Critical theorists contend that power distributed within social institutions (e.g., schools, school districts) is inequitable, favoring those in dominant social groups. The oppression experienced by minoritized or marginalized youth impacts students' experience in school and their educational outcomes (Proctor, 2016). To disrupt this oppression, educators should take action to promote a positive school climate in a manner that prioritizes the needs and outcomes of minoritized and marginalized students. This requires an understanding of school climate as a construct and the sociopolitical forces that shape it. This chapter briefly expands on the discussion provided in Section I to offer such a conceptualization and lay the foundation for Section II. Inclusive in this chapter is a general overview of strategies used in schools to promote school climate for minoritized and marginalized youth prior to subsequent chapters in which this topic is addressed for specific racial and ethnic groups. [This is the in press version of a chapter that will be published in: "A Primer for Creating Positive School Environments for Minoritized and Marginalized Youth" edited by T. La Salle, Routledge.]