The school climate is the learning environment and relationships found within a school and school community.

A positive school climate exists when all members of the school community feel safe, included, and accepted, and actively promote positive behaviours and interactions. Principles of equity and inclusive education are embedded in the learning environment to support a positive school climate and a culture of mutual respect. A positive school climate is a crucial component of the prevention of inappropriate behaviour.

Bullying prevention and intervention is about more than just eliminating bullying. It also promotes the development of healthy relationships. Healthy relationships involve respectful interactions between people, whether face-to-face or online. The goal is to help ensure that all students have healthy, safe, respectful and caring relationships with everyone in their lives.

Teachers, parents, and other adults support and act as role models for children by showing them how healthy relationships can work. Children’s positive relationships with other children depend on positive relationships with adults. Students who are able to have healthy relationships will be less likely to bully others, will be more likely to support students who are bullied, and will be better able to reach their educational goals. Promoting healthy relationships is a key way to prevent bullying and create a safe and accepting school climate.

School Climate Surveys

All TDSB schools survey their students, staff and parents to gather feedback on how safe, accepting, inclusive and equitable their school community is. In late Fall of 2019, students in Grades 4-12, parents, and staff will be asked to complete the school climate survey.

The surveys are anonymous and aim to collect information on a variety of school factors that contribute to a schools’ learning environment and students’ experiences in and around the school community. These factors tend to include, but are not limited to: school safety, bullying and discriminatory behaviours, interpersonal relationships, teaching and learning practices, organizational structures, engagement and belonging (including identity and voice).