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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION School and classroom climate research confirm the existence of a positive correlation between a better positive school climate and improving learning outcomes and student achievement (Jones et al. 2004). Factors of positive climate are the subject of research: + system, + security, + disciplines, + relationships between teachers and students, ¢ fairness and clarity of rules at school (Fan, Williams, Corkin 2011, Syvertsen, Flanagan, Stout (2009). It is necessary to look at the classroom climate from two perspectives: The climate should motivate and involve pupils and staff in the teaching, as well as seek to remove barriers to learning, thus creating the right conditions for pupils’ learning, class cohesion and the functioning of the whole school. Kantorova (2015) states that learning support is an important strategy that enables all students to achieve physical, social, emotional, and intellectual development in school. A positive school climate helps to meet students’ developmental learning needs. Ina supportive, safe, caring, participatory positive climate, students felt safe, they felt that they were taken care of and that they were appropriately supported in the learning process, This developed links: the sense of belonging at school negatively correlated with loneliness, fears, social isolation, and anti-social behaviour, while there was a positive correlation in terms of happiness, social support, conflict resolution skills and social competencies, learning performance, and school and classroom safety. Belonging together is more about happiness, higher social skills, internal motivation, self-esteem, interest in educational activities, and respect for democratic norms and values. The school climate and classroom climate are negatively affected by stress, fear, conflicts, exaggerated demands of teachers, parents, students, spatial and material, technical shortcomings of the school, mistrust, and overcrowded curriculum. According to Petlak (2020), it is necessary to include the creation of a favourable climate for classroom learning during the education of the strategy. Good conditions in the classroom have an impact and also affect the student’s self-evaluation. With the right guidance from teachers, the student perceives his position in the classroom, which leads him to take responsibility for himself, and for his actions. The teacher must pay close attention to the climate, because otherwise there may be undesirable behaviours, and a reduction in the quality of the relationship between students, between students and teachers. + 40 +
