(iii) Safe Climate

Safe and Nurturing School Climate as a Pillar of Inclusion and Belonging

A safe and nurturing school climate is foundational to fostering inclusion and belonging in schools. According to the National School Climate Council (2007), school climate encompasses “patterns of people’s experiences of school life; it reflects norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organisational structures.” A positive climate is not only about physical safety, but also about emotional, social, and cultural security. This climate creates conditions where every learner—regardless of background, ability, or identity—feels respected, valued, and supported to achieve their potential.

1. Psychological Safety and Belonging

A sense of psychological safety is crucial for inclusive education. Edmondson (1999) describes psychological safety as the belief that individuals can express themselves without fear of humiliation or negative consequences. In schools, this means that students must feel free to ask questions, make mistakes, and engage in learning without stigma. This aligns with Maslow’s (1943) hierarchy of needs, where belonging and safety precede higher levels of learning and achievement. A climate that nurtures belonging ensures that students, especially those from marginalized groups, do not feel alienated or excluded from the school’s cultural fabric (Booker, 2006).

2. Anti-Bullying and Anti-Discrimination Practices

Bullying, harassment, and microaggressions are key barriers to belonging. Research shows that students who experience discrimination or bullying perform worse academically and report lower well-being (Espelage & Swearer, 2003). An inclusive school climate therefore requires robust anti-bullying policies that are proactive rather than reactive. Olweus’ (1993) bullying prevention programme highlights the need for a whole-school approach, involving staff, students, and parents, in cultivating a culture of respect and accountability.

3. Restorative Practices

Traditionally, schools have relied on punitive disciplinary measures that disproportionately affect minority and low-income students (Gregory, Skiba & Noguera, 2010). Restorative practices offer an alternative by focusing on relationship-building, conflict resolution, and community healing. Morrison and Vaandering (2012) argue that restorative approaches enhance inclusion by valuing each individual’s dignity and fostering collective responsibility. Such practices not only improve behavioural outcomes but also strengthen trust and belonging among students and staff.

4. Teacher–Student Relationships and Culturally Responsive Care

Strong, supportive relationships between teachers and students are central to a nurturing climate. Hamre and Pianta (2006) found that positive teacher-student relationships are associated with higher academic achievement and improved socio-emotional development. Importantly, teachers must also demonstrate cultural responsiveness, acknowledging and respecting the diverse cultural identities of their students (Gay, 2018). A safe climate is thus one where students’ languages, traditions, and values are not marginalised but rather integrated into classroom practices.

5. Well-being and Mental Health Support

Inclusion also depends on schools’ ability to address student mental health. According to Weare and Nind (2011), school-based mental health interventions significantly reduce anxiety, depression, and behavioural problems while fostering resilience. Establishing a safe climate involves integrating mental health resources such as counselling services, peer-support structures, and teacher training in trauma-informed practices (Brunzell, Waters & Stokes, 2015). Such supports are especially vital for students facing socio-economic disadvantage, migration, or disability.

6. Equity in Discipline and Opportunity

A safe and nurturing climate must also be free of structural inequities. Studies demonstrate that students from minority ethnic backgrounds often face harsher disciplinary measures than their peers (Skiba et al., 2011). Leaders must therefore ensure that discipline is applied fairly and that opportunities for participation (student councils, extracurricular activities, leadership programmes) are equitably distributed. This enhances students’ sense of agency and belonging.

Conclusion

A safe and nurturing school climate is indispensable to inclusive education. It extends beyond physical security to encompass psychological safety, anti-bullying frameworks, restorative practices, equitable discipline, culturally responsive relationships, and mental health supports. Schools that invest in building such climates report higher academic performance, reduced absenteeism, and improved student well-being (Thapa et al., 2013). Ultimately, nurturing climates are not add-ons but structural conditions that enable all learners to belong and thrive.

References

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  • Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma‐affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3–9.

  • Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.

  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here?. School Psychology Review, 32(3), 365–383.

  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. 3rd ed. New York: Teachers College Press.

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  • Hamre, B. K., & Pianta, R. C. (2006). Student–teacher relationships. In Alexander, P. A., & Winne, P. H. (Eds.), Handbook of Educational Psychology (pp. 199–225). Mahwah, NJ: Lawrence Erlbaum.

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  • Morrison, B., & Vaandering, D. (2012). Restorative justice: Pedagogy, praxis, and discipline. Journal of School Violence, 11(2), 138–155.

  • National School Climate Council. (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. New York: Center for Social and Emotional Education.

  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.

  • Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107.

  • Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385.

  • Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say?. Health Promotion International, 26(S1), i29–i69.