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School-Wide Positive Behavior Interventions and Supports is a framework that aims to improve school culture and climate, students' behavior and attendance. As the program is largely spreading, comparative studies showing its efficacy on students' outside the United States are needed. In addition, there is a need for studies examining SWPBIS effects on school climate from all the stakeholders' point of view, especially students and parents. Moreover, few researches used comprehensive questionnaires including the three main components of school climate: engagement, safety and environment. The purpose of this study is twofold: investigate the SWPBIS implementation feasibility in a French speaking European country and measure implementation effects on school climate and absenteeism. Using a quasi-experimental design, the current study investigates the impact of SWPBIS implementation in elementary and secondary high-need schools (n intervention schools = 4, n control schools = 5). Findings show positive effects for all stakeholders on different components of school climate. Effects on absenteeism are mixed. Implications and limitations are discussed.

School climate is a topic of increasing importance internationally. The current study investigated the established measurement invariance of an eight-factor school climate scale using a multinational sample of secondary students. School climate factor means across 14 international groups were compared and findings on the association between school climate factors and mental health were also investigated. Findings, from this study, illustrate several cross-national similarities regarding the ways in which secondary students perceive school climate and the influence of school climate on student mental health. These findings can support school psychologists' efforts to identify strategies and supports that improve the school environment in areas that are most consistently related to student experiences, such as school safety and school connectedness. Implications, limitations, and future directions are discussed.