Authors : Shri Krishna Prakash; Akash Ranjan Panda; Dr. Dheerendra Kumar Singh

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/yvsnh27n

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DOI : https://doi.org/10.38124/ijisrt/25oct1225

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Abstract : This review examines how school climate and academic resilience influence student achievement. The key finding is that these two factors work together synergistically: positive school climate (safe, supportive environment with good relationships and fair discipline) creates conditions for students to develop academic resilience, the ability to succeed despite challenges. Research shows that school climate alone affects achievement with effect sizes of r = 0.21-0.40, while resilience shows effects of β = 0.35-0.45. Together, they explain 19-30% of achievement differences, more than either factor alone. The review addresses important measurement issues and emphasizes that students facing multiple forms of disadvantage (poverty, discrimination, learning difficulties) need tailored support. Effective interventions combine school climate improvements with resilience-building in culturally responsive ways. Policy recommendations include allocating resources to disadvantaged schools, training teachers, linking school accountability to climate and resilience measures, and using integrated data systems to track progress. Future research should use longitudinal designs and examine how interventions work for different student populations. Overall, when schools create supportive environments and help students build resilience, student outcomes improve significantly.

Keywords : School Climate, Academic Resilience, Student Achievement, Synergistic Effects, Culturally Responsive Interventions.

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