<![CDATA[This study examined the interplay among classroom climate, social-emotional learning (SEL), and student engagement within the framework of learning environment management. With growing global and Philippine recognition of holistic education, effective classroom management extended beyond discipline to fostering supportive climates, SEL integration, and strategies that sustained engagement. The review synthesized empirical evidence from international and local studies, employing a systematic narrative approach that included peer-reviewed research published between 2010 and 2025, spanning K–12 and higher education contexts. Findings revealed that a positive classroom climate promoted SEL, SEL enhanced behavioral, emotional, and cognitive engagement, and engagement, in turn, reinforced a constructive climate. Integrated models, including ecological systems theory, self-determination theory, and whole-school approaches, underscored the dynamic and reciprocal relationships among these constructs. Philippine studies demonstrated alignment with international findings, yet gaps remained, particularly in longitudinal research, multivariate modeling, and culturally responsive frameworks. The review highlighted practical implications for teacher professional development, policy formulation, classroom routines, and engagement-focused instructional design. It also emphasized the need for localized SEL initiatives, strengthened teacher preparation programs, and climate-based evaluation systems. In conclusion, learning environment management was best understood as an interconnected system, requiring culturally relevant, integrative strategies to optimize student outcomes. Future research should prioritize longitudinal, mixed-method, and cross-cultural studies to further validate and refine these models.]]>
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