Strategies for Building a Positive and Equitable School Climate: Case-Based Applications

This article translates established theoretical and empirical knowledge on school climate into practical, case-based applications for school psychologists’ professional development. Grounded in the four core dimensions of school climate—Teaching and Learning, Safety, Relationships, and Environment—we illustrate how widely used, evidence-based strategies (e.g., integrating SEL into instruction, implementing PBIS within MTSS, using restorative practices, and engaging students in school improvement) provide a strong universal foundation for prevention and support. We then show how these same strategies can be deliberately adapted through an equity lens to ensure full benefit for students who are most at risk of marginalization. The equity-based adaptations presented—culturally responsive SEL, equity-focused PBIS, restorative practices that amplify marginalized voices, and student co-design informed by equity audits—recalibrate interventions to close gaps while affirming students’ dignity, identity, and agency. The proposed cases offer actionable guidance for data-informed, context-sensitive decision-making and capacity building at the school level. Taken together, universal strategies and equity-based extensions constitute a dual approach that can transform schools into inclusive communities where every student feels safe, respected, and empowered to learn.