Introduction School social climate is the sum of perceived expectations, interactions and evaluations of a school’s social actors reflecting on the atmosphere of the school. The positive setting of school social climate shapes the form and the spirit of the local learning community. It manifests itself in the community members experiencing a phenomenon termed Sense of community (McMillan; Chavis, 1986). School sense of community serves as a model for school social climate description and comparison. The aim of this research is to compare the perceived strength of community with diversity of extracurricular activities. We supposed more extracurricular activities cultivate a learning community with higher completion rates and with consequences for courses design. Sense of community was used as well for study of religious pluralism and perceptions of inclusion among students (Bottom et al., 2013), perception of justice (Petrillo et al., 2013), and social justice attitudes and student activism (Torres - Harding et al., 2015).