The school climate can affect the child's learning.

The classroom climate is a fundamental factor in the learning process. It is characterized by responding to the emotional needs of students such as: self-respect and respect for others, personal growth, identity and self-esteem, satisfactory coexistence, affectivity of the teacher, among others.

In fact, the lack of a good climate in the classroom has an impact on the students' performance, a problem that today represents a concern for teachers and parents.

We can say that the school social climate is the set of psychosocial characteristics of a school, determined by those factors or structural, personal and functional elements of the institution that, integrated, confer a style of their own to that school, conditioning at the same time of the different educational processes.

The studies conducted in different contexts, speak of a direct relationship between a positive school climate and variables such as performance, acquisition of cognitive skills, effective learning and development of positive attitudes towards study. On the other hand, several authors point out a very important relationship between the perception of the school social climate, the emotional and social development of students and teachers.

Related the perception of school quality of life is also related to the capacity of retention of schools. This quality of school life would be associated with the feeling of general well-being, the feeling of confidence in one's own abilities to do school work, the belief in the value of what one learns in school, the identification with the school, the relationships with the partners and the relationships established with the teachers.

The current educational system and society in general face the enormous challenge of improving the school climate in the classroom. An adequate school climate has a very positive effect on all aspects related to the school, the teaching staff and the students; conversely, an inadequate school climate contributes to a decrease in the student's academic performance, negatively influences the adequate social development of the student, can increase the demotivation of the teaching staff, etc. Psychology in general and, especially, Educational Psychology can contribute in a very positive way to improve it.

                      Elements of classroom climate

The climate of the classroom is constituted by a series of elements that have to do with the emotional needs satisfied and a series of rules of coexistence that maintain an affective learning environment. Regarding emotional needs, one of the primordial elements that must be met is respect for oneself and others; that is to say, both teachers and students deserve respect and that for no reason (religion, culture, language, socioeconomic situation) should they be discriminated against. Everyone has their own value; all human beings have the same dignity and have the same rights. Appreciation goes with respect. Teachers and students need to be appreciated, not for what they have, but for what they are, that is why it is important to create a climate of the classroom where each member of the group feels appreciated and accepted.

Another element is the personal growth of each member of the group. Each member must increase their knowledge, learn skills and abilities that serve them to improve their quality of life, cultivate values, and improve their training in a gradual manner, since not all members of the group-class, have the same needs and interests , as well as the same rhythm of learning.

Identity and self-esteem are emotional needs that have to be promoted in the classroom. A person with a high degree of self-esteem is one who feels proud of who he is. The identity is acquired within the family, so that the students already possess it, at the beginning of their school life, hence, that the school plays an important role in strengthening the identity and self-esteem of the child , for being united to many aspects of the coexistence in the class.

Satisfactory coexistence is another affective need that must be met in the classroom, and to achieve it, the affectivity of the teacher is fundamental, so that students have the freedom to act and make decisions; without losing sight of the interests of the group.

In the classroom it is necessary to have rules of coexistence, which must be clear to students; to achieve security and confidence for all during the educational process.

The student must feel safe, when the competences of each area are reached and this is the teacher's task. With a good planning you will know where the learning processes are going, how you are going to do them and if you have reached the objectives, also keep in mind that not all children advance at the same pace, so you should create spaces to attend to particular cases and in this way support them when they have any difficulty in their learning.

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