<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000303022</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.17421645</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión sistemática: clima escolar en la experiencia académica y socioemocional de los estudiantes de secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic review: school climate in the academic and social-emotional experience of secondary school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tinco Melchor]]></surname>
<given-names><![CDATA[Ignacia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000303022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000303022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000303022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio desarrolla una revisión sistemática sobre el clima escolar y su influencia en la experiencia académica y socioemocional de los estudiantes de educación secundaria. El objetivo principal fue analizar las percepciones estudiantiles respecto a la convivencia, el sentido de pertenencia y el impacto de las interacciones en su rendimiento y bienestar. Para ello, se aplicaron los criterios del protocolo PRISMA, considerando artículos publicados entre 2024 y 2025 en bases de datos indexadas, lo que permitió seleccionar 24 investigaciones provenientes de contextos diversos como Estados Unidos, China, Chile, Sudáfrica, España y Japón. Los resultados evidencian que un clima escolar positivo se asocia estrechamente con la disminución de conductas violentas, el fortalecimiento del compromiso académico y la prevención de problemáticas emergentes como el acoso, la deserción escolar o el uso problemático de internet. Asimismo, se observa que factores como la diversidad cultural, la equidad de género y las condiciones socioeconómicas median de manera significativa en la construcción de percepciones sobre el entorno educativo. La revisión también confirma que la gestión institucional y el apoyo docente resultan determinantes para promover ambientes inclusivos y participativos, capaces de responder a las demandas contemporáneas de la educación secundaria. Se concluye que la consolidación de un clima escolar basado en el respeto, la empatía y la colaboración no solo potencia el aprendizaje, sino que también contribuye a la formación integral de los estudiantes, reafirmando su derecho a una educación de calidad en contextos democráticos y diversos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study conducts a systematic review of the school climate and its influence on the academic and social-emotional experience of secondary school students. The main objective was to analyze students' perceptions of coexistence, sense of belonging, and the impact of interactions on their performance and well-being. To this end, the PRISMA protocol criteria were applied, considering articles published between 2024 and 2025 in indexed databases, which allowed for the selection of 24 studies from diverse contexts such as the United States, China, Chile, South Africa, Spain, and Japan. The results show that a positive school climate is closely associated with a decrease in violent behavior, a strengthening of academic commitment, and the prevention of emerging problems such as bullying, school dropout, and problematic internet use. Likewise, it is observed that factors such as cultural diversity, gender equity, and socioeconomic conditions significantly mediate the construction of perceptions about the educational environment. The review also confirms that institutional management and teacher support are key to promoting inclusive and participatory environments that can respond to the contemporary demands of secondary education. It concludes that consolidating a school climate based on respect, empathy, and collaboration not only enhances learning but also contributes to the comprehensive education of students, reaffirming their right to a quality education in democratic and diverse contexts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[clima escolar]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de secundaria]]></kwd>
<kwd lng="es"><![CDATA[percepción estudiantil]]></kwd>
<kwd lng="en"><![CDATA[school climate]]></kwd>
<kwd lng="en"><![CDATA[high school students]]></kwd>
<kwd lng="en"><![CDATA[student perception]]></kwd>
</kwd-group>
</article-meta>
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