School environment is an important part of a student's learning experience. A supportive school can provide students with a safe atmosphere, helpful teachers, suitable classroom facilities, healthy peer relationships and opportunities to participate in academic and co-curricular activities. The present study examines the school environment of Grade 9 students in relation to their academic achievement. The study is focused on students studying in schools in Ahmedabad city, Gujarat. A sample of 630 Grade 9 students was considered for the study. Data were planned to be collected through a structured questionnaire using Google Forms. The questionnaire covers major dimensions of school environment such as classroom climate, teacher support, peer relationship, school safety, physical facilities, learning resources, discipline and participation. Academic achievement is considered through students' academic performance and achievement categories. The study uses percentage analysis, mean-based interpretation and a chi-square test to examine the relationship between school environment and academic achievement. For the draft analysis, the 630 respondents are divided into three broad school-environment groups: poor, average and good. Academic achievement is similarly grouped into low, average and high categories. The illustrative cross-tabulation shows a clear pattern: students reporting a better school environment are more frequently found in the high-achievement group, while students reporting a poor school environment are more frequently found in the low-achievement group. The illustrative chi-square value is 112.25 with 4 degrees of freedom and p < .001, indicating a statistically significant association in the model dataset. This result is presented only as a draft until the actual Google Form data are inserted. The study highlights the importance of teacher support, positive classroom relationships, safe school conditions, learning resources and student participation. It suggests that schools should regularly assess their learning environment and use student feedback to improve teaching-learning conditions.
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