Abstract
School climate is increasingly recognized as a decisive factor in shaping students' educational outcomes and well-being, yet empirical studies in Philippine higher education remain limited. This study examined how school climate influences students' psychological safety in a state university in Southern Philippines, highlighting implications for engagement, inclusivity, and mental health. Using a quantitative-correlational design complemented by focus group discussions, 396 students completed a structured survey, while 12 participated in qualitative interviews. Regression analysis confirmed that school climate strongly predicted psychological safety, with trust, peer support, and consistent behavioral expectations emerging as key dimensions. Although students generally perceived a positive climate, notable differences across colleges reflected the influence of institutional culture. This research extends School Climate Theory to the Philippine higher education context, providing empirical evidence that nurturing openness, fairness, and inclusivity enhances students' sense of psychological safety. Strengthening these dimensions supports resilient learning communities aligned with SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education), underscoring that a positive school climate is essential for holistic student development and success.
