In the theoretical part of the master's thesis, I have outlined fundamental findings pertaining to the function of the school's counselling service and the importance of school and classroom climate, contextualized within the contents of social work. In addition, I have expanded the theoretical overview of topics which were included in the preventative workshops. During the research process I was mostly interested in how preventive workshops can play an influential role on school climate as positive school and classroom climate is associated with the students' higher motivation, better academic success and more. To explore this connection, I conducted combined research, which means I collected both numerical and verbal descriptions of the phenomena. The research therefore contains a quantitative and a qualitative method. I found that through the workshops the students gained new knowledge in areas that were addressed, which was also pointed out by the students. Most of the students also found the workshops to be useful. Changes in the perceived school climate were minimal, in some classes in a positive direction, or a negative direction in others. Teachers perceived climate as positive; they were also mostly satisfied with the results of the workshops.
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