This multilevel study examines the extent to which individual-and school-level variables are predictive of three aspects of students' perceived school climate (order, safety, and discipline; fairness and clarity of school rules; and teacher-student relationship) by using a nationally representative sample. A wide range of social and academic risk factors at the individual level are examined. The results show that individual-level predictors, such as having behavior problems at school, being held back a grade, coming from a single-parent family, parents' education level, gender, and ethnicity (e.g., Hispanic and Asian), play a significant role in student perceptions of school climate. The results suggest that these relationships between the individual-level predictors and students' perceived school climate are fairly robust across schools. School-level variables, such as attending a private or a Catholic school, are also significant predictors of students' perceived climate. Furthermore, the study reveals significant interaction effects among the predictors and provides more accurate interpretations of the findings. C 2011 Wiley Periodicals, Inc.School climate is defined as the character and quality of life within a school that is shaped by its organizational structure, physical environment, instructional practices, interpersonal relationships, and overarching values, objectives, and customs (Cohen, McCabe, Michelli, & Pickeral, 2009). Understanding and examining school climate seems imperative, given the significant amount of research suggesting that positive school climate is associated with various student outcomes, including academic achievement and performance (
