School climate is a factor quite commonly cited in the research literature on school-level variables and one of the original five correlates of school effectiveness. We define this factor as the extent to which a school creates an atmosphere that students perceive as orderly and supportive. A positive school climate is commonly associated with these characteristics:

• clearly articulated and enforced rules and procedures
• an orderly atmosphere
• positive interactions among staff and students
• implicit norms of civility are recognized and enforced

In our meta-analysis of school-level factors associated with student success, McREL researchers found that maintaining an orderly climate was correlated with an average gain of 9 percentile points in student achievement.

Next: Maintaining a Cooperative Environment

Source: Marzano, R.J. (2000). A New Era of School Reform: Going Where the Research Takes Us. Aurora, CO: Mid-continent Research for Education and Learning.

Resources

The following resources provide educators with some practical guidance on creating and maintaining orderly environments in their schools.

The Metamorphosis of Classroom Management. This article from McREL's annual monograph, Noteworthy, provides concrete examples of strategies teachers can use to create a safe and orderly environment for students and examine recent changes in this field.

Character education: Finding ways to foster ethical behavior in youth. This article from the September 2000 issue of McREL quarterly newsletter, Changing Schools, reports on ways to foster ethical behavior in youth and how some communities are emphasizing ethics.

Peaceful Schools. The quarterly issue of NWREL's "By Request" series presents practical information on the topic of creating safe schools and provides a sampling of how some schools are dealing with this issue.

Northwest Education: Learning in Peace. This 1999 magazine issue published by NWREL provides information on schools that intervene early to steer kids away from disruptive and antisocial behavior, teach empathy, and weave community sets of support for at-risk youth.

Promoting Social Competence and Preventing Antisocial Behavior in Young Urban Adolescents. This 1998 research article from LSS concludes that a well-implemented social competence promotion program can enhance young urban adolescents' problem-solving skills, pre-social attitudes, and behavioral adjustment, as well as deter antisocial behavior.

Preventing Antisocial Behavior in Disabled and At-Risk Students. This 1996 publication from AEL provides a policy analysis and review of research on issues related to anti-social behavior among disabled and at-risk students.