The purpose of this study were to examine whether there exist a relationship between social climate factors of (he school and students' sense of school belonging; to investigate whether social climate factors of the school predicted students' sense of school belongingness; to examine the personal relationships in the school or structural characteristics of the school were -more important 'in predicting students ' sense of school belonging; and to compare mean score difference between male and female students' scores in social climate factors of the school and ~ense of school belonging sd&les. A tota,.{ of 208 subjects, (j l lmales and 97 females) were involved in the study. A 6-poini likert scale questionnaire was used to gather data about social climate factors of the school a~d stude-~ts' sense of school belonging from first cycle secondary high schoolstudents of Amuru Wore:da. Correlation, multiple regression and t-test were used for analysis. Correlation analysis depicted that except perceived violence in the school which had negatively significant moderately strong relationships with students' sense of school belonging all other social climate factors of the school had-positive, significant, moderately strong, association with students' sense of school belonging. Results obtained through multiple regression displayed that 78.1% of the variance in sense of school belonging was accounted for · )_, .. by social climate factors of the school. Beta coefficients depicted that, Perceived quality of teacher-student, administrator-student and peerrelationships, perceived physical environment of \ the schooiand perceived availability of supporting resources had statistically significant positive effects on students' sense of school b_elonging(fJ=.308, p< 0. 05, fJ=.-109, p< 0. 05, fJ=.18, p< 0. 05, fJ=. j 98 ,p< 0. 05 and fJ=.187, p< 0. 05,)- respectively. However, perceived violence in the school had st~tistically"';ignificant negative effect on students' sense of ;chool belonging (fJ=J.27, p« .. . ..,,,.. ,... . 0. 05). Fif!thermore, personal relationships of students,.in the school were more important than structural characteristics of the school in pr<fdU:ting students' sense of school belonging (/3 = . 742, p< 0.05 and fJ = .108, p< 0.05) rfspectiyely. The t-test comparisons revealed that there were no niean score difference between male and female students on all social climate factors of the school .. and sense of school belonging scale scales. Finally, it was concluded that except ·perceptions of violence in the· school, all-other social climate factors of the school had positive influence on students' positive feeling towards the school: Yet, perceived vfolence in the s~hool had negative impact on the development of students' sense of school belonging. prominently, these have implications for policy makers, school administrators and teachers to boost students' positive feeling towards the school by designing a program that focus on the improvement of - ' Abstract . ' · belonging. i social. climate factors of the school which leads to the enhancement of students' sense of school v