Impact of Perceived School Climate on Subjective Well-being of Rural School Students

Description

Page: 43-47

M.H. Manjushree and C. Balakrishnamurthy (Department of Psychology, PSG College of Arts & Science, Coimbatore, Tamil Nadu)

The school climate plays a crucial role in shaping students’ overall well-being, influencing their academic success, emotional stability, and social development. This study examines the impact of perceived school climate on the subjective well-being of rural school students, focusing on key factors such as teacher support, academic climate, infrastructural quality, and a sense of safety and belonging. Using a quantitative approach, data was collected from (N=114) rural school students to assess their perceptions of school climate and its correlation with their well-being. The findings indicate a positive relationship between a supportive school climate and higher levels of student well-being, emphasizing that students who perceive their school environment as nurturing and inclusive report greater happiness, life satisfaction, and emotional balance. The study provides valuable insights for educators, policymakers, and school administrators, advocating for policies that have fostered a positive school environment to enhance students’ overall well-being, particularly in rural settings.