A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological quality and findings from 18 experimental studies evaluating the effects of schoolwide interventions on teacher and student perceptions of school climate. Each study was rated in terms of quality of the methods and magnitude of effects on school climate. Results indicated that only three of the 25 articles were considered methodologically sound. Effect sizes estimating the differences in teacher perceptions of school climate ranged from −0.29 to 1.69, while those concerning differences in student perceptions ranged from 0.03 to 1.93. Studies examining the effects of schoolwide positive behavioral interventions and supports (SWPBIS) and social and emotional learning (SEL) interventions were the most methodologically sound and associated with the highest effect sizes.

安全，支持的学校氛围对于学校效率至关重要。不幸的是，将积极的学校氛围与学生的关键成绩联系起来的研究很少包括对学校氛围文献的系统评价，也没有针对改善学校氛围的干预措施的关注。这篇综述检查了18项实验研究的方法学质量和发现，这些研究评估了学校范围内的干预措施对教师和学生对学校气候的感知的影响。每项研究均根据方法的质量和对学校气候的影响程度进行评级。结果表明，在方法论上25篇文章中只有3篇被认为是合理的。估计教师对学校气候的看法差异的影响大小为-0.29至1.69，而那些关于学生认知差异的调查则介于0.03至1.93之间。检验学校范围内的积极行为干预和支持（SWPBIS）以及社会和情感学习（SEL）干预的效果的研究方法论上最合理，且效果最大。