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Student and Teacher Perceptions of Middle School Climate

Abstract This study examined student and teacher perceptions pertaining to school climate at a large, urban Illinois middle school. Students showed a one-dimensional feeling for school climate; most either liked or disliked being at school. Eighth graders had more of a negative view of school climate than seventh or sixth graders, but we observed no distinct differences between boys and girls. Teachers had a multidimensional perception of climate and a more positive and multiphased point of view of the interaction among the academic, social, and developmental aspects of school.