The poor performance of many students at the primary level of the education system in Jamaica has led to schools being put under the microscope and there has been intense focus on students' academic performance and the success of primary schools in general. Many problems that hinder the teaching and learning process are linked to this underperformance, but little attention is paid to the learning environment and therefore the school climate as a critical factor takes second place. School climate is the learning environment created through the interaction between human relationships, the physical environment, and the psychological atmosphere (Perkins, 2006). A supportive school climate provides the structure within which teachers, students, parents, and principals function cooperatively and constructively. Much of what is taken for granted in schools today are the things that will form the basis for lasting student achievement. The imperatives are not just for schools to achieve top GSAT scores or have a pool of students who move on to traditional high schools, but to ensure that all students who come through the system are educated, trained and equipped with the appropriate skills that will prepare them. for life. These skills include the ability to think critically, communicate well and work effectively in teams. If students are taught how to live and work together, they will be able to function harmoniously in a group (Baker, 2006). A positive and sustainable school climate promotes the holistic development that is necessary for a productive and sustainable life in a democratic society, (National School Climate Council, 2013.) Problem Context As I interact with students and teachers in various…. .. half of paper ......(2009): Creating an effective environment for teaching and learning: first results from the CTALIS survey of Teaching and Learning Intl. Retrieved from http://www.oecd.org /educational/preschool and school 43023606.pdfPerkins, B.K. (2006). Where We Learn: The CUBE Survey of Urban School Climate: Retrieved June 4, 2009, from http://www.nsba.org./secondarymenu/CUBE/Publication/CUBE Research Reports/Where We Learn Report/Where WeLearn Full Report Skinner, R . & Belmont, C. (1993) Motivation in the classroom: the reciprocal effect of teacher behavior and student involvement during the school year. Journal of Educational Psychology, 85,571-581 Stewart, G. B. (2007). Structural characteristics of schools; Student engagement, peer association, and parent involvement: The influence of school- and individual-level factors on academic achievement. Education and urban society 2008 40, 199-204