School climate: perceptions of secondary school students. A systematic review (2024–2025)School climate: perceptions of secondary school students. A systematic review (2024–2025)School climate: perceptions of secondary school students. A systematic review (2024–2025)School climate: perceptions of secondary school students. A systematic review (2024–2025)School climate: perceptions of secondary school students. A systematic review (2024–2025)School climate: perceptions of secondary school students. A systematic review (2024–2025)
DOI:
https://doi.org/10.5281/zenodo.17421645Keywords:
school climate, high school students, student perceptionAbstract
This study conducts a systematic review of the school climate and its influence on the academic and social-emotional experience of secondary school students. The main objective was to analyze students' perceptions of coexistence, sense of belonging, and the impact of interactions on their performance and well-being. To this end, the PRISMA protocol criteria were applied, considering articles published between 2024 and 2025 in indexed databases, which allowed for the selection of 24 studies from diverse contexts such as the United States, China, Chile, South Africa, Spain, and Japan. The results show that a positive school climate is closely associated with a decrease in violent behavior, a strengthening of academic commitment, and the prevention of emerging problems such as bullying, school dropout, and problematic internet use. Likewise, it is observed that factors such as cultural diversity, gender equity, and socioeconomic conditions significantly mediate the construction of perceptions about the educational environment. The review also confirms that institutional management and teacher support are key to promoting inclusive and participatory environments that can respond to the contemporary demands of secondary education. It concludes that consolidating a school climate based on respect, empathy, and collaboration not only enhances learning but also contributes to the comprehensive education of students, reaffirming their right to a quality education in democratic and diverse contexts.
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