Social and emotional learning (SEL) programs are an effective approach not only for preventing risky behaviors and promoting mental health, but also for fostering a positive school climate. School climate is a concept with vague boundaries. Although there is no real consensus on its definition, several indicators are used in PSD studies to capture this school climate (e.g., teacher-student relationships, prosocial behavior, anxiety, bullying, violence). In this presentation, we will discuss the effects of various CPS development programs on these different indicators of school climate. More specifically, we will first examine the effects of targeted programs (i.e., programs that specifically address one CPS over one or more sessions), then those of cross-cutting programs (i.e., programs that address multiple CPS simultaneously through positive psychology practices or by meeting students’ fundamental psychological needs), and finally those of multi-component programs (i.e., programs combining several positive psychology practices). While all three types of programs have positive effects on the school climate, multi-component programs appear more promising because they are better suited to adapting to student diversity. The mechanisms explaining the effects of these three types of programs will also be discussed.