The school environment plays a significant role in shaping students’ behaviour, attitudes, and learning experiences. A positive and supportive school environment contributes to the maintenance of effective classroom discipline, which is essential for successful teaching-learning processes. The present study aims to examine the relationship between school environment and classroom discipline among secondary school students. The study focuses on various dimensions of school environment such as physical facilities, teacher-student relationships, administrative support, peer interaction, and overall school climate, and how these factors influence classroom discipline. A descriptive survey method was employed for the study. Data were collected from students and teachers of secondary schools through standardized questionnaires related to school environment and classroom discipline. The sample consisted of students selected through random sampling techniques from urban and rural schools. Statistical techniques such as mean, standard deviation, and correlation analysis were used to analyze the data. The findings of the study indicate that a healthy and positive school environment significantly contributes to better classroom discipline. Schools with supportive teachers, adequate infrastructure, democratic administration, and cooperative peer groups were found to have fewer disciplinary problems. The study also reveals that students studying in positive school climates demonstrate higher levels of self-control, responsibility, and participation in classroom activities. The study highlights the importance of creating a conducive school environment for promoting discipline and improving educational outcomes. The findings may help school administrators, teachers, and policymakers in developing effective strategies for maintaining classroom discipline and enhancing the overall quality of education.