Creating Classrooms Where Students Thrive

Insights by Jill Broderic

For Assistant Professor of Education Jill Broderic, meaningful learning begins with a positive classroom climate.

"A positive classroom climate is the palpable, shared atmosphere of mutual trust and respect that defines the learning space," said Broderic. "It is the unspoken cultural standard ensuring that every student feels safe and empowered to fully engage and contribute their genuine self." Without that sense of safety and trust, she added, "Simply put, the climate is the prerequisite for learning."

Broderic brings more than three decades of classroom experience to her work at Lebanon Valley College, including 31 years teaching high school English and journalism. That experience has shaped her belief that effective teaching begins with relationships. She defines a positive classroom environment as one where four core principals are consistently met: psychological safety, belonging and respect, high expectations paired with strong support, and mutual trust between students and teachers.

When these elements are in place, students are more willing to participate and take academic risks. "Students feel safe to take risks, ask 'dumb' questions, and make mistakes without fear of judgment, ridicule, or punishment from peers or the teacher," Broderic explained. "When students feel like they belong-like their unique ideas and personalities are truly welcomed by the teacher and their classmates-they stop working just for a grade."

That sense of belonging, she said, fuels motivation and curiosity. "A positive climate is the secret ingredient that makes students want to be involved." Rather than participating out of obligation, students become active contributors to their own learning and to the classroom community.

Broderic encourages teachers to regularly reflect on the emotional tone of their classrooms. "Auditing the climate is like taking the emotional temperature of the room," she said. This process involves looking beyond academic performance to observe how students feel and interact. One telling indicator is shared joy. "Instead of just looking for serious engagement, consciously note when and where genuine laughter happens." Inclusive humor and relaxed interaction often signal that students feel comfortable and accepted.

She also recommends low-pressure strategies that help teachers gauge student well-being, such as brief emotional check-ins or emoji-based exit reflections. These approaches allow students to communicate how they are feeling without requiring lengthy explanations. In collaborative settings, teachers can observe subtle behaviors that reflect trust and connection.

The impact of classroom climate extends well beyond how students feel-it directly influences how they learn. When students feel emotionally secure, cognitive capacity increases. "If a student isn't worried about fitting in or being judged, all that mental energy they were using to manage anxiety is now freed up," Broderic said. That mental space allows students to focus more deeply, process complex ideas, and retain what they learn.

A supportive climate also encourages a growth mindset. In these environments, challenges are viewed as opportunities rather than failures. "In a supportive climate, failing isn't seen as 'I am bad at this,' but as 'I haven't learned this yet.'" This reframing helps students persist through difficulty, ask for help, and ultimately achieve stronger academic outcomes.

Broderic's approach has been shaped by both experience and professional training, particularly in trauma-informed practices. Over time, she has seen how predictability and empathy create stability for students. "Strong routines often outpace flashy lessons in creating safety and consistency," she said. She emphasizes that students are better positioned to learn when they feel emotionally regulated. "Students learn best when their nervous systems aren't in defensive mode."

For Broderic, building a positive classroom climate is an intentional, ongoing process-one rooted in trust, consistency, and care. When students feel safe, supported, and respected, learning becomes not just possible, but transformative.