Abstract
This mixed-methods study explores the impact of classroom climate on the academic and social-emotional development of elementary grade learners in small schools. Classroom climate, encompassing both the physical environment and the interpersonal relationships within the classroom, plays a crucial role in shaping students' learning experiences and outcomes. The research combines quantitative surveys with qualitative interviews and observations to assess how different aspects of classroom climate—such as physical environment, teacher and student interaction, peer relationship, and teacher’s orientation towards learning. The study focuses on elementary schools with fewer students, where smaller class sizes and a close-knit school community offer a unique context for understanding the role of classroom climate. Findings reveal that a positive and supportive classroom climate enhances students' academic performance, social skills, and emotional resilience. Additionally, the study highlights how teachers' relational practices, classroom management strategies, and a sense of belonging contribute to creating an environment that fosters both academic and personal growth. The implications of these findings suggest that improving classroom climate can lead to more effective teaching practices and better outcomes for students in small school settings.
