In recent decades, much international research has been carried out on school climate and its relationship with learning, socioemotional, and health outcomes (Berkowitz et al., 2017; La Salle, Rocha-Neves, et al., 2021; Pizmony-Levy et al., 2019). Limited research has been carried out to investigate the relationship between school climate and educational inequalities, with particular reference to the results obtained by minoritized students. This contribution focuses on this issue, and it is organized as follows. First, The International School Climate Collaborative, which led to the cross-cultural adaptation of the Georgia School Climate Survey, is presented with normative data for the use of the survey with secondary school students in four countries: Germany, Italy, Latvia, and the United States (La Salle, Rocha-Neves, et al., 2021). Second, the theme of the relationship between School Climate and Educational Equity is focused on the basis of the most recent scientific literature. Third, the theme of the relationship between School Climate and Educational Equity is focused on comparing four countries: the United States, Germany, Italy, and Latvia. Fourth, the practical implications are investigated, focusing on three possible interventions that could be useful for improving the school climate while promoting equity and valuing cultural differences. (PsycInfo Database Record (c) 2024 APA, all rights reserved).