Examining the Role of School Climate in Predicting Student Engagement and Dropout Intention in Public Secondary Schools in Rivers State

School climate is an empirically supported predictor of student engagement and dropout risk, yet its specific role within the Rivers State secondary school context has not been systematically examined. This study investigated the role of school climate in predicting student engagement and dropout intention among public secondary school students in Rivers State, South South Nigeria. A descriptive predictive design was used, with 500 students sampled from fifteen secondary schools across Port Harcourt, Obio-Akpor, and Ikwerre local government areas. The Comprehensive School Climate Inventory (CSCI), the Student Engagement Instrument (SEI), and the Dropout Intention Scale were administered. Structural equation modelling was used to assess direct and indirect predictive pathways. Findings confirmed that school climate significantly and positively predicted student engagement and negatively predicted dropout intention. Safety, supportive teacher relationships, and sense of belonging emerged as the most impactful school climate dimensions. Engagement significantly mediated the relationship between school climate and dropout intention. Students in peri-urban schools reported significantly lower positive climate perceptions. The study fills a gap in the Rivers State educational psychology literature and provides counsellors and administrators with empirically grounded strategies for reducing dropout. Recommendations included systematic school climate assessment, counsellor-led student belonging initiatives, and school administrator training in participatory school improvement processes. Keywords: school climate, student engagement, dropout intention, public secondary school, Rivers State.