Systematic analysis of the school climate in adolescence
Abstract
School climate is recognized as a crucial ecological factor impacting the psychosocial and academic development of adolescents. Adolescence is a period characterized by significant biological, cognitive, and social changes. The main objective of this systematic review was to analyze, synthesize, and map recent and relevant empirical evidence on the construct of school climate in adolescence. The search was conducted in multidisciplinary and specialized databases using keywords such as "school climate," "adolescence," "well-being," "student-teacher relationships," and "interventions." Strict inclusion criteria were applied, selecting empirical research articles and reviews published in peer-reviewed journals between 2010 and 2024. Data were extracted and analyzed qualitatively, focusing on findings related to the structure of the construct, the context of application, and the methodology. The review identified a conceptual convergence that defines school climate as a multidimensional construct, with interpersonal relationships (especially teacher and peer support) being the most influential component. Strong evidence was found that a positive school climate acts as a protective factor, mitigating the effects of poverty.
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References
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Copyright (c) 2025 Josué Rafael Suárez Leonelles,Oscar Eduardo Hernández Ortega,Katherine Paola Tuirán Paternina,Kilian Chaterley Londoño Mejía,Ledys Del Carmen Berrio Fuentes,Nelvis Nohemy Ochoa Lozano
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