# Classroom Academic Climate Condition and Holistic Student Growth in Public Elementary Schools

Rolando E. Tianchon Jr., Josephine B Baguio

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Rolando E. Tianchon Jr., Josephine B Baguio. Classroom Academic Climate Condition and Holistic Student Growth in Public Elementary Schools. Current Journal of Applied Science and Technology, 2025, 44 (6), pp.73-84. 10.9734/cjast/2025/v44i64560. hal-05217276

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Classroom Academic Climate
Condition and Holistic Student
Growth in Public Elementary Schools

Rolando E. Tianchon Jr. a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the
final manuscript.

Article Information

DOI: https://doi.org/10.9734/cjast/2025/v44i64560

Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/138885

Received: 18/04/2025

Accepted: 22/06/2025

Published: 25/06/2025

Original Research Article

ABSTRACT

This study aimed to determine the significant relationship between classroom academic climate conditions and holistic student growth among public elementary school students in Sto. Tomas District, Division of Davao del Norte. A descriptive-correlational research design was used, with 138 teachers as respondents. Data was gathered through structured questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. Results indicated that both classroom academic climate condition and holistic student growth were rated at high levels. Correlation analysis revealed a significant positive relationship between the classroom academic climate and holistic student growth. Furthermore, multiple regression showed that classroom atmosphere and physical environment, and equity and inclusion significantly influenced holistic student growth, while assessment and feedback, and peer

<footnote>** Student;</footnote>

<footnote>* Faculty;</footnote>

<footnote>*Corresponding author: E-mail: josephinebbaguio@outlook.com;</footnote>
relationships and collaboration were not significant predictors. Based on these findings, it is recommended that school administrators and teachers prioritize creating a positive classroom atmosphere and promoting inclusive practices to support students' overall development. These efforts are expected to enhance student engagement, academic success, and social-emotional growth in public elementary schools.

Keywords: Classroom academic climate; holistic student growth; Davao Del Norte; public elementary schools; descriptive-correlational; education.

# 1. INTRODUCTION

Creating a positive classroom academic climate that fosters holistic student growth in public elementary schools poses significant challenges. A primary concern is the continued reliance on traditional, teacher-centered instruction, limiting student engagement, critical thinking, and collaboration. This passive learning environment hampers the development of essential life skills such as creativity, problem-solving, and emotional intelligence, ultimately affecting academic performance and personal growth.

Globally, large class sizes and limited resources remain key obstacles. Overcrowded classrooms hinder individualized instruction, especially for students needing academic or emotional support (Vakili et al., 2024). Additionally, restricted access to educational materials and technology limits opportunities for creativity, teamwork, and independent learning (Ferri et al. 2020).

Teacher burnout further contributes to a negative academic climate. High workloads, administrative demands, and limited professional development opportunities often result in stress and disengagement. This impacts teachers' ability to foster a supportive environment, affecting students' emotional well-being and motivation (Reeve & Cheon, 2021).

In the Philippine context, many classrooms still emphasize lecture-based instruction and rote memorization, reducing student interaction and engagement (Lizard, 2025). A lack of focus on emotional and social development, coupled with pressure from standardized assessments, creates stress among students and diminishes holistic growth. Poor classroom management and inconsistent discipline further erode trust and safety (Wang et al., 2023).

In Sto. Tomas District, Division of Davao Del Norte, promoting holistic growth requires integrating academic instruction with emotional and social development. However, insufficient

teacher training in student-centered methods, inclusive education, and mental health awareness limits this integration (Martin-Alguacil et al., 2024). Without adequate support and resources, teachers struggle to create dynamic, inclusive classrooms that develop well-rounded learners.

A positive classroom climate is essential for developing students who can think critically, act responsibly, and contribute meaningfully to society. Encouraging collaboration, active participation, and independent learning builds confidence and adaptability (Ruijuan et al. 2023). Likewise, fostering emotional intelligence and ethical values nurtures compassionate, resilient, and socially responsible citizens (Cinar & Bilodeau, 2024).

Given these challenges, the researcher conducted a study on classroom academic climate and holistic student growth in public elementary schools within Sto. Tomas District. Addressing these concerns is vital for building a future-ready generation and ensuring communities benefit from education systems that prioritize both academic excellence and character development.

The conceptual framework illustrates the proposed relationship between Classroom Academic Climate Condition (independent variable) and Holistic Student Growth (dependent variable). The framework identifies four key dimensions of the classroom climate that contribute to student development: classroom atmosphere and physical environment, which includes the layout, cleanliness, and overall ambiance of the learning space; assessment and feedback, referring to the ways in which teachers evaluate and guide students' learning; peer relationships and collaboration, which emphasize the importance of positive social interactions and cooperative learning; and equity and inclusion, which ensure that all students, regardless of background, have access to equal opportunities for learning and participation.
<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual Framework of the Study</figcaption></figure>

On the other hand, holistic student growth is defined through three interrelated domains: cognitive and intellectual development, referring to academic progress and critical thinking; emotional and psychological development, which covers self-awareness, emotional regulation, and resilience; and social and interpersonal skills, including communication, teamwork, and empathy. The arrow connecting the two variables signifies a directional influence, suggesting that a supportive and inclusive academic climate positively impacts students' overall development. This framework provides a basis for examining how educational environments can foster well-rounded learners who are equipped for both academic success and personal growth.

## 1.1 Statement of the Problem

This study was conducted to determine the classroom academic climate condition and Holistic student growth of public elementary schools in Sto. Tomas District, Division of Davao del Norte. Specifically, it sought answers to the following questions:

1. What is the level of classroom academic climate condition in public elementary schools in terms of:

1.1 classroom atmosphere and physical environment,

1.2 assessment and feedback,

1.3 peer relationships and collaboration, and

1.4 equity and inclusion?

2. What is the level of holistic student growth in public elementary schools in terms of:

2.1 cognitive and intellectual development,

2.2 emotional and psychological development, and

2.3 social and interpersonal skills?

3. Is there a significant relationship of the level of classroom academic climate condition and holistic student growth of public elementary schools in St. Tomas District, Division of Davao del Norte?

4. Which domains of classroom academic climate condition significantly influence holistic student growth of public elementary schools in St. Tomas District, Division of Davao del Norte?

## 1.2 Hypotheses

Ho1. There is no significant relationship of the level of classroom academic climate condition and Holistic student growth of public elementary schools in St. Tomas District, Division of Davao del Norte.

Ho2. The domains of classroom academic climate condition do not significantly influence Holistic student growth of public elementary schools in St. Tomas District, Division of Davao del Norte.
# 2. METHODOLOGY

## 2.1 Research Design

This study employed a non-experimental quantitative research design, specifically utilizing the correlational method, to examine the relationship between classroom academic climate condition and holistic student growth in public elementary schools. The correlational approach was selected to determine whether and to what extent a relationship exists between the two variables without manipulating any of them.

To further describe and interpret the data, the descriptive method of research was also used. This allowed the researcher to provide a detailed account of the current state of the classroom academic climate, as well as the level of holistic growth observed among students. The descriptive design is particularly suitable for identifying patterns, trends, and relationships among variables in a natural setting.

According to Tisdell et al. (2025), a research design is essentially a plan or structure that guides data collection and analysis in the most efficient and economical manner. In this study, the descriptive-correlational design was chosen because it aligns with the study's objective: to determine how classroom climate influences various aspects of student development, such as academic, emotional, social, and behavioral growth.

Quantitative research methodology was adopted, as it focuses on collecting and analyzing numerical data to identify statistical relationships, test hypotheses, and generalize findings to a broader population. Through this method, data related to academic climate and holistic growth were gathered via structured instruments, coded numerically, and subjected to statistical analysis.

Quantitative research, as commonly used in the social sciences, enables researchers to systematically study human behavior and educational phenomena. It is grounded in objectivity, reproducibility, and precision, making it well-suited for examining variables such as classroom conditions and student outcomes. The use of numerical data—whether directly measurable or assigned through rating scales— allowed the researcher to quantify levels of classroom climate and student growth and to explore the strength and direction of their relationship.

In sum, this methodological framework allowed the researcher to effectively explore the core objective of the study: determining the extent to which classroom academic climate conditions relate to the holistic growth of students in public elementary schools.

## 2.2 Research Respondents

The respondents of the study were 138 out of 210 teachers in public elementary schools in Sto. Tomas District, Division of Davao del Norte, selected using Slovin's formula, with a 95% confidence interval and a 5% margin of error. The respondents answered the survey questionnaire on the classroom academic climate condition and holistic student growth. The researcher utilized universal sampling in selecting the actual respondents, which meant that the entire population of the study was considered as respondents. Based on the problems and difficulties experienced by the researcher in locating respondents related to classroom academic climate conditions and holistic student growth, the researcher selected these teachers as respondents of the study. This study was conducted in the school year 2024 to 2025.

## 2.3 Research Instrument

The research instrument used in this study was a modified questionnaire based on the works of various local authors. The survey questionnaire consisted of two (2) parts. Part I focused on the school ecological situation and included four indicators, each composed of five questions, totaling 20 items. Part II addressed holistic student growth and was composed of three indicators, each with five questions, totaling 15 items.

The questionnaire was validated by three experts to ensure its reliability and validity. The first draft was submitted to the researcher's adviser for corrections, comments, and suggestions, which were then integrated into the final revision. This final draft was subsequently submitted to a panel of experts for further validation. After incorporating the experts' feedback, the questionnaire was finalized and prepared for pilot testing. Following validation, the researcher administered the pilot test to 30 teachers from another school. The reliability of the research instrument was assessed using Cronbach's alpha. The results indicated a high level of internal consistency, with a Cronbach's alpha of
0.913 for the classroom academic climate scale and 0.931 for the holistic student growth scale. These values suggest that the instrument is highly reliable for measuring the intended variables in this study. Responses from the questionnaire were recorded using a 5-point Likert scale. The scale was used to measure classroom academic climate condition and holistic student growth in public elementary schools.

## 2.4 Data Gathering Procedure

The data for this study were gathered through a series of systematic and ethically guided procedures. The researcher first secured an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and obtained ethical clearance from the institution's Ethics Review Committee to ensure the protection of participants' rights and full compliance with research ethics. Subsequently, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of public elementary schools within Manay District, authorizing the conduct of the study in their respective schools.

With all required permissions in place, the researcher conducted a pilot test of the survey instruments to assess their reliability and validity. During the pilot testing, participants were clearly informed about the purpose of the study and given detailed instructions on how to accomplish the questionnaire. Based on their feedback, the instruments were refined to improve clarity and ensure alignment with the study's objectives. The finalized survey questionnaires were then administered to 136 public elementary school teachers, selected through stratified sampling. After completion, the researcher personally collected the responses. The gathered data were then forwarded to a professional statistician for tallying, tabulation, and statistical analysis in accordance with the study's research questions and objectives.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

Mean. This was used to determine the levels of informative expedient learning practices and

professional ontogeny among public elementary school teachers. It provided an overall summary of the respondents' ratings across specific items and domains, revealing general trends in their teaching practices and professional development efforts.

Pearson Product-Moment Correlation Coefficient (Pearson r). This statistical tool was employed to examine the degree of relationship between informative expedient learning practices and the professional ontogeny of teachers. It enabled the researcher to assess whether a statistically significant linear correlation existed between these two variables.

Multiple Regression Analysis. This analysis was conducted to determine the extent to which specific domains of informative expedient learning practices significantly predicted the professional ontogeny of teachers. It helped identify which aspects of these instructional practices most strongly contributed to teachers' ongoing professional growth and development within the public elementary school setting.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Classroom Academic Climate Condition in Public Elementary Schools

Presented in Table 1 is the summary of the domains in the level of classroom academic climate condition in public elementary schools, based on the mean scores and standard deviations.

The domain "equity and inclusion" received the highest mean score of 4.07, categorized as high, followed by "assessment and feedback" with a mean of 3.76, "peer relationships and collaboration" with a mean of 3.74, and "classroom atmosphere and physical environment" with a mean of 3.72. All domains were categorized as high in descriptive level. The overall mean score of 3.82 suggests that public elementary schools maintain a high level of positive academic climate across the key domains. The overall standard deviation of 0.47 indicates that responses were fairly consistent and closely clustered around the mean.

This implies that schools actively foster an inclusive, supportive, and engaging academic environment. Emphasis on equity and inclusion
highlights the commitment to meeting diverse student needs, while strong practices in assessment, feedback, and peer collaboration contribute to a well-rounded and motivating classroom climate conducive to holistic student growth.

This finding corresponds with the research of Ma and Wei, (2022), who underscored that a high level of classroom academic climate condition significantly contributes to students' motivation, engagement, and overall academic performance. They noted that when teachers create a positive, supportive, and inclusive classroom atmosphere, students are more likely to take academic risks and persist through challenges. Similarly, Ezeaku and Okoye, (2025) highlighted that a nurturing academic climate fosters collaboration, respect, and active participation, which are essential for effective learning. Furthermore, Warsi et al. (2025) emphasized that maintaining a positive classroom academic climate promotes holistic student development by addressing cognitive, emotional, and social needs, thereby enhancing the quality of education.

## 3.2 Level of Holistic Student Growth in Public Elementary Schools

Presented in Table 2 is the summary of the domains in the level of holistic student growth among public elementary school students, based on the mean scores and standard deviations.

The domain “cognitive and intellectual development” received the highest mean score of 4.29, categorized as high, followed by “social and interpersonal skills” with a mean of 3.81, also categorized as high. The domain “emotional

and psychological development” obtained the lowest mean score of 3.72, yet it remains within the high descriptive level. The overall mean score of 3.94 indicates that students in public elementary schools exhibit a high level of holistic growth across the three developmental domains. The overall standard deviation of 0.46 suggests that responses were relatively consistent and clustered closely around the mean.

This suggests that public elementary schools are successfully promoting balanced student development, with strong cognitive growth and steady progress in emotional and social skills. However, further support in emotional regulation may be beneficial. Overall, schools are nurturing well-rounded learners prepared for academic and social success.

This finding supports the research of Akash and Suganya (2024), who emphasized that high holistic student growth is closely linked to strong emotional and psychological development. They asserted that when students are emotionally balanced and mentally supported, they are more likely to thrive across academic, social, and personal dimensions. Similarly, Ramaila et al. (2025) highlighted that nurturing students' emotional well-being fosters greater resilience, motivation, and self-awareness—key aspects of holistic growth. Moreover, Chakraborty (2024) noted that classrooms that prioritize emotional safety and psychological support lay the groundwork for students to reach their full potential, demonstrating that mental and emotional development are essential pillars of a holistic education.

<table><caption>Table 1. Level of Classroom Academic Climate Condition in Public Elementary Schools</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Classroom Atmosphere and Physical Environment</td><td>0.68</td><td>3.72</td><td>High</td></tr><tr><td>Assessment and Feedback</td><td>0.56</td><td>3.76</td><td>High</td></tr><tr><td>Peer Relationships and Collaboration</td><td>0.56</td><td>3.74</td><td>High</td></tr><tr><td>Equity and Inclusion</td><td>0.63</td><td>4.07</td><td>High</td></tr><tr><td>Overall</td><td><strong>0.47</strong></td><td><strong>3.82</strong></td><td><strong>High</strong></td></tr></tbody></table>

<table><caption>Table 2. Level of Holistic Student Growth in Public Elementary Schools</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Cognitive and Intellectual Development</td><td>0.55</td><td>4.29</td><td>High</td></tr><tr><td>Emotional and Psychological Development</td><td>0.68</td><td>3.72</td><td>High</td></tr><tr><td>Social and Interpersonal Skills</td><td>0.47</td><td>3.81</td><td>High</td></tr><tr><td>Overall</td><td><strong>0.46</strong></td><td><strong>3.94</strong></td><td><strong>High</strong></td></tr></tbody></table>
## 3.3 Significant Relationship Between the Classroom Academic Climate Condition and Holistic Student Growth in Public Elementary Schools

Presented in Table 3 is the correlation analysis between classroom academic climate conditions and holistic student growth in public elementary schools.

The relationship between these two variables shows a correlation coefficient (R) of 0.687 with a p-value of 0.000, which is less than the 0.05 significance level. This indicates a high and statistically significant positive relationship between classroom academic climate condition and holistic student growth. The R² value of 0.471 suggests that approximately 47.1% of the variation in holistic student growth can be explained by the classroom academic climate condition. Given that the p-value is less than 0.05, the null hypothesis (Ho₁) is rejected, confirming that the classroom academic climate condition is significantly related to holistic student growth.

This finding suggests that a positive and supportive classroom academic climate significantly contributes to the overall growth of students. When teachers foster a conducive learning environment—characterized by inclusiveness, effective feedback, strong peer collaboration, mutual respect, and equitable opportunities for all learners, students are more likely to develop cognitively, emotionally, and socially. Such an environment not only nurtures academic achievement but also strengthens students' confidence, motivation, and interpersonal skills. The strong relationship observed underscores the critical role of maintaining a healthy academic climate to

promote well-rounded student development. Encouraging and sustaining such an environment can therefore enhance student growth across multiple domains, ultimately leading to improved educational outcomes and better preparation for future challenges in public elementary schools.

This finding corresponds with the research conducted by Bouchouna (2024), who examined the significant relationship between classroom academic climate and holistic student growth. They emphasized that a positive academic climate, characterized by supportive teacher-student interactions, equitable practices, and collaborative learning, plays a crucial role in enhancing students' cognitive, emotional, and social development. Similarly, Van Pham (2024) highlighted that when schools foster a healthy classroom environment, students demonstrate improved academic performance, emotional well-being, and interpersonal skills. Moreover, Makweya and Sepadi (2025) found that the strong relationship between academic climate and holistic growth supports the creation of inclusive and nurturing learning spaces that contribute to students' overall success and lifelong learning capabilities.

## 3.4 Domains of Classroom Academic Climate Condition on Holistic Student Growth in Public Secondary Schools

Presented in Table 4 is the regression analysis examining the significant influence of the domains of classroom academic climate, condition, classroom atmosphere and physical environment, assessment and feedback, peer relationships and collaboration, and equity and inclusion, on holistic student growth in public elementary schools.

<table><caption>Table 3. Significant Relationship Between the Classroom Academic Climate Condition and Holistic Student Growth in Public Elementary Schools</caption><thead><tr><th>Variables</th><th>Mean</th><th>SD</th><th>R</th><th>R<sup>2</sup></th><th>Degree of Relationship</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Classroom Academic Climate Condition</td><td>3.82</td><td>0.47</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Holistic Student Growth</td><td>3.94</td><td>0.46</td><td>0.687</td><td>0.471</td><td>High</td><td>0.000</td><td>Reject Ho1</td></tr></tbody></table>
<table><caption>Table 4. Domains of Classroom Academic Climate Condition on Holistic Student Growth in Public Secondary Schools</caption><thead><tr><th>Domains</th><th>B</th><th>BE</th><th>Beta</th><th>t-stat</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Constant</td><td>0.409</td><td>0.091</td><td></td><td>4.508</td><td>0.000</td><td>Significant</td></tr><tr><td>Classroom Atmosphere and Physical Environment</td><td>0.430</td><td>0.018</td><td>0.638</td><td>24.228</td><td>0.000</td><td>Significant</td></tr><tr><td>Assessment and Feedback</td><td>0.135</td><td>0.021</td><td>0.164</td><td>6.541</td><td>0.000</td><td>Not Significant</td></tr><tr><td>Peer Relationships and Collaboration</td><td>-0.017</td><td>0.018</td><td>-0.020</td><td>-0.908</td><td>0.366</td><td>Significant</td></tr><tr><td>Equity and Inclusion</td><td>0.347</td><td>0.017</td><td>0.418</td><td>19.889</td><td>0.000</td><td>Significant</td></tr></tbody><tfoot><tr><td colspan="7"><strong>Regression Model</strong></td></tr><tr><td colspan="7">Holistic Student Growth =1.976+ 0. 0.430 (Classroom Atmosphere and Physical Environment) - 0.017 (Peer Relationships and Collaboration) + 0.347 (Equity and Inclusion)<br>R=0.977; R²=0.955; F=702.468; p-value=0.000</td></tr></tfoot></table>

The regression model reveals that classroom atmosphere and physical environment, equity and inclusion, and peer relationships and collaboration significantly affect holistic student growth, while assessment and feedback does not show a significant influence.

Among the significant predictors, classroom atmosphere and physical environment have the strongest positive influence (B = 0.430, Beta = 0.638, t = 24.228, p = 0.000), indicating that a positive and supportive physical classroom setting substantially promotes student growth. This is followed by equity and inclusion (B = 0.347, Beta = 0.418, t = 19.889, p = 0.000), emphasizing the critical role of inclusive practices in fostering student development. Interestingly, peer relationships and collaboration show a significant but negative influence (B = -0.017, Beta = -0.020, t = -0.908, p = 0.366), suggesting a nuanced or potentially complex relationship that may require further investigation. On the other hand, assessment and feedback (B = 0.135, Beta = 0.164, t = 6.541, p = 0.000) was found not to have a statistically significant impact on holistic student growth.

The regression equation is as follows: Holistic Student Growth = 1.976 + 0.430 (classroom atmosphere and physical environment) - 0.017 (peer relationships and collaboration) + 0.347 (equity and inclusion). The model explains 95.5% of the variance in holistic student growth (R² = 0.955), with an F-value of 702.468 and a p-value of 0.000, confirming the overall statistical significance of the model.

This finding suggests that specific domains of classroom academic climate condition, particularly the physical and emotional environment and equity and inclusion, play vital roles in influencing student development. Teachers and schools focusing on creating supportive, inclusive, and well-structured classroom atmospheres can significantly enhance cognitive, emotional, and social growth among students. The unexpected negative effect of peer relationships and collaboration highlights the need for further research to understand its dynamics. The non-significant impact of assessment and feedback implies that these aspects alone may not directly drive holistic growth, underscoring the importance of a multifaceted approach to classroom climate.

This finding aligns with the research of Ondieki et al. (2020), who emphasized that classroom atmosphere and physical environment play a crucial role in promoting holistic student growth. Their study found that a positive, well-organized, and supportive physical classroom setting significantly enhances students' cognitive, emotional, and social development. Similarly, Parveen (2024) highlighted the importance of equity and inclusion in fostering an environment where all students feel valued and supported, which directly contributes to their overall growth and learning outcomes.

Interestingly, peer relationships and collaboration showed a significant but negative influence, indicating a complex dynamic that may be influenced by other contextual factors such as group dynamics or classroom management, as discussed by Taylor (2021), who suggest that
peer interactions can sometimes present challenges that affect student development in nuanced ways. On the other hand, assessment and feedback were found not to have a statistically significant impact on holistic student growth in this study. This result is supported by Darling-Hammond et al. (2020), who argues that while assessment and feedback are essential for academic progress, their direct influence on holistic development might be less pronounced compared to environmental and inclusive factors.

# 5. CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:

Firstly, the level of classroom academic climate among public elementary schools is generally high. Teachers consistently foster a positive classroom atmosphere and physical environment, implement assessment and feedback, encourage peer relationships and collaboration, and promote equity and inclusion. This reflects their commitment to creating a supportive and engaging learning environment conducive to student success.

Secondly, the level of holistic student growth in public elementary schools is high. Students demonstrate significant development in cognitive and intellectual abilities, emotional and psychological well-being, as well as social and interpersonal skills. This suggests that students benefit from the nurturing classroom climate and show growth in multiple developmental domains.

Thirdly, a significant and strong positive relationship exists between classroom academic climate conditions and holistic student growth. This implies that improvements in the classroom climate are closely associated with enhanced overall student development, highlighting the critical role of the learning environment.

Finally, among the domains of classroom academic climate condition, classroom atmosphere and physical environment, and equity and inclusion significantly influence holistic student growth. In contrast, peer relationships and collaboration exhibit a significant negative influence, while assessment and feedback show no significant impact. This underscores the need to prioritize physical and emotional safety and equitable practices to optimize student growth, while reconsidering approaches to peer collaboration to better support students' development.

# 6. RECOMMENDATIONS

Based on the findings and conclusions of this study, the following recommendations were proposed:

Firstly, considering the high level of classroom academic climate condition among public elementary schools, school administrators may continue to foster and strengthen positive classroom atmospheres and equitable learning environments. This may be achieved through professional development programs that emphasize classroom management, inclusivity, and the physical learning environment. Providing teachers with resources and training on creating safe, welcoming, and well-organized classrooms will support sustained improvements in academic climate.

Secondly, given the high level of holistic student growth, schools may prioritize programs and interventions that support cognitive, emotional, and social development. Initiatives such as social-emotional learning (SEL) workshops, counseling services, and activities that promote interpersonal skills can enhance student well-being and academic performance. Teachers may be encouraged to integrate these aspects into their daily teaching practices to nurture well-rounded student development.

Thirdly, because a significant positive relationship exists between classroom academic climate condition and holistic student growth, schools may view efforts to improve the classroom environment as investments in student outcomes. Collaborative planning involving teachers, counselors, and school leaders can identify effective strategies to enhance both climate and growth domains simultaneously.

Finally, since classroom atmosphere and physical environment and equity and inclusion significantly influence holistic student growth, school policies and teacher training may prioritize these domains. Efforts to maintain a supportive, inclusive, and physically conducive learning space will likely yield the greatest benefits for student development. Although peer relationships and collaboration showed a negative or no significant impact in this study, schools may review their approaches to group work and peer interaction, exploring ways to foster positive, constructive collaboration that genuinely supports learning. Future researchers
are encouraged to explore additional factors influencing classroom climate and student growth, including teacher well-being, parental involvement, and school leadership, to develop comprehensive strategies for improving elementary education.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript. The details of the AI usage are as follows:

1. Grammarly: Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. Quillbot: Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## CONSENT AND ETHICAL APPROVAL

The conduct of this study strictly adhered to recognized ethical standards to ensure the protection, dignity, and well-being of all participants. Before initiating data collection, the researcher obtained the necessary approvals, including an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and ethical clearance from the institution's Ethics Review Committee. The ethical procedures followed were grounded in the framework of Pregoner et al. (2025), ensuring compliance with current protocols for research involving human participants in educational settings. Participation was entirely voluntary, and all respondents were fully informed of the study's purpose, scope, and their right to refuse or withdraw at any point without penalty. Informed consent was secured to confirm participants' understanding and willingness to take part in the research. To preserve confidentiality, no personally identifiable information was gathered, and all responses were handled with strict confidentiality. The data collected were used solely for academic purposes. These protocols guaranteed that the study was conducted with transparency, ethical integrity, and full professional accountability.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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