ABSTRACT
This chapter presents frameworks and research which highlight relationship building as the strongest factor of school climate improvement. Beginning in 1990s and continuing today, researchers have attempted to link school climate to student achievement, aggression, bullying, crime, attachment, bonding, connectedness, engagement and alcohol and drug use. The National School Climate Center (NSCC) maintains that a positive school climate is overall quality of school life, and involves norms, values and expectations that support social, emotional and physical safety, includes school community members who are engaged and respected, and strives for collaboration between students, families and educators to develop and work towards shared school vision. The Council's vision of positive school climate also includes educators who model and encourage positive attitudes towards learning. Coulston and Smith define school climate as "the holistic context of the life, vigour, and quality of the social connectedness, physical elements, and supportive practices that nurture inclusion and safeness". The term safety encompasses both physical and socio-emotional safety.
