Supportive and safe schools: The role of school climate as a predictor of student performance in Greece: A multilevel data analysis of PISA 2022

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Published: Dec 31, 2025
DOI: https://doi.org/10.12681/thea.43047
Keywords:
PISA performance mathematics school climate multilevel analysis
Σταύρος Αϊβαλιώτης
Πανεπιστήμιο Ιωαννίνων
https://orcid.org/0009-0007-2807-9055
Anastassios Emvalotis
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων
Abstract

School climate is recognized as a critical factor that affects learning performance. This study examines the extent to which the feeling of safety and bullying at school as well as the “sense of belonging” of students affect their performance in mathematics, utilizing research data from the recent cycle (2022) of the international survey Programme for International Student Assessment (PISA) in Greece. Utilizing the capabilities provided by multilevel data analysis models, variables-indicators of the research concerning school climate were isolated and analyzed and their relationship with academic performance in mathematics was examined. The results showed that a positive school climate – with a higher sense of belonging and safety and lower levels of bullying – is associated with higher performance in mathematics, even after including sociodemographic variables. The research highlights the importance of a supportive and safe school environment, through a review of policies and interventions, to enhance student performance.

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