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The school climate plays a crucial role in shaping students' overall well-being, influencing their academic success, emotional stability, and social development. This study examines the impact of perceived school climate on the subjective well-being of rural school students, focusing on key factors such as teacher support, academic climate, infrastructural quality, and a sense of safety and belonging. Using a quantitative approach, data was collected from (N=114) rural school students to assess their perceptions of school climate and its correlation with their well-being. The findings indicate a positive relationship between a supportive school climate and higher levels of student wellbeing, emphasizing that students who perceive their school environment as nurturing and inclusive report greater happiness, life satisfaction, and emotional balance. The study provides valuable insights for educators, policymakers, and school administrators, advocating for policies that have fostered a positive school environment to enhance students' overall well-being, particularly in rural settings.

The study explores the effect of demographic variables such as age and level of experience on the level of stress experienced by non-gazette officers of the Central Reserve Police Force (CRPF). A purposive sample of 163 CRPF personnel was chosen. The Police Stress Inventory developed for use among CRPF personnel was administered. Various statistical parameters such as mean, standard deviation, standard error, mean difference and single-factor ANOVA were used to analyze the data. The study strongly indicates the relationship between stress and demographic variables such as age and level of experience.