School climate refers to the quality and character of school life. School climate is based on patterns of students', parents' and school personnel's experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society. This climate includes:

• Norms, values and expectations that support people feeling socially, emotionally and physically safe.
• People are engaged and respected.
• Students, families and educators work together to develop, live and contribute to a shared school vision.
• Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning.
• Each person contributes to the operations of the school and the care of the physical environment.

The school climate is influenced by the physical environment of the school, the characteristics and mix of students, teachers and parents who are members of the school community, the connections between the school and its surrounding neighbourhood, the social interactions within the school, the leadership role played by the school principal, the morale of the teaching staff and their teaching practices in classrooms, the formal policies on student discipline, staff conduct and parent/volunteer roles adopted, implemented and enforced by schools and more.

Positive learning environments can be built on these shared principles:

• A positive learning environment is inclusive, respectful and caring of all of its members.
• Education and the development of children and youth are the primary focus of schools.
• An inclusive curriculum, recognizing diversity and promoting respect, is needed to help students to resolve conflicts peacefully, learn about the law and acquire social and decision-making skills that enable them to contribute to the safety of their schools and communities.
• Fair and consistently implemented school policies and codes of behaviour contribute to positive environments and reduce racism, bullying and other forms of harassment.
• Decisions are guided by a problem solving, not punitive, approach as well as by supporting and enabling all members of the community to participate and contribute.
• Every member of the learning environment is entitled to natural justice; including due process that is fair, non-biased, proportionate, subject to appeal and that provides the reasons for the consequences.
• Three levels of action are effective in maintaining positive learning environments. Prevention of all forms of violence should be universal, involving all members of the community. When intervention is requested, it should be progressive, constructive, supportive and transparent. Follow-up services should be utilized to ensure rehabilitation and to help victims recover from critical incidents and crises.
• Allocations of support to individuals are guided by individual needs and are a shared responsibility of schools and community agencies.
• Leadership training and professional development, including knowledge of systems change, is provided through long term development programs.
• The school is provided with adequate tools and resources such as an integrated curriculum, materials and staff.
• Pro-social leadership is the responsibility of all adults in the school and the community.
• Youth are directly involved and have their own voice in the process.
• The effort to maintain a positive learning environment is integrated into all aspects of the school.