 · Cited by 136
Konishi, C., Miyazaki, Y., Hymel, S. C., & Waterhouse, T. (2017) · School Psychology International · doi:10.1177/0143034316688730 · Cited by 133
Ding, Y., Li, D., Li, X., Xiao, J., Zhang, H., & Wang, Y. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106439 · Cited by 133
Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior
O’Brennan, L. M., Bradshaw, C. P., & Furlong, M. J. (2014) · School Mental Health · doi:10.1007/s12310-014-9118-8 · Cited by 144
Yang, C., Chan, M. M., & Ma, T. (2020) · Journal of School Psychology · doi:10.1016/j.jsp.2020.08.002 · Cited by 115
Unpacking school ethnic‐racial socialization: A new conceptual model
Saleem, F. T., & Byrd, C. M. (2021) · Journal of Social Issues · doi:10.1111/josi.12498 · Cited by 123
Development of a dual school climate and school identification measure–student (SCASIM-St)
Lee, E., Reynolds, K. J., Subašić, E., Bromhead, D., Lin, H., Marinov, V., & Smithson, M. J. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.01.003 · Cited by 122
Scales, P. C., Boekel, M. V., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C. (2020) · Psychology in the Schools · doi:10.1002/pits.22350 · Cited by 134
Student Perceptions of School Climate as Predictors of Office Discipline Referrals
Gage, N. A., Larson, A., Sugai, G. M., & Chafouleas, S. M. (2016) · American Educational Research Journal · doi:10.3102/0002831216637349 · Cited by 111
Authoritative school climate and high school dropout rates.
Jia, Y., Konold, T. R., & Cornell, D. G. (2016) · School psychology quarterly · doi:10.1037/spq0000139 · Cited by 100
Charlton, C. T., Moulton, S. E., Sabey, C. V., & West, R. P. (2020) · Journal of Positive Behavior Interventions · doi:10.1177/1098300720940168 · Cited by 111
Sethi, J., & Scales, P. C. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101904 · Cited by 126
Singla, D. R., Shinde, S., Patton, G. C., & Patel, V. (2020) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2020.09.030 · Cited by 111
Gómez, R. L., & Suárez, A. M. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00240-5 · Cited by 109
Choi, S., & Lee, S. W. (2020) · AERA Open · doi:10.1177/2332858420973574 · Cited by 128
The Perspectives of Students With and Without Disabilities on Inclusive Schools
Shogren, K. A., Gross, J. M. S., Forber‐Pratt, A. J., Francis, G., Satter, A. L., Blue-Banning, M. J., & Hill, C. (2015) · Research and Practice for Persons with Severe Disabilities · doi:10.1177/1540796915583493 · Cited by 108
Gower, A. L., Forster, M., Gloppen, K. M., Johnson, A. Z., Eisenberg, M. E., Connett, J. E., & Borowsky, I. W. (2017) · Prevention Science · doi:10.1007/s11121-017-0847-4 · Cited by 107
García‐Moya, I., Bunn, F., Iglesias, A. M. J., Paniagua, C. T., & Brooks, F. M. (2018) · Educational Review · doi:10.1080/00131911.2018.1424117 · Cited by 120
School climate and student absenteeism and internalizing and externalizing behavioral problems
Hendron, M., & Kearney, C. A. (2016) · Children & Schools · doi:10.1093/cs/cdw009 · Cited by 106
Gerlinger, J., & Wo, J. C. (2014) · Journal of School Violence · doi:10.1080/15388220.2014.956321 · Cited by 106
Metadata
- Authors
- Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A.
- Affiliations
- National School Climate Center
- Fordham University (US)
- Fordham University
- ORCID
- Cohen, Jonathan
- Venue
- Review of Educational Research
- Published
- 2013-09
- Volume
- 83
- Issue
- 3
- Pages
- 357-385
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2103901158
- Semantic Scholar
- efd067a6710a4d6c6f0355fbf8d1aef8783333be
- Cited by
- 2,335
- References
- 196
- Citations by year
- 2026: 203 · 2025: 237 · 2024: 211 · 2023: 236 · 2022: 231 · 2021: 221 · 2020: 225 · 2019: 174 · 2018: 207 · 2017: 143 · 2016: 114 · 2015: 90 · 2014: 36 · 2013: 6
- FWCI
- 395.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Funders
- U.S. Department of Education
- University of Wisconsin-Madison
- University of Chicago
- Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- school climate, school safety, teacher-student relationship, teaching-learning process, institutional environment, school improvement, K-12 schools
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
