The Influence of Class Climate on Student Mental Health

Abstract

The awareness and prevalence of childhood mental health concerns have increased over the past decade. Along with the increased challenges from the pandemic, addressing mental health concerns and establishing preventative measures in the classroom is timely and necessary for increasingly diverse learners. In this qualitative, phenomenological study, the phenomenon of class climate was examined by interviewing five teachers about their lived experiences. Data analysis revealed that establishing positive teacher-student relationships, creating clear boundaries and expectations, and using resources and strategies were required to create a positive class climate. Implications for practice are outlined as well as recommendations on how to create a more positive classroom environment.