The EBTD Foundations of a Climate for Learning (Bangladesh)
Creating the conditions in which learning can thrive
A strong climate for learning does not happen by accident. It is created through deliberate leadership, shared routines, and everyday classroom practice that protects learning time and pupil dignity.
In many Bangladeshi schools, behaviour is not “bad” — but learning time is fragile. Large classes, exam pressure, and inconsistent expectations make it harder for pupils to focus, participate, and think deeply. This guide reframes behaviour away from control and towards climate: the conditions that make learning possible.
The EBTD Foundations of a Climate for Learning describe those conditions. They are interdependent foundations that must be strengthened together.
If you are new to this work, you may want to start with our practical overview of creating a climate for learning in Bangladesh (BD) , before exploring the individual foundations below.
Three interlinked areas of focus that together create a climate for learning
Each foundation sits primarily within one area of focus, but depends on all three.
Leadership and Collective Responsibility
What leaders and systems must deliberately design, model, and sustain
Leadership deliberately shapes the climate for learning
Climate reflects what leaders prioritise, model, and protect every day — not what policies say on paper.
Consistency creates safety, fairness, and focus
Predictable expectations and responses reduce anxiety and free attention for learning.
Climate for learning is sustained through professional learning
Without ongoing adult learning, even strong climates decay over time.
Climate is a leadership responsibility before it is a classroom technique.
Structures for Learning
The predictable architecture that makes learning time usable
Simple routines structure thinking and learning time
Shared routines reduce cognitive load and minimise friction, allowing pupils to focus on learning.
Learning behaviours are explicitly taught
Attention, listening, participation, and persistence are taught through structure, modelling, and practice.
Behaviour for learning is not enforced through rules — it is taught through structure.
Everyday Classroom Practice
How adults prevent disruption and protect learning in real time
Proactive classroom practice prevents disruption
Clear explanations, purposeful tasks, and active monitoring reduce the need for correction.
Fair and predictable responses reinforce shared norms
Calm, proportionate responses protect dignity and reinforce expectations when learning is disrupted.
Climate is maintained through thousands of small adult decisions made under pressure.
How this fits the EBTD ecosystem
The Foundations of a Climate for Learning describe the conditions pupils need in order to learn well.
They sit alongside:
- Creating a Climate for Learning in Bangladesh (BD) – a practical, SEO-focused overview linking behaviour for learning, classroom routines, leadership, and professional development
- The EBTD Framework for Great Teaching – what effective teaching looks like
- EBTD Leadership Behaviours – how adults act
- EBTD Deliberate Practice – how habits change
- The EBTD Foundations of Effective Professional Development – how improvement is sustained
Together, these form a coherent, evidence-informed system for improving learning in Bangladesh.
Explore each foundation to understand how leadership decisions, classroom structures, and everyday practice combine to create calm, focused, learning-centred schools.
Frequently asked questions
What is the EBTD Foundations of a Climate for Learning in Bangladesh (BD)?
The EBTD Foundations of a Climate for Learning in Bangladesh (BD) is a research-informed framework describing the conditions that make learning possible in classrooms and schools. It focuses on leadership, consistency, learning-focused routines, explicitly taught learning behaviours, proactive classroom practice, fair responses, and sustained professional learning.
Is this a behaviour policy or a sanctions system?
No. This is not a sanctions system or a behaviour policy template. It is a climate framework: it explains how routines, consistency, teaching practice and fair responses combine to protect learning time and pupil dignity.
Is the framework a checklist or a sequence of steps?
No. The foundations are interdependent and are not implemented in a fixed order. Schools strengthen climate by aligning leadership responsibility, learning structures, and everyday classroom practice rather than completing foundations one at a time.
Why does consistency matter for a climate for learning?
Consistency creates safety, fairness and focus. When expectations and adult responses are predictable, pupils spend less energy negotiating boundaries and more attention on learning. Consistency also protects teachers by reducing conflict and uncertainty.
How does this connect to the wider EBTD ecosystem?
The Climate for Learning Foundations describe the conditions pupils need. The EBTD Framework for Great Teaching describes effective teaching practices. EBTD Leadership Behaviours describe how adults act, and the EBTD Deliberate Practice Model describes how habits change through modelling, rehearsal, feedback and reflection. The EBTD Foundations of Effective Professional Development explain how schools sustain improvement over time.