LAUSR

This study explores the perceptions of Chilean educational staff regarding school climate, classroom climate, and personal well-being, analyzing differences by gender and professional role. A non-experimental, cross-sectional, and quantitative design was used, with 8536 participants who completed perception scales on institutional support, classroom dynamics, and personal well-being. Results showed that women reported higher scores in Teacher–Student Relationship and Course Organization and Participation, while men reported higher levels of Institutional Support. Teachers reported more positive results than assistants in most dimensions, except for Institutional Support, where assistants scored higher. Although these effects were statistically significant, their magnitudes were consistently very small, underscoring the need for cautious interpretation. The findings highlight the importance of developing inclusive strategies that consider gender and role differences to foster positive and safe school environments. Limitations regarding the cross-sectional design, reliance on self-report measures, and the use of secondary data are acknowledged, and future research is suggested to explore cultural and structural factors that shape school coexistence.