Exploring Dimensions of School Climate: A Cross-Sectional Analysis of Perceived Bias-Based Bullying, Peer Relationships, and Curricular Representation

Background/Purpose: Most schools in the United States are characterized by racially and ethnically diverse student populations yet bias-based bullying remains a persistent concern among adolescents. Biased-based bullying contributes to a multitude of adverse outcomes and disproportionately affects racial and ethnic minority (REM) youth. Research has highlighted the role of positive, equitable school climates as critical to the prevention of bias-based bullying and the mitigation of its associated consequences. However, less is known about how perceptions of important dimensions of school climate differ by racial background. Guided by Bronfenbrenner’s socio-ecological framework and CDC’s Social Determinants of Health Framework, this study explores differences in student perceptions of representativeness of learning materials, peer acceptance of diversity, and bias-based bullying across racial groups.

Methods: This study utilizes cross-sectional survey data from eighth and tenth graders in Michigan (n = 1,263). Racial identity was measured using a self-reported categorical variable, and the Simpson’s Diversity Index was used to operationalize school level diversity. Kruskal–Wallis tests were used to assess unadjusted group differences, followed by analysis of covariance (ANCOVA) models to examine whether associations persisted after adjusting for school-level diversity.

Results: Significant differences by racial identity were observed in perceptions of representativeness of learning materials and bias-based bullying, but not in peer acceptance of diversity. White students reported more favorable perceptions of representativeness compared to several REM groups, while multiracial students reported more favorable perceptions relative to White students in adjusted models. Perceptions of bias-based bullying were less favorable among Black, multiracial, and some other REM students compared to White students. School-level diversity was significantly associated with perceptions of bias-based bullying but not with other dimensions of school climate. Overall effect sizes were small, suggesting modest but meaningful differences across groups.

Implications: This research examines individual, relational, and structural factors that can influence the student experience of school climate. Results indicate that racial disparities in school climate are dimension-specific and persist even within diverse school contexts, underscoring the importance of examining multiple dimensions of school climate and disaggregating racial and ethnic groups to better capture variation in student experiences. Findings suggest that strategies for establishing a positive school climate should extend beyond structural diversity and include culturally responsive practices, equitable policy implementation, and efforts to enhance representation and inclusion within instructional practices and peer relationships. The study can inform policy and practice that supports REM youth’s social-emotional and academic development.