School learning environment revolves around issues of physical, mental, emotional and social influences. Such concerns include relationships, the social-emotional environment, and classroom cohesion, where students are subject to a broader range of mental influences, which in turn affect their ability to individually create a constructive and coherent environment. School climate factors and school effectiveness factors are complementary in influencing educational outcomes, although each group maintains its own internal conceptual coherence (Freiberg, 1999, p. 30 -49). A desirable school climate allows students to connect with school, which helps reduce emotional problems and creates a more stable and trusting learning environment (Loukas, Suzuki, & Horton, 2006). Developing positive teacher-student relationships is important, as levels of shared control, trust, and intimacy in an educational environment are believed to result in greater learning (Dobransky & Frymier, 2004, p. 211). By creating a caring structure, which allows for effective teaching in the community, learning partners are able to facilitate a positive educational environment in which children can thrive (Groundwater-Smith and Ewing et al., 2010). Learning partners including teachers, parents, support staff, communities and other students; contribute to building this vibrant and successful learning environment. For example, if a teacher is unable to facilitate the learning styles and abilities of all students, some students will need help from school support staff. If a student is not in a caring and safe environment at home, his or her basic needs are not being met and he or she is unable to... middle of paper ...... lively moves toward constructive teacher-student relationships, as well as changing social influences that allow students to explore a wide range of issues in an opportunistic and open-minded environment. List of references: • Dobransky, ND, & Frymier, AB 2004. Developing teacher-student relationships through out-of-class communication. Communication Quarterly, 52 (3), pp. 211--223.• Groundwater-Smith, S., Ewing, R. and Le Cornu, R. 2010. Teaching challenges and dilemmas. South Melbourne, Vic.: Cengage Learning.• Freiberg, H., 1999. School Climate. 1st ed. London: Falmer Press.• Fried, R. (2001). Passionate students and the challenge of school. Phi Delta Kappan, 83(2), 124-136.• Loukas, A., Suzuki, R., & Horton, K., 2006. Examining school connectedness as a mediator of school climate effects. Journal of Adolescent Research, 16(3), pp.491--502.