SCHOOL CLIMATE AND ITS IMPACT ON STUDENT ANXIETY IN SECONDARY EDUCATION

Abstract

The study of school climate and its influence on students’ anxiety in secondary education represents a current and significant topic within educational and social psychology. Numerous studies confirm that a positive and supportive school atmosphere is crucial for students’ psychological well-being and academic progress. Anxiety is one of the most prevalent challenges among adolescents, capable of impairing cognitive performance, emotional balance, and social adaptation. Given that adolescence is a critical stage of personal and social development, anxiety may have lasting effects on mental health and life opportunities. This preliminary study aimed to examine whether, and to what extent, perceived school climate (through the four CSCI dimensions – Safety, Relationships, Teaching Practices, and Institutional Environment) affects anxiety levels (measured via the DASS Anxiety Subscale) among secondary school students. The research was conducted at a medical secondary school in Skopje with a convenience sample of 100 students (30% male, 70% female). Participants were aged 16–19: 34% aged 16, 48% aged 17, 16% aged 18, and 2% aged 19. By grade, 56% were in second, 32% in third, and 12% in fourth year. Results confirmed the general hypothesis that a more positive school climate is associated with lower anxiety levels. The four sub-hypotheses were supported:H₁: Safety was moderately negatively correlated with anxiety (r = –0.39, p = .02). H₂: Positive relationships showed a moderate to strong negative correlation with anxiety (r = –0.385, p = .001).H₃: Teaching practices were weakly but significantly related to anxiety (r = –0.269, p = .006).H₄: Institutional environment demonstrated a moderate negative association with anxiety (r = –0.36, p = .008). Additionally, H₆ showed that perceived safety and relationships jointly and significantly predicted anxiety (R² = 0.863; p < .05). Demographic analyses indicated:H₇: Female students reported significantly higher anxiety levels than males (M=20.12 vs. M=10.31; p<.001).H₈: Anxiety increased with age (from M=11.35 at age 16 to M=24.68 at age 19; p<.001). H₉: Fourth-year students displayed higher anxiety (M=19.42) than second (M=11.67) and third-year (M=15.17) peers (p<.001). Qualitative insights from focus groups revealed an ambivalent perception of school – seen both as a place of friendship and as a “stressful enclosure” due to excessive testing and authoritarian teaching styles. Key stressors included oral examinations, public presentations, and perceived discrimination, while empathy from teachers and peer relationships provided moments of relief. Students’ recommendations focused on more interactive teaching, reduced testing load, stronger emotional support from psychologists, improved hygiene, and an inclusive culture of equality and respect. In conclusion, school climate and demographic factors (gender, age, grade) are significantly associated with students’ psychological well-being. To effectively reduce anxiety, interventions should integrate: Methodological innovations – interactive, motivating teaching practices; Emotional and social support – empathetic relationships, open communication with staff, psychologists, and peers; Institutional improvements – enhanced safety, hygiene, fair assessment, and inclusive culture. Implementing these measures can foster a safer, more supportive, and less stressful school environment, reducing anxiety symptoms and promoting overall student well-being.