Introduction: In contemporary educational psychology, the paradigm has progressively shifted from solely examining individual learner attributes to exploring the interactive ecology of learning environments. Within this perspective, the construct of Classroom Psychosocial Climate Dynamics has emerged as a cornerstone for explaining students’ motivational and behavioral outcomes. Concurrently, School Engagement—conceptualized as a multidimensional construct encompassing behavioral, emotional, and cognitive dimensions—serves as a critical protective factor against academic alienation and school dropout. This review article aims to theoretically conceptualize the dynamic psychosocial climate of the classroom and synthesize theoretical frameworks and empirical evidence regarding its influence on fostering student school engagement.

Methods: Employing a narrative-analytic review methodology, a systematic search was conducted across international and national academic databases (including Scopus, Web of Science, ERIC, PsycINFO, and relevant domestic indices) covering studies published from 2000 to 2024. Theoretical orientations—primarily Self-Determination Theory (SDT), Bronfenbrenner’s Bioecological Model, and classroom-based attachment theory—alongside empirical findings were critically evaluated and synthesized.

Findings: The synthesis reveals that the dynamics of the classroom psychosocial climate are characterized by three fundamental pillars: interpersonal relational support (teacher-student rapport and peer connectedness), structural instructional clarity, and autonomy support. Empirical evidence demonstrates that a positive psychosocial climate directly and indirectly predicts higher levels of behavioral participation, emotional belongingness, and cognitive self-regulation. This mechanism operates primarily through the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Furthermore, teacher pedagogical styles and students’ developmental stages were identified as pivotal moderators of this nexus.

Conclusion: The classroom psychosocial climate is not a static backdrop, but an evolving, transactional ecology co-constructed through ongoing interactions. Educational practitioners, school leaders, and instructional designers can bolster multidimensional school engagement by cultivating psychological safety, reinforcing cooperative peer norms, and adopting autonomy-supportive instructional strategies. Finally, emerging conceptual gaps and prospective avenues for future cross-cultural and longitudinal empirical inquiry are discussed.