The underperformance of many students at the primary level of the education system in Jamaica has led to schools being placed under the microscope and emphasis has been placed on academic results. of students and the success of primary schools in general. Added to this underperformance are many problems that hamper the teaching and learning process, but little emphasis is placed on the learning environment and school climate, as a critical factor, is therefore relegated to the background. School climate is the learning environment created by the interaction of human relationships, physical setting, and psychological atmosphere (Perkins, 2006). A supportive school climate is the structure within which teachers, students, parents, and principals operate cooperatively and constructively. Much of what is taken for granted in today's schools forms the foundation for students' lifelong achievements. The imperatives are not only for schools to achieve top GSAT scores or for a group of students to transition to traditional high schools, but also to ensure that all students who pass through the system are molded , trained and equipped with the appropriate skills that will prepare them. for life. These skills include the ability to think critically, communicate well, and work effectively in a team. If students learn to live and work together, they will be able to function harmoniously within a group (Baker, 2006). A positive and sustainable school climate promotes the holistic development that is necessary for a productive and sustainable life in a democratic society (National School Climate Council, 2013.) Background of the Problem When I interact with students and teachers in various... .... middle of article ......(2009): Creating an effective teaching and learning environment: initial results from the CTALIS international teaching and learning survey. Retrieved from http://www.oecd.org/educational/preschool and school 43023606.pdf Perkins, B. K. (2006). Where We Learn: The CUBE Urban School Climate Survey: Retrieved June 4, 2009 from http://www.nsba.org./secondarymenu/CUBE/Publication/CUBE Research Reports/Where We Learn Report/Where WeLearn Full ReportSkinner, R. & Belmont, C. (1993) Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement throughout the school year. Journal of Educational Psychology, 85,571-581Stewart, G.B. (2007). Structural characteristics of schools; student efforts, association with peers and parental involvement: the influence of school and individual factors on academic success. Education and urban society 2008 40, 199-204