Positive School Research Articles

Principal’s Leadership in Improving Teachers’ Ability to Implement the Merdeka Curriculum

This study aimed at improving teachers’ abilities at SD 83 Palembang in implementing the Merdeka Curriculum through training and mentoring. The study employed a classroom action research design. The research subjects were the teachers at SD 83 Palembang. Data were collected through observation, interviews, and documentation. Data were analyzed using qualitative data analysis techniques. The research was conducted from April to May 2024 at SD 83 Palembang, involving 31 teachers and 9 educational staff as samples. The findings revealed that training and mentoring were effective in enhancing teachers’ capabilities in implementing the Merdeka Curriculum. The principal of SD 83 Palembang has fostered a positive school environment, evident in their active role in enhancing teachers’ competencies in implementing the Merdeka Curriculum. The Merdeka Curriculum grants schools and teachers greater autonomy in designing learning that aligns with students’ needs and potential. This necessitates teachers possessing adequate capabilities to effectively implement the Merdeka Curriculum.

Predictors of adolescent well-being around the globe: are students from Confucian East Asia different?

PurposeUsing rich data from nearly 400,000 15-year-olds across 70 middle- and high-income countries and economies participating in PISA 2018, this study investigates (1) global predictors of adolescent subjective well-being (SWB), and (2) differences in adolescent life satisfaction, its predictors and endowments with predictors across world regions and cultures. A particular focus lies on comparing Confucian East Asia (CEA) with other world regions.MethodsData were analyzed using multiple linear regressions and Blinder-Oaxaca decomposition. As measures of adolescent well-being, this study employs life satisfaction, affective well-being, and meaning in life.ResultsGlobally, adolescent well-being outcomes are found to be most strongly linked to gender, personality, relative SES, relationship quality, peer SWB, autonomy and the learning environment, as well as local cultural factors. Estimations by world region reveal several culture-specific explanations for interregional well-being gaps. In particular, notoriously low levels of life satisfaction among students from CEA countries are found to be associated with low self-efficacy, low peer well-being, as well as with high emotional interdependence compared to other world regions. Emotional interdependence is more strongly experienced among CEA adolescents compared to adolescents from any other world region. Moreover, it is found to be more strongly associated with life satisfaction in the CEA region than in any other region. In line with the former, CEA students show stronger links between other relational factors (parents’ emotional support; sense of belonging at school) and life satisfaction compared to most other regions.ImplicationsThis study suggests that among the environmental factors that shape the experience of adolescent lives, relationship and cultural factors play key roles and are closely intertwined. Parents, educators and policymakers around the world should focus on creating a positive school environment that promotes well-being, student self-efficacy, a sense of belonging, and a safe space in which failure is accepted as part of the learning process. This is particularly needed in Confucian East Asian countries.

Harnessing Leadership Styles to Enhance the Effectiveness of Secondary School Dynamics in the Vhembe District

The study aimed to explore the relationship between leadership styles and their effectiveness in enhancing the culture of secondary schools in the Vhembe District, South Africa. The study aimed to identify how different leadership approaches impact educator performance, learner achievement, and overall school dynamics. It also sought to provide recommendations for fostering leadership practices that positively influence these domains. A qualitative research approach was used, using purposive sampling to select 20 participants with substantial experience and knowledge of leadership dynamics within secondary schools in the Vhembe East District. The study collected in-depth insights into the various leadership styles practised and their effects on the school environment through interviews and observations. Key findings revealed a variety of leadership styles, from democratic to authoritarian, and their differing impacts on educators and learners. While collaborative and culturally responsive leadership practices enhanced school culture and performance, inconsistent or overly authoritative leadership led to challenges such as low educator morale and poor learner outcomes. The power and influence theory and Leadership trait theory provided a framework for understanding the dynamics of power and the traits that contribute to effective leadership. The study indicated that enhancing collaborative leadership, promoting culturally responsive practices, and maintaining consistency in leadership approaches are crucial to improving leadership quality in secondary schools. These findings contribute to the scholarship by offering practical insights that can guide the development of leadership training programs and inform policy-making in educational leadership, ultimately aiming to cultivate positive and supportive school dynamics. Keywords: Leadership, Leadership Style, School Ecosystem, Leadership Effectiveness, Leadership Trait.

How to boost college students’ pro-environmental behavior: the implicit theory perspective

Purpose This study aims to examine how higher education can overcome some of the psychological barriers to pro-environmental behavior among college students by cultivating growth mindset of nature and to investigate whether, how and when growth mindset of nature can enhance pro-environmental behavior. Design/methodology/approach A three-wave survey was conducted to collect quantitative data on growth mindset of nature, connectedness with nature, pro-environment behavior and pro-environmental school climate among 283 undergraduate college students at two universities in China. This study used the Process Macro for SPSS (models 4 and 14) to reveal the effects of direct, mediating and moderated mediation. Findings The findings showed that growth mindset of nature positively affected students’ pro-environment behavior. Moreover, growth mindset of nature contributed to pro-environment behavior through the beneficial effects of connectedness with nature. In particular, positive pro-environmental school climate strengthens the mediating effects of connectedness with nature on the relationship between growth mindset of nature and pro-environment behavior. Practical implications Growth mindset of nature provides a vital impetus for facilitating college students’ pro-environmental behavior so that universities can incorporate sustainable development, climate change and environmental sustainability into curricula to cultivate students’ growth mindset of nature. Furthermore, educators could develop students’ connectedness with nature through environmental education by directly exposing them to nature. Finally, the pro-environmental school climate is the essential social-environmental nourishment for college students’ pro-environmental behavior. Originality/value This study advances implicit theory by introducing implicit beliefs to the environmental realm. Meanwhile, this study solves the puzzle concerning why people are aware of increasingly serious environmental issues, yet few are really engaged in pro-environmental behavior. A second contribution lies in extending the application of the pro-environmental climates into educational contexts to uncover the “black box” of how growth mindset of nature promotes college students’ pro-environmental behavior. Finally, this study enriches the literature on connectedness with nature by exploring the mediating mechanism of connectedness with nature between growth mindset of nature and pro-environmental behavior.

Digital CRM in Nagpur's Primary and Secondary Schools: A Health Systems Approach to Enhancing Student Wellbeing in the Digital Transformation Era

Over the last couple of years, a significant increase in the use of educational technologies has changed the ways of student relationships and students’ well-being management. This study aims at establishing the extent and nature of utilization of Digital CRM system in primary and secondary schools in Nagpur from a health systems perspective, and the effects on students health. The research explores the effectiveness of the adopted digital CRM platforms to enhance more friendly, effective communication, and to create supportive mental and physical health student centred programs. The study utilizes survey questionnaires and short interviews with school administrators, teachers and students to determine the extent in which the digital CRM systems are effective and the difficulties encountered in the learning environment. Other relevant areas of interest include improvement in the services available to students, parents and strengthening of efficient mechanisms of collecting student health data for policy formulation. The details will describe the implication of the future digital CRM tools on the present issues related to the Nagpur students’ needs and the implications of health systems integration among schools. Based on this study it is suggested that digital CRM can greatly enhance the capacity of the school to support and respond to students’ needs through timely interventions, accessible collaboration communication, and a positive school climate. However, the program maintains several difficulties which have the potential to hinder valuable implementation: Data protection issue; Training of the system for the stakeholders; and Resource issues. Based on integrating the concepts of digital CRM with health systems the following recommendations for development of student’s wellbeing in the conceptual normal of digital transformation have been formulated by this research for the policymakers, educators, and technology suppliers.

Utilizing the CFIR framework for mapping the facilitators and barriers of implementing teachers led school mental health programs - a scoping review.

Ample evidence has been generated regarding the effectiveness of school-based mental health interventions as part of the continuum of care for children and capacity building of teachers to deal with the emotional and behavioral challenges of students. The increasing trend of utilization of teachers as the natural support system of children and the huge financial impact of public health interventions highlights the need to review all available evidence regarding multilevel factors that facilitate or pose a challenge to the provision of School Mental Health Programs (SMHP) using teachers as providers. The current review aims to map extracted evidence under the Consolidated Framework for Implementation Research (CFIR) domains to support future implementation research on school-based mental health services. The scoping review included experimental, qualitative studies, and systematic reviews involving teacher-led mental health programs conducted in the school setting to improve the socio-emotional well-being of children and adolescents irrespective of time and geographical limitations. All (published and unpublished) evidence in English from Pubmed, Cochrane database of systematic reviews and clinical trials, Scopus, and Science Direct was searched using keywords and Boolean combinations and extracted using study designs, place of study, year of publication, sample size, and target population. A qualitative analysis of implementation facilitators and barriers cited by the studies was carried out and mapped on CFIR. This review identified barriers and facilitators of implementation across school-based mental health Programs in 29 studies. The major emerging themes were those related to the inner setting of the organization, the process of implementation, and the characteristics of individuals involved in implementation. These included the availability of structural characteristics, positive school culture, organizational readiness, committed leadership, and beliefs of the providers. Findings highlight the need for early assessment of contextual factors acting as barriers and facilitators and careful execution following realistic planning and stakeholders' engagement to ensure the success of SMHP.

Significance of Educational Leadership Styles on Pupils Academic Achievement in Primary Public Schools in Morogoro Municipality, Tanzania

The study investigated the significance of educational leadership styles towards academic achievement in primary public schools in Morogoro Municipality. A convergent research design was employed. Utilizing a mixed-methods approach, the study targeted teachers and heads of schools, with simple random sampling used for teachers and purposive sampling for heads of schools, resulting in a sample size of 77 respondents. Data were gathered through questionnaires and semi-structured interviews, and analyzed using descriptive statistics for quantitative data and thematic coding for qualitative data, aligning with the study’s research objectives. The study found that, effective leadership styles significantly impact academic performance in primary public schools. Visionary, supportive, and collaborative approaches, coupled with clear communication, create a positive school culture, motivate students, and improve teacher-student interactions, thereby enhancing academic success. The study recommended that school leaders adopt these styles, prioritize vision and support, and foster collaboration to boost educational outcomes. Providing professional development for leaders and encouraging a culture of continuous feedback will further align leadership practices with the needs of the school community, ultimately supporting student success and driving academic excellence.

The Effect of Screen Time and Positive School Factors in the Pathway to Child and Youth Mental Health Outcomes.

Beyond achievement, educational settings offer informal supports that may be critical for child and youth mental health. However, children's educational environments have experienced significant disruption with the coronavirus pandemic. School settings offer unique opportunities to support children's mental health, but research must identify powerful points of intervention. This study examined school factors (aspirations, perceived competence, sense of belonging, and emotional engagement) as predictors of children's mental health, and the potential consequences of increasing screen time in and outside of school. Participants (N = 707) were parents and their children (6-18 years) from community and clinical settings who completed prospective surveys about children's school experiences and mental health symptoms (November 2020-May 2022). Standardized measures of depression, anxiety, irritability, inattention, and hyperactivity were collected. Structural equation modelling tested longitudinal associations between screen time, school factors, and mental health outcomes. Positive associations between each of the school factors (B = 0.14 [SE = 0.04] to B = 0.43 [SE = 0.04]) suggested they may reinforce one another. Longitudinally, sense of belonging and emotional engagement at school predicted lower severity for symptoms of depression, anxiety, irritability, and inattention (B=-0.14 [SE = 0.07] to B =-0.33 [SE = 0.10]). Greater screen time was associated with lower aspirations and perceived competence (B = - 0.08 [SE = 0.04] to B = - 0.13 [SE = 0.06]). Results suggest that school factors beyond achievement may be key correlates of child and youth mental health. While curriculum expectations emphasize academic achievement, an investment in supporting positive attitudes and aspirations at school is also warranted.

Longitudinal panel networks of risk and protective factors for early adolescent suicidality in the ABCD sample.

Rates of youth suicidal thoughts and behaviors (STBs) are rising, and younger age at onset increases vulnerability to negative outcomes. However, few studies have investigated STBs in early adolescence (ages 10-13), and accurate prediction of youth STBs remains poor. Network analyses that can examine pairwise associations between many theoretically relevant variables may identify complex pathways of risk for early adolescent STBs. The present study applied longitudinal network analysis to examine interrelations between STBs and several previously identified risk and protective factors. Data came from 9,854 youth in the Adolescent Brain Cognitive Development Study cohort (Mage = 9.90 ± .62 years, 63% white, 53% female at baseline). Youth and their caregivers completed an annual measurement battery between ages 9-10 through 11-12 years. Panel Graphical Vector Autoregressive models evaluated associations between STBs and several mental health symptoms, socioenvironmental factors, life stressors, and substance use. In the contemporaneous and between-subjects networks, direct associations were observed between STBs and internalizing symptoms, substance use, family conflict, lower parental monitoring, and lower school protective factors. Potential indirect pathways of risk for STBs were also observed. Age-specific interventions may benefit from prioritizing internalizing symptoms and early substance use, as well as promoting positive school and family support.

The role of individual differences in environmental sensitivity in teachers' stress and burnout at work.

School teachers are among workers most exposed to stress and burnout-a relevant occupational phenomenon leading to psychological and economic costs. The Environmental Sensitivity individual trait-as captured by the psychological marker of sensory processing sensitivity (SPS)-has been found to have a relevant role in stress and emotional exhaustion at work. Yet, little is still known about heightened SPS in the educational field and on underlying mechanisms occurring in the relationship between SPS, stress and burnout. The current work aimed to explore the association between SPS and burnout among teachers as well as the moderating role of perceived stress and school climate in this association. One hundred and ninety eight teachers (44.3years; SD=9.7, 94% F) reported on their levels of SPS, occupational burnout, perceived stress and school climate quality. In line with a vulnerability effect, we found heightened SPS largely associated with burnout. This was particularly evident in a context of high-perceived stress, suggesting that teachers high on SPS may experience more challenges in the face of elevated stress with the need of more support. When exposed to positive and supportive school climate, highly sensitive teachers showed a decrease in burnout, suggesting high SPS as a valuable strength for benefiting from positive experiences. Findings have the potential to inform the customisation of support programs, assisting both schools and work agencies in increasing their awareness of the role of individual differences in responding to both work-demand-related stress and to positive work environments.

School-induced fatigue: Theoretical analysis of the concept of school burnout

School burnout is a set of detrimental symptoms that include emotional exhaustion, cynicism, and reduced personal accomplishment. In children and adolescents it is associated with many physical and mental health problems, including heart diseases, hormonal disorders, disrupted sleep quality, depressive symptoms, and diminished life satisfaction. It corresponds with a higher likelihood of poor academic performance and drop-out rates. The text includes a theoretical analysis of factors corresponding with the development and maintenance of school burnout. The data presented in the literature proves that students dealing with extreme schoolwork overload, accompanied with poor time management, and unrealistic goals, faced with excessive family demands, experiencing disturbances in sleep habits, poor eating habits, and limited or no physical exercise are more prone to develop and sustain symptoms of school burnout. Besides the excessive workload and problems in relationships with parents and peers among risk factors there are usually mentioned feelings of lack of control over things, high demands, and pressure an individual experiences. Protective factors include social support and a positive school atmosphere. Application of knowledge concerning school burnout in real educational settings may result in increase of well-being and resilience of students, and decrease in symptoms of mental problems. It will also help create a meaningful school environment.

Prospects and Challenges that Teachers and Learners Face when using Field Study in Teaching and Learning Biology Subject at Ordinary Level of Secondary Education: A Case Study of Public Secondary Schools in Morogoro Municipality

Learning that occurs in a field setting is widely recognized as a very effective approach to connect science content to the real world. It is also a powerful experience that promotes the development of learners’ scientific skills, enhances active learning and promotes enthusiasm to biology subject among students. However, teaching biology through field study encounters several challenges that impedes effective implementation in public secondary schools. Thus, this study seeks to investigate the Prospects and Challenges that Teachers and Learners Face when using field study in teaching and learning biology at ordinary level of secondary education and to establish remedial measures to address these challenges. The study uses purposive sampling to select 56 respondents from 107 population including 10 heads of public secondary schools and 46 biology teachers. The study also adopted a concurrent transformative mixed approach. Data were collected by using interview guide and questionnaire. The reliability of the instruments was tested by computing Cronbach’s coefficient alpha (α) during pilot study where inter-item correlation was proved to be r = 0.872. The qualitative data was confirmed to be credible, transferable, confirmable and dependable through trustworthiness. The quantitative data analysis was done through Statistical Package for Social Science (SPSS) version 25 computer, while qualitative data were analyzed thematically. The study identifies institutional barriers to field study such as inadequate resources, overcrowded classes and fear of risk. Teachers face barriers such as traditional teaching styles, shortage of biology teachers, inadequate training, lack of experience, and fear of student risks. To address these challenges, the study recommends that the collaboration between school administrators, and field site management ad teacher’s training may foster a positive school culture, resource mobilization, employing more teachers, formulating supportive policies and utilizing school surroundings for study.

ENHANCING SCHOOL-AGE CARE ENVIRONMENTS THROUGH POSITIVE INTERACTIONS

This research is devoted to the implementation of the School Educational Environment Rating Scale (SACERS) in Almaty schools, a project approved as a state initiative of the Republic of Kazakhstan for 2023-2025. The research aims to describe the SACERS scale, which includes 48 indicators assessed on a 7-point scale and allows for evaluation of the educational environment that promotes the development of students. Research method: In this research work, a mixed method. The quantitative component included bibliometric analysis data operations using R Studio software (version 2023.3.1.446) and a Google Forms survey administered to 99 students aged 10-13. The qualitative component involved semi-structured interviews with staff, parents, and teachers, in observations, focused on the “Interactions” subscales (27-34) of the SACERS scale. Integrating the findings with broader educational research, this analysis allowed for a detailed assessment of Almaty’s school environment. A comparison of Schools A and B revealed strong disciplinary norms, positive peer interactions, and effective communication between teachers and students. These results emphasize the importance of such elements in creating a positive school environment that promotes learners’s holistic development and global achievement.

Positive behavior support in school – a quasi-experimental mixed methods study and a randomized controlled trial

BackgroundWhile positive school climate is important for students’ well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) has shown positive effects on school climate and children’s prosocial behaviors, but fewer studies have been conducted in a European context.AimThis project aims to investigate the effectiveness of SW-PBIS program for students’ social-emotional skills and academic achievement as well as teachers’ and students’ perceptions of classroom learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts.MethodsData on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used and data are collected during three time points. In the second wave, a wait-list control group will be used and data will be collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethno-methodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms.DiscussionThe study is expected to contribute to knowledge on the effects of the SW-PBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SW-PBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SW-PBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control group.Trial registrationClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered).

Analysis of school rules and regulation implementation: Basis for policy enhancement program

This study analyzes the existing school rules and regulations at Manocmanoc Elementary School to develop a policy enhancement program. It examines the level of knowledge, attitudes, and implementation of school rules among intermediate pupils. Using a quantitative-correlational approach, including surveys and document analysis, the research explores relationships and gaps in rule implementation, highlighting strengths and weaknesses. It considers the alignment of rules with educational goals, the promotion of a positive and inclusive school culture, and the balance between discipline and flexibility. Key findings reveal significant relationships between knowledge, attitudes, and implementation, identifying areas for improvement. The study recommends refining rule enforcement consistency, ensuring continuous oversight and training, and promoting deeper rule understanding. Additionally, it suggests establishing transparent disciplinary measures and linking fair implementation to a positive learning environment. The outcomes serve as a foundation for a proposed policy enhancement program, offering evidence-based recommendations to foster a conducive learning environment, enhance student engagement, and address contemporary educational challenges. The study's focus on a single school may limit generalizability. Future research could expand to multiple schools to validate and extend these insights. Implementing these recommendations is expected to create a better learning atmosphere for all students.

LA VIOLENCE AU MILIEU SCOLAIRE : ETUDE SUR LEFFET DU SENTIMENT DINJUSTICE SUR LE COMPORTEMENT AGRESSIF DES ELEVES DU SECONDAIRE AU MAROC

This research examines the link between the feeling of injustice experienced by students and their aggressive behavior in school settings, focusing on the Moroccan educational context, which has been less studied. The study was conducted with 192 high school students from four public and private schools in two regional academies of education and training. The majority of participants, 32.3%, are 17 years old, followed by those aged 16 (22.9%), while the least represented age groups are 20 and 19 years old, with percentages of 3.1% and 8.9%, respectively. To address the research questions, two measurement scales were used: one for aggression (27 items) and another for injustice, comprising three dimensions and 19 items. The results indicate that students aggressive behavior is significantly influenced by their perception of injustice, with aggression explained by 39.3% due to school injustice. These findings highlight the importance of equity and justice in fostering a positive school climate.

EFFECT OF SCHOOL LEADERSHIP PRACTICES ON STUDENT ACADEMIC ACHIEVEMENT IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA

This study investigates the impact of instructional leadership techniques on students\' English language competency in Rwandan public secondary schools. The research involved 5660 students, 10 head teachers, 156 English instructors, and 5 local authorities\' educational officials. The study used both quantitative and qualitative methodologies to gather data. The findings showed that school resource management and teachers\' behavior and attendance demonstrate leadership skills. Additionally, improved student behavior and greater cooperation reflect student performance. Exam outcomes, good teaching and learning, teacher conduct, school resource management, and collaborations with the community and parents were found to be significantly correlated with student performance. However, the association was negligible. The study recommends that transformational leaders in Rwanda improve student performance by fostering a positive school climate, promoting professional development, and enhancing English proficiency.

LA VIOLENCE AU MILIEU SCOLAIRE : ETUDE SUR LEFFET DU SENTIMENT DINJUSTICE SUR LE COMPORTEMENT AGRESSIF DES ELEVES DU SECONDAIRE AU MAROC

This research examines the link between the feeling of injustice experienced by students and their aggressive behavior in school settings, focusing on the Moroccan educational context, which has been less studied. The study was conducted with 192 high school students from four public and private schools in two regional academies of education and training. The majority of participants, 32.3%, are 17 years old, followed by those aged 16 (22.9%), while the least represented age groups are 20 and 19 years old, with percentages of 3.1% and 8.9%, respectively. To address the research questions, two measurement scales were used: one for aggression (27 items) and another for injustice, comprising three dimensions and 19 items. The results indicate that students aggressive behavior is significantly influenced by their perception of injustice, with aggression explained by 39.3% due to school injustice. These findings highlight the importance of equity and justice in fostering a positive school climate.

Predictors of Job Satisfaction among Polish Teachers

The term “job satisfaction” refers to emotional responses and ways of thinking about work in a given structure. It is the degree of self-fulfillment that an employee experiences while performing work-related duties. Work satisfaction is linked to positive attitudes towards employment and more effective results. The aim of the orginal research presented in the article is to determine the predictors of job satisfaction among Polish teachers. Individual factors such as gender, length of service, personality variables (emotional stability, agreeableness, extroversion), work-home conflict, as well as organizational factors, i.e., overall work climate, were also considered. The research was conducted on a sample of 952 teachers from across Poland. Women accounted for 87.6% (n=834) and men for 12.4% (n=118) of the respondents The average age was M=46.47 (SD=9.59). A survey questionnaire was used for the purposes of the study, and hierarchical regression analysis was applied to develop the research results. School climate, work-home conflict, and level of extroversion were found to be significant predictors of job satisfaction. Given that personality factors are difficult to change, an effective way to increase teachers’ job satisfaction is to take care to build a positive school climate and fair distribution of responsibilities, which can reduce work-home conflict.

O BULLYING NO ENSINO MÉDIO E SUA RELAÇÃO COM O CLIMA ESCOLAR

The prevalence and consequences of school bullying have been widely reported in the literature. Likewise, it has been shown that this is multi-cause violence and, therefore, different aspects need to be considered for its prevention and containment, including the positive school climate. In this context, the present study proposes to investigate the phenomenon of bullying in high school and its association with the school climate and its dimensions (student-student relationships, teacher/student relationships, school safety, respect for diversity, clarity of expectations, and fairness of rules). The participants were 388 students from two public institutions in the northwest of Paraná state, who answered a questionnaire about the school climate and another about bullying victimization in 2019. This study is descriptive and relational. We analyzed the data using descriptive statistics and multiple linear regression. The results predominantly indicated a positive school climate in the institutions, although we have founded evidence of bullying victimization. Regression analysis identified a significant relationship between the dimensions of the school climate, especially "student-student relationships" and "clarity of expectations," and the occurrence of bullying. Thus, we underscored the significance of fostering a positive school climate to cultivate healthy, violence-free relationships, nurture empathy among peers, and ensure clarity in institutional norms.