Fourth Edition, September 2011

Why is classroom climate important?
Extensive research has shown links between positive classroom climate and academic achievement. Poor 
classroom climate reduces academic achievement in all students, but has a proportionally larger impact 
on students who are already struggling academically. 
There is also evidence that poor classroom climate increases the likelihood of mental health problems, 
especially behaviour problems. As well, students who are having diffi
culty managing their behaviour can 
have a negative impact on classroom climate.
What can teachers do to positively impact classroom climate?
The Ontario Ministry of Education has created a document, “Caring and Safe Schools in Ontario”, that pre-
sents ideas for improving school climate, background information on understanding student behaviour, 
and specifi c strategies, tools, and resources. An easy-to-use guide to the document has also been developed 
and can be found at: http://caringandsafeschools.commons.hwdsb.on.ca
There are also a number of interventions that teachers can use, which evidence suggests are eff ective in 
improving classroom climate. A listing of these programs, along with the level of evidence supporting 
their use, is available at the Offi
ce for Juvenile Justice and Delinquency Prevention website at: http://
www.ojjdp.gov/mpg/progTypesSchoolClassroom.aspx
Many of these programs feature common elements or practices that seem to be the active ingredients 
that bring about the desired changes in classroom climate. These ingredients include:
 

High academic expectations.
All students are expected to learn and achieve.
 

Engaging students in the academic work of the classroom.
This may include academic skills 
enhancement for students who are developing their skills at diff erent rates than their classmates.