The purpose of this study was to investigate the relationship between school climate and achievement motivation in high school students. The method of the present study was descriptive-correlational. The statistical population was all high school students in Shiraz in the academic year of 2018-2019. Two hundred five students were selected using multi-stage cluster sampling method. For data collection, Student Perceptions of School Climate (SPOSC) and Hermans Achievement Motivation Questionnaire (HAMQ) were used, and Pearson correlation and regression methods were used to analyze the data. The results showed there is a positive and significant correlation between school climate and achievement motivation. Also, a positive and significant relationship was observed between each of the dimensions of school climate including teacher support, peer support and autonomy with the achievement motivation. However, no significant correlation was observed between the stability of rules and the achievement motivation. The results generally showed that the school climate has a significant predictor of achievement motivation in high school students.

Background: School climate has been linked with improved academic achievement, reduced behavioral problems and increased students’ health, especially mental health. So this concept is often a target of school improvement initiatives.Objectives: The goal of this study was to determine the effect of school climate on elementary students’ mental health.Patients and Methods: The study comprised 300 grade 6 elementary school students in Shiraz, including 165 girls and 135 boys selected through multi-stages cluster random sampling. During a 45-min school session, the students completed a self-report questionnaires tapping school climate survey provided by Haynes and his colleagues in 2001 and also the general health questionnaire developed by Goldberg in 1978. All descriptive statistics, regression and confirmatory factor analyses, were performed using SPSS 19.Results: Simultaneous multiple regression of school climate on students’ mental health showed that except for building appearance, other dimensions of school climate were predictors of elementary students’ mental health.Conclusions: According to our findings, it seems that school climate plays a critical role in student’s mental health. In fact caring for and supportive school environment can promote well-being and students’ mental health.

Objective: This study aimed to examine the mediating role of trust in teachers in the relationship between school climate and school belonging among South African high school students. Methods and Materials: A descriptive correlational research design was employed using a sample of 461 high school students from South Africa, selected based on the Morgan and Krejcie sample size table. Data were collected through three standardized questionnaires: the Psychological Sense of School Membership (PSSM) Scale to measure school belonging, the Delaware School Climate Survey–Student (DSCS-S) for school climate, and the Trust in Schools Scale to assess trust in teachers. Descriptive statistics, Pearson correlation coefficients, and Structural Equation Modeling (SEM) were used for data analysis. The statistical analyses were conducted using SPSS-27 for initial correlations and AMOS-21 for model testing and mediation analysis. Findings: Descriptive statistics indicated moderately high levels of school climate (M = 3. 62, SD = 0. 47), trust in teachers (M = 3. 81, SD = 0. 52), and school belonging (M = 3. 74, SD = 0. 49). Pearson correlation results showed that school climate was significantly correlated with trust in teachers (r =. 59, p <. 001) and school belonging (r =. 52, p <. 001), while trust in teachers was strongly correlated with school belonging (r =. 66, p <. 001). SEM results confirmed a good model fit (χ² = 124. 37, df = 71, RMSEA = 0. 041, CFI = 0. 97), with trust in teachers significantly mediating the relationship between school climate and school belonging. The indirect effect of school climate on school belonging through trust in teachers was significant (β =. 32, p <. 001), supporting the proposed mediation model. Conclusion: The findings highlight the critical role of trust in teachers in fostering students’ sense of belonging in school, emphasizing the importance of nurturing a positive school climate to strengthen relational trust and emotional connectedness among students.