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Using TIMSS 2023 context questionnaire items, the report integrates perspectives from multiple stakeholder groups and treats climate and well-being as dynamic, systems-embedded constructs. A multilevel latent class analysis identifies grade-4 profiles and links clusters to school socioeconomic status and country achievement patterns, concluding with implications and directions for future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-climate-health-multidimensional-profiles-of-school-environments-in-timss-2023/585237/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-climate-health-multidimensional-profiles-of-school-environments-in-timss-2023/585237.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report mean by “school climate health”?","Question",{"text":112,"@type":113},"School climate health combines relevant perceptions of the school environment into profiles that describe the quality of relationships among participants, the environment those relationships create, and satisfaction with schooling for everyone involved.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is school climate health operationalized in TIMSS 2023?",{"text":117,"@type":113},"It is defined using items from the TIMSS 2023 context questionnaires, integrating reports from different stakeholder groups to identify patterns of school climate and well-being.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods and analyses are used to derive school profiles?",{"text":121,"@type":113},"The report uses a multilevel latent class analysis to explore indicator patterns from the context questionnaires for Grade 4, then investigates clusters by relating them to school socioeconomic status and presenting achievement averages by cluster for each country.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585237,1792165595,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","School Climate Health:  \nMultidimensional Profiles of  \nSchool Environments in TIMSS 2023  \nCharlotte E.A. Aldrich, Katherine A. Reynolds, Dihao Leng,& Matthias von Davier  \n© IEA, 2025  \nCopyright © 2025  \nInternational Association for the Evaluation of Educational Achievement (IEA)  \nSchool climate health: Multidimensional profiles of school environments in TIMSS 2023 Charlotte E.A. Aldrich, Katherine A. Reynolds, Dihao Leng, Matthias von Davier  \nSuggested citation:  \nAldrich, C. E. A. , Reynolds, K. A. , Leng, D. , & von Davier, M. (2025) . School climate health: Multidimensional profiles of school environments in TIMSS 2023. Boston College, TIMSS & PIRLS International Study Center.  \n[https://doi.org/10.6017/lse.tpisc.kd3138](https://doi.org/10.6017/lse.tpisc.kd3138)  \nFor more information about PIRLS contact: TIMSS & PIRLS International Study Center  \nLynch School of Education and Human Development Boston College  \nChestnut Hill, MA 02467 United States  \ntel: +1-617-552-1600  \ne-mail: [timssandpirls@bc.edu](timssandpirls@bc.edu)[ ](timssandpirls@bc.edu)[timssandpirls.bc.edu](timssandpirls.bc.edu)  \nBoston College is an equal opportunity, affirmative action employer.  \nSchool Climate Health: Multidimensional  \nProfiles of School Environments in  \nTIMSS 2023 Introduction  \nStudents’ school experiences, their academic achievement, and social-emotional health can be affected by the complex social system of their school’s environment and the roles, relationships, and influence of relevant stakeholders. While greater attention is being given to measures of students’ emotional development in schools, the dynamics of the school’s social systems are not comprehensively covered by existing student-level measures.1 In addition, there is room for improvement regarding how to meaningfully aggregate intrapersonal attributes reported atthe individual level to systems-level information and how this might inform evaluations of school quality.  \nThis TIMSS Insights report describes a new framework – school climate health – for defining similarities of school social systems internationally, operationalized through the items in the TIMSS 2023 context questionnaires. School climate health integrates reports from different groups of stakeholders and posits that school climate and school well-being are dynamic constructs embedded in social systems shaped by the values and roles of those stakeholders. The contextual data available through TIMSS 2023 can be used to derive patterns of well-being and school climate, which allow exploring systems-level questions about the quality of national education systems. Data from the TIMSS 2023 Context Questionnaires provide collections of important indicators believed to be beneficial to school environments as agreed upon by the countries participating in the study. This report builds upon explorations of different facets of well-being in other IEA studies, including the first PIRLS 2021 Insights report, which examines indicators of this construct at a student level.  \nThe report begins with an overview of the concept of school climate health and how aspects of this construct are represented in the TIMSS 2023 Context Questionnaires. The report then presents the results of a multilevel latent class analysis (MLCA) that explores patterns among indicators from the context questionnaires to define clusters representing different profiles of school climate health in Grade 4. Clusters are further investigated by relating them to average socioeconomic status within schools. Averages of school-level mathematics and science achievement by cluster are also presented for each country. The report concludes with key takeaways and suggestions for future research related to school climate health in TIMSS.  \nSCHOOL CLIMATE HEALTH IN TIMSS 2023 1  \nConceptualizing School Climate Health  \nA school’s environment reflects a combination of interrelated, multilevel factors that influence the actions of those involved, rather tha","cbCais8qOyZWIagg","https://ap.wps.com/l/cbCais8qOyZWIagg","pdf",2998839,46,"English","# Introduction\n## Conceptualizing School Climate Health\n## Existing Literature","[{\"question\":\"What does the report mean by “school climate health”?\",\"answer\":\"School climate health combines relevant perceptions of the school environment into profiles that describe the quality of relationships among participants, the environment those relationships create, and satisfaction with schooling for everyone involved.\"},{\"question\":\"How is school climate health operationalized in TIMSS 2023?\",\"answer\":\"It is defined using items from the TIMSS 2023 context questionnaires, integrating reports from different stakeholder groups to identify patterns of school climate and well-being.\"},{\"question\":\"What methods and analyses are used to derive school profiles?\",\"answer\":\"The report uses a multilevel latent class analysis to explore indicator patterns from the context questionnaires for Grade 4, then investigates clusters by relating them to school socioeconomic status and presenting achievement averages by cluster for each country.\"}]","School Climate Health - Multidimensional Profiles of School Environments in TIMSS 2023 | PDF",1792054131,116]