Creating an Effective Climate for Learning

Students can only learn effectively in environments that are safe, supportive, positive and calm. We have a responsibility, then, to ensure that the ‘climate for learning’ enables every child and young person to develop academically, socially and emotionally, and fulfil their potential.

In schools globally, leaders and teachers are continually looking for ways to develop an effective climate for learning. For example, in Australia in May 2020, the New South Wales government released its report, ‘Best Practices: Creating a Positive Learning Environment’, in which it outlined a number of key principles for schools to follow. And more recently, in August 2024, the Victoria government published its ‘Positive Classroom Management Strategies’, which identified 8 evidence-based strategies for fostering safer, more purposeful learning environments, including encouraging expected behaviour and establishing classroom routines.

No matter where we are in the world, as school leaders and teachers, we can all reflect on the best ways to further develop the climate for learning in our schools.

What do we mean by a ‘climate for learning’?

While every school is different, those with an effective climate for learning share a number of common characteristics, regardless of individual context, location or school type. These schools:

• Prioritise student and staff wellbeing
• Recognise and support individual need
• Support behaviour using positive, proactive strategies
• Encourage strong home / school links
• Understand and embody their values and ethos
• Are consistent in their approach
• Promote rich, purposeful and inspiring learning opportunities
• Ensure everyone in their setting feel safe, valued and listened to

When these characteristics are deeply embedded, they provide a strong foundation for a positive, effective climate for learning where every student and staff member can flourish.

How student behaviour affects the climate for learning

Central to any effective climate for learning is student behaviour. Even with the most robust systems and structures in place, student behaviour can adversely impact the learning environment, affecting students as well as staff teams.

According to Australia’s Centre for Independent Studies research, Teaching Behaviour: How Classroom Conduct Can Unlock Better Learning, student behaviour affects community perception, teacher efficacy and wellbeing, and the academic achievement of all students.

And the issue of classroom behaviour is not limited to schools in Australia: according to a recent School Surveys report, Behaviour Barometer: Essential Insights for Leaders, teachers in the UK are struggling with student behaviour, something which is cited as their main source of stress.

76% of survey respondents said that behaviour interrupts teaching and learning, and that student behaviour is having a detrimental impact on their workload, feelings of self-worth and value, and retention levels. All of these factors have a knock-on effect on the wider climate for learning.