A Study on Classroom Climate and Learning Style Among High School Students

Abstract

The escalating prevalence of mental health challenges among high school students has emerged as a critical concern in educational psychology, particularly in the post-pandemic educational landscape. This study investigates the intricate relationship between classroom climate and learning style among high school students in Chengalpattu District, Tamil Nadu, with a special emphasis on social interactions, learning environment, and psychological well-being. The research employed a mixed-method approach with a stratified random sample of 1132 students from various school management types (government, government aided, and private). Data collection utilized standardized instruments including the Learning Style Inventory (LSI-2022) and Classroom Climate Assessment Scale (CCAS). The study examined multiple variables including gender, locality (urban/rural), school management type, and age, analyzing their interaction with classroom climate and learning style. The findings underscore the substantial impact of classroom climate on students’ learning preferences, highlighting the need for targeted interventions. The study demonstrates that positive teacher-student relationships, supportive peer interactions, and inclusive learning environments significantly enhance the effectiveness of diverse learning style