📄 Abstract
Classroom morale and the learning environment are important determinants of students’ academic engagement, motivation, participation and overall educational development. The present review paper examines the classroom morale and learning environment of government and private high school students in Telangana from a comparative perspective. The review focuses on major dimensions such as teacher–student relationships, peer interaction, classroom discipline, teaching methods, physical infrastructure, learning resources, digital facilities, parental involvement, emotional support and students’ sense of belonging. Existing empirical studies and educational reports are reviewed to identify similarities, differences and major factors influencing students’ classroom experiences across government and private schools. The literature indicates that school type alone does not determine classroom morale; rather, teacher behaviour, school climate, socio-economic background, availability of resources, classroom practices and family support significantly influence students’ attitudes and participation. Private schools generally demonstrate advantages in infrastructure, technology and parental engagement, while government schools play an important role in providing accessible and inclusive education to diverse socio-economic groups. The review identifies gaps in Telangana-specific comparative research, particularly concerning students’ psychological well-being and classroom perceptions. It concludes that improving teacher support, infrastructure, inclusive practices and student-centred pedagogy can strengthen classroom morale across both sectors.
🏷️ Keywords
📚 How to Cite:
Ravi Dharavath , CLASSROOM MORALE AND LEARNING ENVIRONMENT AMONG GOVERNMENT AND PRIVATE HIGH SCHOOL STUDENTS IN TELANGANA: A COMPARATIVE STUDY , Volume 11 , Issue 8, August 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 154 - 161 , DOI: https://doi.org/10.36713/epra28938