The aim of this study was to systematically examine the impact of the educational atmosphere in primary schools on the academic achievement of younger grade pupils. The research was conducted on a sample of 35 teachers with significant pedagogical experience, of whom 94% were female, and over 60% had more than 15 years of teaching experience in primary education. The methodological approach included descriptive analysis and theoretical synthesis, using a survey as the primary data collection tool. The initial hypothesis posited that key elements of the educational climate in the school environment - including the quality of teaching and educational work, cooperation between school and family, continuous professional development of teachers, and fostering values such as tolerance and safety - positively correlate with students' academic success. Results show that 87% of teachers believe that good cooperation with students, parents, and colleagues has the most significant impact on academic achievement, while 73% emphasize the importance of respecting the individuality of pupils. Conversely, only 45% consider that the school's material and technical equipment has a direct influence on student success. These findings confirm that the school, in addition to its fundamental educational function, plays a crucial role in the upbringing and personal development of students. This study contributes to a deeper understanding of the interdisciplinary aspects of the educational atmosphere as a key factor in the quality of school education and encourages the integration of family and school educational strategies.
Stepanović et al. (Wed,) studied this question.