This research project focused on an important but previously under-researched area of education—the relationship between classroom social climate and learning effectiveness. Its main aim was to test the hypothesis that quality relationships between children and a safe environment are crucial for effective learning. This connection, whilst intuitively assumed by many educators, had not previously been convincingly supported by research.

IMPLEMENTATION PERIOD: 2022–2023

RESEARCH OBJECTIVE: The research team aimed to explore how classroom climate quality and pupils’ learning progress are interconnected. They were particularly interested in the role played by factors such as pupil satisfaction, group cohesion, peer support and a safe environment in relation to learning progress. The research also mapped how these aspects manifest in different educational environments.

METHODOLOGY: The research was conducted in two types of schools—ScioSchools and public primary schools—which enabled valuable comparison of different educational environments. Methodologically, it relied on three main data sources. The foundation was a questionnaire survey using the validated “Our Class” instrument, which measures five key dimensions of social climate—satisfaction, friction, competitiveness, learning difficulty and class cohesion. This main survey was conducted on a sample of 183 lower secondary pupils pupils (ages 11-15). A significant data source was also the extensive School Map survey, which involved 875 pupils and provided broader context about school climate and relationships between pupils. The third pillar was a specifically developed tool for measuring learning progress, based on pupil self-assessment. Data were systematically collected during the 2023 school year, with different data collection methods complementing each other and providing a comprehensive view of the issue under investigation.

OUTPUTS AND RESULTS: The research results yielded several significant findings applicable to school practice. The basic hypothesis was confirmed—in classes with higher levels of cohesion and peer support, pupils reported greater learning progress. The research also revealed that lower levels of friction and competitiveness may positively correlate with the effectiveness of group work and formative assessment. An important finding was the negative impact of physical and psychological harm on competency development, which underscores the importance of creating a safe environment for learning.

PUBLICATIONS: The results were summarised in a comprehensive research report published in September 2023. The report provides valuable insights for pedagogical practice and contributes to a better understanding of the relationship between social climate and effective learning.

LINKS AND NETWORKS: https://www.scioresearch.com/media/feskqwhb/socialniwellbeingvyzkumscioresearch.pdf