Across the United States, there is an increased interest in improving school climate, reflecting a deepening understanding of the foundational role that school climate can play in supporting students' well-being, learning, and development. School climate is constructed from norms, expectations, and interpersonal relationships that come together to shape the experiences of students and educators in school. Research from the science of learning and development (SoLD), which synthesizes insights from many fields, reveals that secure relationships and children's feelings of safety and support are foundational for effective learning and development. Though policymakers and researchers agree on the importance of positive school climates for learning and development, the field lacks a comprehensive understanding of how schools use climate data to inform improvement. This study addresses this gap by examining the processes used by three California middle schools to interpret and use climate data to inform practice and policy. These geographically diverse schools employ innovative data practices and use distinct districtwide climate surveys. Additionally, they operate in districts that systematically support climate data use, allowing for an examination of district-level conditions that enable data use at the school level.