School climate and student wellbeing across compulsory education in Portugal: a cross-sectional study of grade-level differences

School climate and wellbeing in educational settings have received increased attention since the COVID-19 pandemic, as educational communities have reported changes in these key educational indicators. This study analysed the perceptions of Portuguese students regarding school climate and wellbeing throughout their compulsory education path, involving a sample of 2,842 participants. A set of questionnaires were used, with data collected between January and June 2024. Data collections tools included the School Climate Survey Suite and the PERMA-Profiler, assessing multiple dimensions of school climate (e.g., citizenship, social support, and safety) and wellbeing (e.g., positive emotions, health, accomplishment, and happiness). Main findings indicate an overall positive evaluation of school climate and wellbeing. The “Citizenship” dimension emerged as the most highly valued aspect of school climate, while “Happiness” and “Health” received the highest scores within the wellbeing dimensions. Findings also reveal a less favourable perception of school climate as students advance through educational levels. This decline is particularly noticeable in perceptions of school safety, the physical environment, and cultural acceptance. The findings underscore the importance of educational policies and practices that foster safe and inclusive environments throughout compulsory education. This study contributes to a deeper understanding of the psychosocial factors that influence students’ school experience and offers valuable insights for educational intervention and the development of strategies to promote wellbeing in school contexts.