Correlation between school climate and student autonomy

Students' satisfaction with their school is determined by their status in the school, more precisely, their overall psychological and social status. Students can have the role of objects by participating in the activities organised by teachers, and they can participate on an equal basis, in which case their integrity is expressed. Acknowledging student autonomy and developing curricular content that matches their interests contributes to the development of motivation for learning and a positive perception of the school life. The aim of this paper is to examine the influence of school climate on the strengthening of student autonomy, particularly regarding the impact of the dimension of the class climate on the status of its students, or the relationship between teachers and students which is crucial for the realisation of the student autonomy. The concluding pages of the paper offer recommendations for the functioning of schools as systems with the aim of strengthening student autonomy in everyday school practice. The recommendations are meant to ensure a positive psychological and social school climate and they require the participation of all actors in schools (teachers, students, school principals, parents). They also imply developing broader forms of student participation which would encompass extra-curricular activities and the school life in general.