| Summary: | This study examined the relation between student perceptions of their school environment (specifically safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and academic achievement. Participants were students in 969 elementary schools and 73 middle schools who took part in a province-wide achievement test and student satisfaction survey. Hierarchical multiple regression analyses were conducted to determine the amount of variance in student achievement explained by student perceptions of the school environment when controlling for family poverty. Results showed that perceptions of the school environment were significantly associated with academic success, above and beyond that of family poverty. These results are discussed with regards to previous and future research, limitations, and the importance of enhancing the school environment to maximize academic achievement.
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