This chapter argues that incorporating a social-psychological analysis of the group within the school climate domain can advance understanding of school life. Most emphasis is placed on the psychology of individuals-as-individuals and interpersonal relationships. The chapter focuses on school reform concerns developing effective and efficient interventions to enrich schools so they are engaging and safe contexts for learning and development. Researchers at the Australian National University have been involved in a longitudinal research project in partnership with the local government education department. More specifically, the research involves students completing a school climate and school identification measurement inventory on an annual basis. The chapter provides a bridge between social-psychological concepts and educational domains, and it opens up new directions for research and practice. It outlines the theory and research that enhances the toolkit available to policymakers and school leaders to improve school outcomes.