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Practical Strategies for Building a Positive School Climate

  • National School Climate Center

Practical Strategies for Building a Positive School Climate

Introduction

At the National School Climate Center (NSCC), our work focuses on creating and sustaining positive educational environments. Over the years, we have identified several practical strategies that can significantly enhance school climate.  This post is the third in our series School Climate in a Changing World.  Read the first and second posts in the series. 

Today, we consider five key lessons to help schools foster a supportive and engaging atmosphere.

1.  Addressing Conflict Builds Trust

Conflict is an inevitable aspect of human interaction, but how it is addressed can profoundly impact the climate of a school. By fostering open communication, active listening, and constructive conflict resolution strategies, schools can transform conflicts into opportunities for growth, learning, and relationship building. When conflicts are addressed with empathy, respect, and fairness, they can strengthen trust, deepen connections, and promote collaboration and cooperation within the school community.

2.  Project-Based and Service Learning Boost Inclusion

Engaging students in project-based and service learning activities provides opportunities for collaboration, critical thinking, and community engagement. These experiential learning opportunities promote active participation, meaningful learning experiences, and a sense of purpose and belonging among students. By connecting classroom learning to real-world issues and challenges, schools can empower students to make a positive difference in their communities and foster a culture of social responsibility and civic engagement.

3.  Ensuring All Student Voices Are Heard is Crucial

Creating avenues for student voice and participation is essential for fostering a sense of ownership, agency, and belonging within the school community. By soliciting feedback, involving students in decision-making processes, and valuing their perspectives and contributions, schools can empower students to become active agents of change and advocates for their own learning and well-being. We encourage schools to include students on School Climate Leadership Teams and to ensure that students are surveyed alongside staff and families when taking the Comprehensive School Climate Inventory. When students feel heard, respected, and valued, they are more likely to engage in their education, take ownership of their learning, and contribute positively to the school community.

4.  Encouraging Peer-to-Peer Support Strengthens Relationships and Fosters Leadership

Peer mentoring, collaborative learning, and peer support programs provide opportunities for students to build meaningful relationships, develop leadership skills, and support one another academically, socially, and emotionally. By fostering peer support and cooperation, schools create a sense of belonging, connectedness, and camaraderie among students, thereby promoting academic success, emotional well-being, and positive social interactions.

5.  Effective Communication Practices are Foundational

Clear, transparent, and consistent communication is essential for building trust, fostering collaboration, and promoting a positive school climate. By establishing channels for open dialogue, sharing information, and soliciting feedback from all community members, schools can create a culture of transparency, accountability, and mutual respect. Effective communication practices enable schools to address concerns, resolve conflicts, and make informed decisions that support the well-being and success of all members of the school community.

Take Your School Climate Improvement to the Next Level

Explore NSCC tools and guidance to help your school build safe, supportive, and thriving learning environments.

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E Tsang, Director of Operations, National School Climate Center

E Tsang

Director of Operations

As the Director of Operations for NSCC, E Tsang helps make the finances, HR, and organizational functions of NSCC run smoothly.
Adam St. Bernard Jacobs(he/him), Co-Executive Director, National School Climate Center

Adam St. Bernard Jacobs (he/him)

Co-Executive Director

Adam is a peace educator and nonprofit leader. Adam was previously the organization’s Director of Development. Prior to joining NSCC, Adam was the co-founder and Executive Director of Kids Creative, an arts education organization in NYC. He was also a member of the team that founded a community elementary school in The Bronx. He has worked on issues of equity, anti-racism, arts education, and conflict resolution. He has written articles and led workshops in conflict resolution and the arts, giving talks and workshops at Columbia University, The Peace and Justice Studies Conference, Gettysburg College, and The University of Istanbul, among others. Adam has an undergraduate degree in International Politics, a Masters degree in Peace Education, and a Certificate in Senior Nonprofit Leadership, all from Columbia University, as well as an undergraduate degree in Rabbinic Law from The Jewish Theological Seminary of America. He was also Mr. Clown, a lead performer in the internationally acclaimed rock group for kids, The Dirty Sock Funtime Band, and was a regular on Nick Jr. and Chuck E Cheese TV. He is raising 2 fantastic children with his life partner, Tabitha.
Kori Hamilton Biagas, Director of Education, National School Climate Center

Kori Hamilton Biagas

Director of Education

Kori is an educator, connector, truth seeker, master facilitator, and the founder of Just Educators. Kori has nearly 20 years of experience in strategic planning, policy analysis and development, instruction, coaching, and technical assistance. As an Equity Specialist for the Region IV and Region IX equity assistance centers, Kori managed large-scale, racial equity driven school district transformation efforts, led district and state leaders through policy analysis, coached state leaders through school climate transformation initiatives, and provided equity-focused professional learning opportunities at all levels of education. Kori specializes in addressing and resolving inequitable policies, practices, and processes in organizations related to racial equity and social justice.
Christian Villenas, Ph.D, Co-Executive Director, National School Climate Center

Christian Villenas, Ph.D

Co-Executive Director

A sociologist by training and an applied education researcher by practice, Christian’s work examines how educational institutions shape opportunity, belonging, exclusion, and student experience. At NSCC, he helps guide the organization’s research, measurement, evaluation, partnerships, and strategic growth, with a focus on making evidence usable for schools, districts, and education partners. Before joining NSCC, Dr. Villenas held research and policy roles at GLSEN, Advocates for Children of New York, the New York City Charter School Center, the NAEP Education Statistics Services Institute, and the American Institutes for Research. Across more than two decades, his work has focused on school climate, social disparities in education, disability studies, LGBTQ student experiences, college access, education policy, program evaluation, and statistical analysis. He holds a BS from New York University, an MS from The New School, and a PhD in Sociology from Johns Hopkins University.
Amanda Weitzel, Director of School Partnerships, National School Climate Center

Amanda Weitzel

Director of School Partnerships

For over a decade at NSCC, Amanda has partnered with schools and districts across the country to support the implementation of school climate surveys and the strategic use of data to drive meaningful improvement. With a background in data analysis, customer success, and partner support, Amanda specializes in helping educators move beyond data collection to uncover actionable insights that strengthen school communities. Her work sits at the intersection of research, data, and practice, guiding school and district leaders in translating survey results into informed decisions that support student success, staff well-being, and positive learning environments. Amanda is passionate about empowering educators with the tools, knowledge, and confidence needed to create safe, supportive, and engaging schools where all students can thrive.
Samantha Elleman, Associate Director of Research, National School Climate Center

Samantha Elleman

Associate Director of Research

Samantha’s primary research topics span school climate, social inclusion, and school climate improvement. Prior to joining the National School Climate Center, Samantha worked as Assistant Teacher and Research Assistant at the Barnard Toddler Center. Her research interests include early childhood education, childhood trauma and protective factors, social-emotional education, and mental wellness in schools. Samantha holds a Bachelor of Arts in Psychology from Barnard College and a Master of Arts in Developmental Psychology from Teachers College, Columbia University.