This study on “SCHOOL CLIMATE AS CORRELATE OF STUDENTS ACADEMIC PERFORMANCE AND SOCIO-EMOTIONAL DEVELOPMENT” investigates the relationship of school climate with students academic performance and socio-emotional development at Cagsiay III ES, Cagsiay III – Annex ES, Cagbalete II ES and Sto. Niño ES in Mauban South District, Quezon. Employing a descriptive correlational research design, the study examines how key aspects of school climate—engagement, safety, and environment—affect students academic performance (in literacy and numeracy) and socio-emotional development. Data are collected using a researcher-made questionnaire, along with assessments of students literacy (Phil-IRI) and numeracy (Mean Percentage Scores). A total of 105 intermediate students are selected through purposive sampling, and Pearson Product Moment Correlation is used to analyze the data. The findings reveal that students perceive a highly positive school climate, with strong perceptions of engagement, safety, and a conducive learning environment. These perceptions are significantly correlated with higher levels of academic performance and enhanced socio-emotional skills. Emotional safety, in particular, emerges as a key factor in fostering socio-emotional development. The results highlight the importance of a supportive, inclusive, and well-maintained school environment in promoting both academic achievement and emotional well-being. This underscores the need for schools to prioritize a holistic climate that nurtures students academic and emotional growth.