Multilevel Examination of the Protective Role Positive Classroom Climate Plays on Students' Worry and Negative Peer Relations
Abstract
Since children spend many hours of the day in the classroom, understanding the impact the classroom environment has on children’s well-being is important. However, existing research on learning environments has predominantly focused on overall school climate, and additional research investigating classroom climate is warranted. The main objective of this study was to determine whether a positive classroom climate serves as a protective factor for children at heightened risk for worry and peer problems, and those with low social-emotional functioning and high exposure to childhood adversity. A total of 429 grade 3 students within 41 classrooms in 19 schools self-reported their perceptions of classroom climate, levels of worry, and peer relations. In addition, teachers rated participating students’ social-emotional functioning, and parents reported their child’s cumulative adversity. Multilevel analyses revealed that students in classrooms with more positive classroom climate were more likely to exhibit lower levels of worry and report fewer problems with peer relationships. Further analyses showed that a positive classroom climate is especially beneficial for students with low social-emotional functioning. The findings indicate that a positive classroom climate can serve as a protective factor for students, and highlight the importance of optimizing classroom climate to promote healthy child development.