As a result of the existing gap between school climate, practice, and policy research in the United States, most schools have been experiencing underperformance.  As such, some schools have been kept under a close watch to ascertain the disparities in the performances of their students and the contributing factors thereof. It was then found out that there are various challenges that the students usually face which lower their performance. These challenges slow down the learning process, thereby, contributing to the poor performance among the students.

One of the most significant contributing factors to poor performance is the school climate which affects the students’ learning environment. School climate is primarily founded on the patterns of an individual’s experiences on teaching and learning practices, the school’s organizational structures, school life goals, interpersonal relationships, and the school values. The influence of an individual’s experience on their performance is usually felt due to the overall effect on a large number of students.

This study also investigates how a positive school climate enhances youth learning and development. Some of these methods include literature review, historical analysis, questionnaires and data from the National State Department of Education Policy. The materials chosen provide data on school climate in the United States. From the literature review, there is empirical research which links positive school climate to the effective violence prevention, retention of teachers, predictive academic performance, general school success, and student’s development strategies. The significance of this study is that it shows how apositive and appropriate school climate promotes the development of a productive, contributive learning environment.

Keywords: school climate, satisfying environment, academic performance