Implicancias del clima escolar en la educación: una revisión sistemática
School climate implications in education: a systematic reviewBarra lateral del artículo
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Contexto: El clima escolar constituye una dimensión multifactorial del entorno educativo que condiciona los procesos de enseñanza-aprendizaje, el bienestar emocional y el rendimiento académico de estudiantes y docentes. Su pertinencia se ha intensificado ante el incremento de problemáticas psicosociales como el acoso escolar, la exclusión y el malestar docente, las cuales demandan una comprensión integral del fenómeno. Objetivo: El presente estudio tuvo como objetivo analizar las implicancias del clima escolar en la educación, mediante una revisión sistemática de la literatura científica indexada en bases de datos de alto impacto. Metodología: Se desarrolló una revisión sistemática siguiendo la metodología PRISMA 2020, consultando las bases de datos Scopus y SciELO con la cadena de búsqueda «School Climate» AND «Students» AND «Teachers». El periodo de búsqueda abarcó publicaciones entre 2023 y 2026, en idioma inglés. Resultados: De 790 registros identificados, 20 artículos cumplieron los criterios de inclusión. Los hallazgos se organizaron en tres ejes temáticos: la importancia del clima escolar sobre la motivación, el rendimiento y el bienestar; los factores condicionantes, incluyendo relaciones interpersonales, equidad, entorno físico y contexto familiar; y las estrategias para garantizarlo, tales como el liderazgo transformacional, la convivencia democrática, la inclusión pedagógica y la formación docente. Conclusión: El clima escolar constituye un factor determinante de la calidad educativa cuya optimización requiere intervenciones integrales que articulen dimensiones sociales, emocionales, físicas y académicas, fortaleciendo las prácticas docentes y las relaciones interpersonales.
Background: School climate is a multifaceted dimension that conditions teaching-learning processes, emotional well-being, and academic achievement for both students and teachers. Its relevance has intensified due to increasing psychosocial challenges—such as bullying, exclusion, and teacher burnout—which require a comprehensive understanding of the phenomenon. Objective: To analyze the implications of school climate in education through a systematic review of high-impact scientific literature. Methods: A systematic review was conducted following PRISMA 2020 guidelines, searching Scopus and SciELO databases using the string: "School Climate" AND "Students" AND "Teachers." The search covered English-language publications between 2023 and 2026. Results: From 790 identified records, 20 articles met the inclusion criteria. Findings were organized into three thematic axes: the influence of school climate on motivation, achievement, and well-being; conditioning factors, including interpersonal relationships, equity, physical environment, and family context; and optimization strategies, such as transformational leadership, democratic coexistence, pedagogical inclusion, and teacher training. Conclusion: School climate is a determinant of educational quality. Its optimization requires comprehensive interventions that integrate social, emotional, physical, and academic dimensions, strengthening teaching practices and interpersonal relationships.
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