A positive school climate is the foundation for learning and positive civic development. School climate refers not to discrete educational experiences that students may receive such as a discussion in social studies class or a service–learning project) but rather to the overall ethos or norms of the school. As a matter of definition, a school with a positive climate is one that promotes norms, values, and expectations that support people feeling socially, emotionally, and physically safe; supports a sense of unity and cohesion in the school as a community; promotes a culture of respect; and encourages students to consider themselves stakeholders in the school's success. The National School Climate Council perhaps defines school climate best: “[School climate is] the quality and character of school life based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching, learning, leadership practices, and organizational structures.”( 47)

School climate can be assessed with several metrics. One available assessment evaluates schools based on the presence of “official recognition and community acceptance of the civic purpose of education that is communicated to all teachers, students and administrators.” It also asks whether students have input into planning around the school, and whether deliberation is thoughtful and respectful.( 48)

Positive school climate enhances education, generally. It promotes students' learning and academic achievement, prevents various risky behaviors, promotes positive youth development, and increases teacher retention rates.( 49) In light
of these findings, a growing number of major educational reform leaders have underscored the fundamental and profound importance of school climate and how students, parents, school personnel, and community leaders work together to support positive youth development and learning.( 50)

Among the many positive outputs of high–quality civic learning, one is that it promotes a positive school climate. Conceptually, the links are clear: High–quality civic learning teaches the importance of community (both within the school and
more broadly), respectful dialogue about controversial issues, creative problem solving, collaboration, teamwork, and the importance of diversity. All of these values are, in addition to being civic virtues, foundational to a positive school climate.
The proven practices for civic learning highlighted in this report are closely related to a positive school climate. Respectful and civil discussions of difficult issues, student voice in schools, community service, and an array of voluntary groups led by students are all opportunities for civic learning that also contribute to school climate. The research on the effects of the six proven practices of civic
learning on school climate is relatively sparse, but some practices (such as civil discussions) are related to climate almost by definition, and others are closely linked. For example, a randomized study of one civic learning program found positive effects on a “safe, inclusive, and respectful climate” at participating schools.( 51)

The benefits of civic learning extend well beyond civic outputs alone, and civic content in one classroom can help shape the norms of other classrooms and the school more broadly. Civic learning builds a positive school climate, which in turn has a positive impact on a wide range of outputs for students, ranging from academic achievement to personal character.