The present study explores the evaluation of the school environment as a determining factor in students’ health and academic performance. The research aims to identify how physical, hygienic, and psychosocial components of the educational setting influence students’ well-being and learning efficiency. Using a mixed-method approach that combined environmental measurements, student health records, and psychological surveys, data were collected from three schools with varying infrastructure conditions. The results revealed significant correlations between environmental quality indicators—such as air temperature, CO₂ concentration, lighting, and noise—and students’ physical health outcomes, including fatigue, respiratory issues, and absenteeism. Furthermore, a positive psychosocial climate characterized by mutual respect and teacher support was associated with lower stress levels and higher academic motivation. The study concludes that a healthy school environment contributes not only to disease prevention but also to emotional stability, cognitive performance, and social adaptation. Therefore, creating and maintaining a supportive, hygienic, and psychologically safe school atmosphere should be considered a public health priority and an integral part of modern educational policy.

School environment, student health, educational hygiene, psychosocial climate, academic performance, learning conditions, public health, preventive education.

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