School Climate and Learners’ Well-Being in Select Public Elementary Schools

Abstract

School climate and learners' well-being are important factors that influence learners' academic, emotional, and social development. However, limited local studies have examined the relationship between these variables among elementary learners. Public elementary schools continue to face challenges such as bullying, overcrowded classrooms, inadequate facilities, and limited psychosocial support, which may affect learners' overall well-being. This study determined the relationship between school climate and learners' well-being among Grade 6 learners in selected public elementary schools in the Opol East and West Districts during the School Year 2025–2026. The study employed a descriptive-correlational research design. The respondents consisted of 190 Grade 6 learners selected through stratified sampling. Data were gathered using a validated researcher-made questionnaire. School climate was assessed in terms of safety, learner–teacher relationship, and engagement, while learners' well-being was measured across personal, family-related, and school-related domains. Mean and standard deviation were used to determine the levels of the variables, while the Pearson Product-Moment Correlation Coefficient was utilized to test the significant relationship between them at the 0.05 level of significance. The findings revealed that learners perceived the school climate as very positive in terms of safety, learner–teacher relationship, and engagement. Learners also reported positive levels of well-being across the personal, family-related, and school-related domains. Furthermore, a significant positive relationship was found between school climate and learners' well-being. The study concluded that a positive school climate contributes to better learners' well-being. It is recommended that schools continue strengthening safety, learner support, engagement, and home–school partnerships to further promote learners' overall well-being.