This environment is continually shaped by the violence or harmony of human interaction.
It is affected in particular by the intensity, frequency and type of violence – physical, sexual, verbal, psychological, moral or structural (assault and battery, harassment, racketeering, slander, discrimination, racism, exclusion and injustice).
It concerns all members of the school community (management, teachers, support staff, students and parents) and has an impact on both academic success and absenteeism.
It tends towards security and harmony when its members develop the skills to reduce violence, calm tensions and soothe emotions through training in the culture of peace.
It tends towards fulfillment and equity when teachers adopt authority styles, postures and methods that value students, boost their self-esteem and give them meaning.
It also depends on the state of maintenance, the visual and spatial harmony of school spaces, and their degree of greenery.
(non-exhaustive list).
Source: Graines de Paix, 2015.
Sources used to formulate this definition :
Le ” climat scolaire ” : définition, effets et conditions d_x0092_amélioration , Eric Debarbieux and Caroline Veltcheff, 26.8.2012, summary of a hundred biibliographical references.
Guide sur le climat scolaire à lécole primaire, Ministry of Education, France, 2013
Guide Agir sur le climat sccolaire au collège et au lycée, Ministry of Education, France, 2013
Notes sur le climat à l_x0092_école, André Giordan, Jérôme Saltet, 2012.
Grains of Peace teacher training content, 2012-2013.