The concept of school climate has received much attention as a predictor of educational outcomes, including students’ well-being, academic achievement, and motivation. To measure this concept, international large-scale assessments often rely on students’ perceptions of its different dimensions, such as their sense of belonging, teacher support, and disciplinary climate. However, students may perceive these dimensions differently and, ultimately, create inter-individual variation—a variation that has been explained only to a limited degree in the current body of literature. The present study explores this variation for the Norwegian PISA 2015 data (N = 5313). Using the person-centered approach of latent profile analysis, we found evidence for the existence of three student profiles: (1) students with consistently positive perceptions, (2) students with moderately negative perceptions, and (3) students with extremely negative perceptions, especially concerning teachers’ fairness and bullying. These results support the hypothesis of individual differences in school climate perceptions.

学校氛围的概念已成为教育成果的预测指标，包括学生的幸福感，学习成绩和动机，因此受到了广泛关注。为了衡量这一概念，国际大规模评估通常依赖于学生对其不同维度的理解，例如他们的归属感，教师的支持和学科氛围。但是，学生对这些维度的理解可能会有所不同，最终会导致个体之间的差异-这种差异在当前文献中仅得到了有限的解释。本研究探索了挪威PISA 2015数据的这种变化（N = 5313）。使用以人为中心的潜在概况分析方法，我们发现存在三种学生概况的证据：（1）始终具有积极看法的学生，（​​2）处于中等负面看法的学生，和（3）处于极端负面看法的学生，特别是关于老师的公平和欺负。这些结果支持了对学校气候观念的个体差异的假设。