This theoretical study focuses on the school climate. In particular, it focuses on the phenomenon of the positive school climate and its specific areas. The aim of the paper is to describe important areas of the positive school climate based on the analysis of selected positive climate models (National School Climate Center, 2017; Rudasill et al., 2017; Thapa, Cohen, & Guffey et al., 2013; Grecmanová, 2008, etc.). The text describes basic concepts, such as classroom climate, learning climate, or teacher staff climate. Primarily, the school climate is defined and a brief description of the factors involved in its creation is provided. Subsequently, the text deals with the terminology concerning the positive climate, as there is a disunity in this area. A significant part of the contribution is devoted to specific models of positive school climate, where, based on various research surveys, areas are defined which are key for the positive climate. In the final part of the paper three important areas of the positive climate are described, which repeatedly appear in the selected models, so they can be considered important.
