From Culture to Climate: What’s the Difference and Why It Matters for School Improvement

A handshake symbolizes an exchange and collaborative commitment to addressing school issues.

What Is School Culture?

Culture refers to the deeply held beliefs, traditions, relationships, and norms that define a school’s identity. It evolves over time and is shaped by the values and behaviors of everyone in the community—teachers, students, leaders, and families.

Examples of school culture:

• Shared mission or vision

• Collective teacher efficacy

• Attitudes about inclusion and discipline

A positive culture is often felt more than seen—it’s in the way people interact, support one another, and respond to challenges (Kamm Solutions, 2017). Culture gives a school its personality; it shapes how decisions are made and how conflict is resolved. When schools focus on strengthening culture, they invest in the long-term capacity of the organization. Culture also influences the language used in meetings, the types of professional learning prioritized, and how new staff are inducted into the school community.

What Is School Climate?

School climate, on the other hand, refers to the day-to-day experience of students and staff. It includes perceptions of safety, support, fairness, belonging, and academic expectations.

Examples of school climate indicators:

• Student and staff surveys

• Levels of absenteeism or discipline incidents

• Perceptions of inclusivity or equity

Climate is more immediate and can shift quickly in response to leadership changes, new policies, or crises (NIET, 2022). Unlike culture, which is often slow to evolve, climate can be shaped by consistent leadership practices, language, and engagement strategies. Strong climates are built through deliberate acts: greeting students at the door, acknowledging staff efforts, and addressing conflict with empathy. These daily interactions form the fabric of school life and have a direct impact on student behavior and staff morale.

Why the Distinction Matters

Improving climate without shifting culture may result in temporary change. For example, adding SEL programs may improve behavior in the short term, but without underlying belief shifts, long-term impact is limited. Climate is how people feel day to day—culture is why they feel that way.

A school with a toxic culture can still have pockets of good climate, but the reverse is rarely true. Without strong culture, climate gains are fragile. Thus, leaders must see culture as the soil and climate as the weather—both matter, but one shapes the other over time. Culture sets the tone for what is normal and acceptable, while climate signals how that culture is being lived.

Strategic Steps for Leaders:

1. Conduct a “student walk” to understand daily experiences (NIET).

2. Align behavior policies with inclusive, restorative values.

3. Examine whether adult beliefs match the school’s stated values.

4. Use staff feedback to identify disconnects between current climate and intended culture.

5. Embed culture-building into hiring, onboarding, and evaluation processes.

6. Celebrate cultural strengths through storytelling, spotlighting staff, and aligning recognition to shared values.

7. Monitor climate data regularly and respond to trends through PLCs or leadership teams.

Final Thought

To build strong schools, start by fostering a culture of care, trust, and shared vision. Then sustain that foundation by cultivating a climate where every student feels seen, heard, and valued. Leaders who understand the difference between climate and culture—and who align both to student-centered values—create learning environments where all learners thrive.