describe your school environment essay

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A school environment is a crucial component of student’s life. Schools should provide students with a safe environment in which to nurture and grow emotionally, behaviourally and academically; and at the same developing relationships with others. Each and every student requires structure, respect, stability, limitation and boundaries and safe environment or an environment. In the school environment, there are things that positively influence students’ performance. Such things include having good friends within the school, perceiving that teachers are caring and supportive, believing that discipline is efficient and fair, participating in extracurricular activities, being a part of a school and having a sense of belonging. Students become incorporated in their environment when they perceive that the adults in the school mind about them as individuals and their learning.

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Role of effective school environment

Students who perceive to be connected to their school environment are less likely to be involved in risky health behaviours such as drug use, early sex, violence, cigarette smoking, suicidal attempts and thoughts and do better academically. An escalating connection between the students and their environment reduces fighting, bullying, vandalism, and absenteeism while enhancing education motivation, academic performance, completion rates and school attendance. Students are more prone to prosper when they feel a connection to the school. Students who view their school administration and teachers as creating a well-structured learning environment in which expectations are high, fair, caring and clear are more likely to be linked to the school and succeed.

Ways to develop an effective school environment

Regardless of other circumstances, an effective school environment could have a positive impact on the achievements of students. There are several ways to develop an effective school environment. Firstly, create an organised and safe place. An effective school environment must first be a place where students can perceive themselves as emotionally and physically safe. It has to be a supportive community where teachers and kids from all backgrounds can exclusively focus on learning. To attain safe environment where students are free to reach their potential academically, schools have to concentrate on hindering misbehaviour through the implementation of school-wide positive behaviour intervention. These interventions must stress emotional learning and social skills to educate students on cultural understanding and conflict resolution.

Secondly, the school should have a relatable leader. In an efficient school environment, the principle should be a leader of leaders. The principal should not only be an authority figure but also be a partner, cheerleader and coach. Also, the principal should also realise that he or she must not operate in a top-down authority structure but realise that the best and appropriate solutions arises from a collaborative effort.

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A Safe, Caring School Environment

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According to the National School Climate Center, a safe and caring school environment is one in which students feel positively connected to others, respected, that their work is meaningful, and that they are good at what they do.

We know these words describe the kind of inclusive school climate we want for our children—an environment where students, parents and staff feel safe, comfortable, and accepted.  It’s a climate where students are encouraged to be leaders and positive role models speaking up about issues such as bullying.  It’s an environment with a culture of high expectations for students, but there is also a culture of high expectations for adults—staff, parents and community members.

And whose job is this to promote such a positive inclusive school climate?

EVERYONE’S JOB!

Everyone has a role to play in building a positive school climate since it begins with healthy, respectful relationships throughout the school community.  We know this requires an ongoing, long-term collaborative effort.  Let’s look at the important aspects of promoting a positive school climate.

Promoting a Positive Climate

Collaborative, Supportive Teams

The same factors that influence a student’s motivation and performance in the classroom also influence the success of collaborative teams—belonging, trusting, and valuing each other. Collaboration takes time and trust, and the student is always the focus.

Shared Information  and Shared Responsibility

Does your school have a Code of Civility ?  Civility is the affirmation of what is best about each of us individually and collectively, not just an absence of harm.  In my school district our Code of Civility guided communication and collaboration and was respected by staff, parents, and all members of the community.  It read as follows:

1. Treat each other with courtesy and respect at all times:

• Listen carefully to each other, even when opinions differ.
• Loud or offensive language
• Gestures or profanity
• Threats (physical or verbal)
• Causing bodily harm
• Causing property damage

2. Take responsibility for your actions:

• Share accurate information.
• Manage anger appropriately.
• Do not disrupt or interfere with classroom/school operations.
• Notify each other when we have information that affects student safety and/or success.
• Respond when asked for assistance.
• Understand that compromise is key.

3. Cooperate with one another:

• Obey school rules
• Respect each other’s time.

Focus on what is important – the child!

There has been too much emphasis on the adult issues of inclusion.  Inclusion is about what works best for children and embedding the principles of equity and inclusive education in all aspects of the learning environment.

Connect : “Put away the gadgets and find activities that build face-to-face social connections,” said Abadesco.  Students are looking for authentic connection and a place where they can feel safe. As parents, we must ask ourselves how does our home and school rate? Make your home or school that safe place by providing activities that build “togetherness.” At school this might be participating in community service projects or daily “check-ins.” At home this could be volunteering for a cause everyone believes in or spending the evening sharing a meal and sharing what you appreciate about one another.

Share Feelings : Young people are constantly confronted with situations that can cause them fear, worry, shame, sadness, anger and confusion. “Most young people don’t know how to talk about these experiences and to be honest, most adults don’t either,” Abedesco said. “If you want to help your student, then talk about feelings.” Share experiences you’ve had when you were feeling afraid, angry or confused. If a young person hears a personal challenge you experienced and how you got through it, he or she will be more likely to come to you when faced with a challenge.

Teamwork : Abadesco believes this is the key to creating safety. “As adults, it is our job to create safe and nurturing environments for our youth,” she said. One of the ways to do that is by teachers and parents working together to support student needs. Have appropriate contact information and communicate the best ways to stay connected. Parents, find time to have regular check-ins with your child’s teacher. Teachers, consider sending a weekly email with updates on how your classes are doing. This is an important relationship, so honor the relationship and take the time to get to know one another.  The key to creating a bully-free school is getting everyone on the same page about how to care for students, and that begins with a strong, caring community.

Cathy Giardina, Stetson & Associates, Inc.

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What are learning environments? The school community as an ecosystem

As learning is at the heart of every school in the wider IB ecosystem, learning environments are expected to be considered first in strategic planning and resourcing.

“If the school community is an ecosystem, the learning environment is the key part to check its health. “

The International Baccalaureate’s (IB) Programme standards and practices defines two types of environments.

• School environments indirectly support learning. School environments include physical and virtual facilities, human and fiscal resources, and the organizational structure and operations of the school.
• Learning environments directly support learning. Learning environments should include safe spaces that foster well-being and intellectual development, thoughtful learning support and a school environment that supports the learning that takes place.

If the school community is an ecosystem, the learning environment is the key part to check its health. The learner, the learning environment and the school environment are interdependent, but the learning environment is the most obvious expression of how the school environment is utilized and transformed to facilitate learning and teaching.

Learning environments consist of:

• people, that is learners and teachers
• spaces, both physical and digital
• resources, that is the content, supplies and infrastructure needed to keep the environment healthy
• policies, that is the rules and agreements of the school community that support learning and teaching

“Engaging learning environments inspire the imagination and creativity of learners, and encourage the process of inquiry, action and reflection.”

The best evidence of successful learning environments in schools in the IB ecosystem comes from learners.

Engaging learning environments inspire the imagination and creativity of learners and encourage the process of inquiry, action and reflection. These environments provide opportunities for emerging inquiries; students may take their learning in new and unexpected directions, developing and demonstrating the attributes of the IB learner profile.

To explore how to use learning environments within the wide IB ecosystem for strategic planning and resourcing within daily practices, please attend one of our new webinars in Developing as a lifelong learner: Inquiry into an IB education  series. Find out more details about each individual webinar, including dates and times here.

This post created by Zachary Fernebok, Product Marketing Manager for the Diploma Programme and Career-related Programme at the International Baccalaureate, and one of the hosts of IB Voices. For more information about developing learning environments and educator resources click here

If you enjoyed this story, consider reading more below:

engaging students , learning environment , school environments

About the IB

Center for Teaching Innovation

Classroom environment strategies.

"The dynamics of the classroom, the tone, the interpersonal forces at play, and the nature and structure of communication patterns all combine to either support or inhibit the students’ motivation to pursue a goal" ( Ambrose , 2010).

Your classroom environment is a blend of the social, emotional, and instructional elements of your class. Research shows that many aspects of your classroom environment can affect student motivation and that students who are more motivated, put more effort into learning activities ( Ambrose , 2010).

The way you manage and organize your classroom is important. Below, we describe a few things you can do to build a warm and inclusive classroom where students feel like they belong and can do their best work.

Goals, Setting Guidelines

• Make your course goals clear to your students so that they can focus on the essential information. Tell your students how you expect them to reach those goals.
• Establish guidelines to ensure your classroom is inclusive, respectful, and conducive to learning ( Ambrose , 2010). Use clear guidelines to create a safe learning environment that ensures respect for student ideas and viewpoints.

Creating a Sense of Belonging

• Help students get to know each other by using icebreakers
• Connect with your students: Share something about yourself; also learn their names and something about them
• Encourage participation
• Let students know how to get help (e.g., office hours, help centers, etc.)
• Be aware of your verbal and non-verbal cues and what they’re communicating to your students (e.g., folding your arms creates a barrier between you and your students; making eye-contact helps to establish trust)
• Come to class early and talk informally with your students as they arrive

Instructor & Course Organization

Regardless of your course style, there are strategies you can use to create a supportive, positive environment to reduce student anxiety and stress.

• Align your learning objectives, assessments, and instructional strategies, and provide a clear course structure
• Prepare your students for what they need to do within and outside of class to succeed
• Provide early opportunities for feedback, and continue with targeted, timely feedback during the course
• Use active learning strategies and have students work together regularly
• Give students opportunities to practice and reflect upon what they are learning
• If you will have multiple graders, state how you will ensure fair, consistent grading
• Use rubrics to grade assignments and prelims (where applicable) and communicate these rubrics to students as early as possible

Leading Discussions

• Ask students to think about learning environments in which they felt most comfortable speaking up and listening closely to others
• What conditions do they need to feel confident participating? What is acceptable or unacceptable behavior?
• Convey your respect for all opinions and encourage participation
• Allow space for everyone to participate
• Model active listening behaviors (McKeachie, 2014)
• Address difficult or uncomfortable topics directly
• If your class uses discussions to talk about potentially sensitive or charged topics, use the LARA method

A learning climate develops whether or not you are intentional about creating it. Be transparent about expectations, especially grading. Regarding classroom behaviors, what are your expectations for classroom participation, discussion, questions? What are ways every member of the course can help foster an inclusive community? How should students contact you or raise concerns?

See our building inclusive classrooms page for ideas and strategies around creating and sustaining inclusive classrooms .

Cornell students come from around the world. Speaking clearly, explaining references and acronyms, and making an extra effort to include everyone can go a long way.

Get to Know Your Students (Undergraduates and Graduates)

• Every group of students is unique, and class interactions can vary from semester to semester. It is always important to get to know your students and build a positive rapport. Connecting with students helps develop a classroom dynamic that can support learning in multiple ways, including promoting student engagement, expression, and openness to intellectual challenges.
• Simple actions such as learning students’ names, sharing information about yourself, and asking students about their background or experiences can foster a positive classroom climate. On the very first day, asking students to complete a survey about themselves, and facilitating an icebreaker can set the tone .
• Throughout the semester, set standards for respectful discourse and take action to include more students in class discussions or activities. Several times during the course, check in with students about their experience in the course. This resource about establishing ground rules  provides some examples of setting expectations.

Selected Resources

Classroom Climate

Connecting with Your Students

• For facilitating difficult topics: Faculty Institute for Diversity or Teaching & Learning in the Diverse Classroom online course
• Ohio State University's Sense of Belonging in the College Classroom

Ambrose, S. A., Bridges, M. w., Lovett, M. C., DiPietro, M., & Norman, M. K. 2010. How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.

What Makes a Good School Culture?

• Posted July 23, 2018
• By Leah Shafer

Most principals have an instinctive awareness that organizational culture is a key element of school success. They might say their school has a “good culture” when teachers are expressing a shared vision and students are succeeding — or that they need to “work on school culture” when several teachers resign or student discipline rates rise. 

But like many organizational leaders, principals may get stymied when they actually try to describe the elements that create a positive culture. It's tricky to define, and parsing its components can be challenging. Amid the push for tangible outcomes like higher test scores and graduation rates, it can be tempting to think that school culture is just too vague or “soft” to prioritize.

That would be a mistake, according to  Ebony Bridwell-Mitchell , an expert in education leadership and management. As she explains, researchers who have studied culture have tracked and demonstrated a strong and significant correlation between organizational culture and an organization’s performance. Once principals understand what constitutes culture — once they learn to see it not as a hazy mass of intangibles, but as something that can be pinpointed and designed — they can start to execute a cultural vision.

A culture will be strong or weak depending on the interactions between people in the organization. In a strong culture, there are many, overlapping, and cohesive interactions, so that knowledge about the organization’s distinctive character — and what it takes to thrive in it — is widely spread.

At a recent session of the  National Institute for Urban School Leaders  at the  Harvard Graduate School of Education , Bridwell-Mitchell took a deep dive into “culture,” describing the building blocks of an organization’s character and fundamentally how it feels to work there. 

Culture Is Connections

A culture will be strong or weak depending on the interactions between the people in the organization, she said.  In a strong culture, there are many, overlapping, and cohesive interactions among all members of the organization.   As a result, knowledge about the organization’s distinctive character — and what it takes to thrive in it — is widely spread and reinforced.  In a weak culture, sparse interactions make it difficult for people to learn the organization’s culture , so its character is barely noticeable and the commitment to it is scarce or sporadic.

• Beliefs, values, and actions will spread the farthest and be tightly reinforced when everyone is communicating with everyone else. In a strong school culture, leaders communicate directly with teachers, administrators, counselors, and families, who also all communicate directly with each other.
• A culture is weaker when communications are limited and there are fewer connections. For example, if certain teachers never hear directly from their principal, an administrator is continually excluded from communications, or any groups of staff members are operating in isolation from others, it will be difficult for messages about shared beliefs and commitments to spread. 

Culture Is Core Beliefs and Behaviors

Within that weak or strong structure, what exactly people believe and how they act depends on the messages — both direct and indirect — that the leaders and others in the organization send. A good culture arises from messages that promote traits like collaboration, honesty, and hard work.

Culture is shaped by five interwoven elements, each of which principals have the power to influence: 

• Fundamental beliefs and assumptions , or the things that people at your school consider to be true. For example: “All students have the potential to succeed,” or “Teaching is a team sport.”
• Shared values , or the judgments people at your school make about those belief and assumptions — whether they are right or wrong, good or bad, just or unjust. For example: “It’s wrong that some of our kindergarteners may not receive the same opportunity to graduate from a four-year college,” or “The right thing is for our teachers to be collaborating with colleagues every step of the way.” 
• Norms , or how members believe they  should  act and behave, or what they think is expected of them. For example: “We should talk often and early to parents of young students about what it will take for their children to attend college.” “We all should be present and engaged at our weekly grade-level meetings.”
• Patterns and behaviors , or the way people  actually  act and behave in your school. For example: There are regularly-scheduled parent engagement nights around college; there is active participation at weekly team curriculum meetings. (But in a weak culture, these patterns and behaviors can be different than the norms.)
• Tangible evidence , or the physical, visual, auditory, or other sensory signs that demonstrate the behaviors of the people in your school. For example: Prominently displayed posters showcasing the district’s college enrollment, or a full parking lot an hour before school begins on the mornings when curriculum teams meet.

Each of these components influences and drives the others, forming a circle of reinforcing beliefs and actions, Bridwell-Mitchell says; strong connections among every member of the school community reinforce the circle at every point.

More on School Culture

• See Part II of our story, which moves from "what makes school culture" to "how to build it."

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How to create a positive school climate, three practical, research-based suggestions for one of the most effective and important things school leaders can do..

If you’re a school leader, you have problems to solve: bullying, teacher burnout, disengaged students, casual vandalism and litter, and cultural and socio-economic differences, among others. Big issues that affect a lot of people.

Researchers have found that a positive school climate can help solve a lot of those problems. Studies find that it decreases absenteeism, suspensions, substance abuse, and bullying, and increases students’ academic achievement, motivation to learn, and psychological well-being. It can even mitigate the negative effects of self-criticism and socioeconomic status on academic success. In addition, working in this kind of climate lessens teacher burnout while increasing retention. All really good stuff!

But here’s the catch: Creating a positive school climate is really, really hard to do, as any principal will tell you. People have minds of their own, and you can’t make them feel peppy and optimistic on command. It takes elbow grease and much care to implement, simply because human motivations and needs are so complex. Here are some research-tested tips to get you started.

What does it look like?

Let’s take a moment to paint a picture of positive school climate. When you walk onto a school campus, you can immediately get a sense of the school climate by watching the interactions between people and noticing the school’s physical environment. 

Do the teachers, students, and school leaders seem happy to be there and are they treating each other with respect? Is the school clean and orderly? Are the bulletin board displays sending out positive messages? Are students engaged in their learning?

In 2007, the National School Climate Council spelled out specific criteria for what defines a positive school climate, including:

• Norms, values, and expectations that support social, emotional, and physical safety.
• People are engaged and respected.
• Students, families, and educators work together to develop and live a shared school vision.
• Educators model and nurture attitudes that emphasize the benefits gained from learning.
• Each person contributes to the operations of the school and the care of the physical environment.

So while creating a positive school climate is not easy, it’s also not impossible.

Three steps to a positive climate

When building a positive school climate, it’s important to remember that there is no magic formula—much will depend on the leaders’ values and vision and how much everyone else gets on board with those things.

It starts with trust , which researchers say is an essential prerequisite to a more positive climate. The following steps are in part designed to build trust, mainly by giving teachers, staff, and students some say in the process—and leaders who guide the process must never miss an opportunity to prove themselves trustworthy and to facilitate trust-building between stakeholders.

Here are some research-based suggestions for school leaders on how to start cultivating a positive school climate:

1) Assess the current climate. You have to know where you’re starting from in order to know where to go. And for those on your staff who might be less-than-enthusiastic about creating a positive school climate, asking them about their current experience will help get them on board because they’ll feel like their voice is being heard. Also be sure to include everyone’s voices: teachers, other school staff, students, parents—and your own.

There are a number of ways to assess your school climate. The Safe and Supportive Schools website provides a list of validated survey instruments —some of which are free. However, I would caution against relying on just a survey.

According to Edgar Schein , one of the foremost organizational psychology experts, a survey will not reveal people’s underlying assumptions and beliefs which have a profound effect on the school climate—and those are what you need to understand in order to effect real change. On surveys, people can interpret the questions differently. For example, the statement, “I believe this school is headed in the right direction” could be interpreted in a myriad of ways. Also, it is very difficult to know which questions to ask on a survey and how deeply a person feels about a particular area.

Schein suggests meeting in small groups to examine together the school’s climate. He outlines a simple method in his book The Corporate Culture Survival Guide that is easily adaptable to schools. (Note: researchers consider climate and culture to be two different constructs. However, the National School Climate Council’s definition above combines the two.)

Individual interviews are also another way to get a sense of the school climate, and should be conducted by someone outside the school to ensure honesty and impartiality, e.g., a consultant or local grad student in organizational psychology.

2) Create a shared vision—but start with personal visions. Research suggests that bringing everyone together to create a shared vision of the kind of climate they want increases the likelihood that the vision will actually be carried out. But according to Peter Senge , director of the Society for Organizational Learning that originated at MIT, a shared vision must emerge from our personal visions—otherwise people won’t be committed to the shared vision.

Senge defines personal vision as “a specific destination, a picture of a desired future” that is rooted in a person’s values, concerns, and aspirations. For example, part of my personal vision is wanting schools to be socially and emotionally healthy places for everyone which comes from my deeply held belief that human beings thrive in positive environments.

So before creating a shared vision together, ask everyone to write down their personal vision. You might even have them read the section on personal vision in Senge’s book, The Fifth Discipline . To ensure student participation, have teachers guide students through this process.

When you’re ready to create a shared vision, it’s important to create a safe space where people feel comfortable sharing their ideas. I highly recommend using a positive approach to discussion such as World Café or Appreciative Inquiry . That way, positive emotions are generated, which will help to cultivate trust amongst group members and also make everyone’s thinking more creative and flexible. Be sure to include the students in whatever way possible.

3) Work together to carry out the shared vision—and make it fun! Creating a positive school climate is an ongoing process that never really ends, but it’s a joyful one. However, if you find your school off to a slow start, you might try one of these simple motivating ideas that will give a quick boost of positive emotions:

• “Behind Your Back.” Click here for this fun twist on gossiping that can easily be done at the start of class or before a staff meeting. One participant at the Greater Good Summer Institute for Educators told us that when her school did it at a staff meeting, some long-held grudges between staff members were healed.
• Gratitude Board. Provide places in the hallways and the teachers’ lounge where people can post notes expressing their gratitude for each others’ actions. Gratitude has the wonderful effect of helping us feel more connected to one another and also gives us a boost in our own self-worth—both important aspects of a positive school climate.

While it may seem like a lot of work, the tremendous benefits of a positive school climate far out-weigh the time and effort required. And, while researchers haven’t measured it yet, I would guess that a positive school climate can also bring the joy and fun back into teaching and learning. Who wouldn’t want to be part of a school like that?

Throughout this next school year, watch for articles on more specific, research-based ideas for building a positive school climate.

About the Author

Vicki Zakrzewski

Vicki Zakrzewski, Ph.D. , is the education director of the Greater Good Science Center.

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Essay on Environment for Students and Children

500+ words essay on environment.

Essay on Environment – All living things that live on this earth comes under the environment. Whether they live on land or water they are part of the environment. The environment also includes air, water, sunlight, plants, animals, etc.

Moreover, the earth is considered the only planet in the universe that supports life. The environment can be understood as a blanket that keeps life on the planet sage and sound.

Importance of Environment

We truly cannot understand the real worth of the environment. But we can estimate some of its importance that can help us understand its importance. It plays a vital role in keeping living things healthy in the environment.

Likewise, it maintains the ecological balance that will keep check of life on earth. It provides food, shelter, air, and fulfills all the human needs whether big or small.

Moreover, the entire life support of humans depends wholly on the environmental factors. In addition, it also helps in maintaining various life cycles on earth.

Most importantly, our environment is the source of natural beauty and is necessary for maintaining physical and mental health.

Get the huge list of more than 500 Essay Topics and Ideas

Benefits of the Environment

The environment gives us countless benefits that we can’t repay our entire life. As they are connected with the forest, trees, animals, water, and air. The forest and trees filter the air and absorb harmful gases. Plants purify water, reduce the chances of flood maintain natural balance and many others.

Moreover, the environment keeps a close check on the environment and its functioning, It regulates the vital systems that are essential for the ecosystem. Besides, it maintains the culture and quality of life on earth.

The environment regulates various natural cycles that happen daily. These cycles help in maintaining the natural balance between living things and the environment. Disturbance of these things can ultimately affect the life cycle of humans and other living beings.

The environment has helped us and other living beings to flourish and grow from thousands of years. The environment provides us fertile land, water, air, livestock and many essential things for survival.

Cause of Environmental Degradation

Human activities are the major cause of environmental degradation because most of the activities humans do harm the environment in some way. The activities of humans that causes environmental degradation is pollution, defective environmental policies, chemicals, greenhouse gases, global warming, ozone depletion, etc.

All these affect the environment badly. Besides, these the overuse of natural resources will create a situation in the future there will be no resources for consumption. And the most basic necessity of living air will get so polluted that humans have to use bottled oxygen for breathing.

Above all, increasing human activity is exerting more pressure on the surface of the earth which is causing many disasters in an unnatural form. Also, we are using the natural resources at a pace that within a few years they will vanish from the earth. To conclude, we can say that it is the environment that is keeping us alive. Without the blanket of environment, we won’t be able to survive.

Moreover, the environment’s contribution to life cannot be repaid. Besides, still what the environment has done for us, in return we only have damaged and degraded it.

FAQs about Essay on Environment

Q.1 What is the true meaning of the environment?

A.1 The ecosystem that includes all the plants, animals, birds, reptiles, insects, water bodies, fishes, human beings, trees, microorganisms and many more are part of the environment. Besides, all these constitute the environment.

Q.2 What is the three types of the environment?

A.2 The three types of environment includes the physical, social, and cultural environment. Besides, various scientists have defined different types and numbers of environment.

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