Chapter 2 – Learning Community and Environment

Research shows that a positive, safe, healthy, proactively inclusive, and relationship-oriented learning environment leads to more effective learning and teaching and better academic achievement. It improves engagement, and personal growth and promotes the well-being of learners and teachers. A positive school climate is also linked to fewer behavioural issues and improved mental health, and it helps weaken the impact of low socio-economic status on academic achievement. Building a positive school climate is in line with the rights of children and young people to physical and mental health, quality education, protection, and participation” (European Commission, 2024).

You have to be aware that developing and maintaining an inclusive and supportive school and classroom climate is a very crucial duty of the school leaders and (in the case of the classroom climate) the teachers. The student support staff has to support this process and have to support the student representatives to have a common understanding of the values behind the supportive climes. Based on this, the student representatives could proactively transfer these values to the whole student society of the school.