Despite a heightened focus in recent years on the need to more effectively prepare, support, and retain new teachers, teachers in their first five years in the classroom continue to leave the profession in alarming numbers. This report suggests that current teacher education programs and school induction efforts commonly undervalue or overlook a potentially pivotal aspect⬠how the social-emotional climate in classrooms and schools impacts new teachers' attitudes toward their work and their decisions about whether to remain in the profession. In response, this report reviews relevant research with a specific focus on the influence of this climate on new teachers.