The paper describes the development of a school climate assessment procedure for the perspective of middle school students. The proposed procedure focuses on the identification of the structure of students' reprecenantion of their school and emotions associated with the elements of the representations. Data are created using a combination of focus groups and a questionnaire method. The aim of the focus groups is to explore the representations and find out which parts are shared (sharedness being an elementary aspect of most conceptualistaions climate). The follow-up questionnaire assesses the prevalence of identified elements of representations in the school. The paper presents empirical findings form the application of the pproposed assessment procedure in 5 middle school in Czech Republic.