Social climate is a psychosocial environment needed for culturally diverse groups in order to succeed in school. This descriptive study, specifically, sought to determine the teachers’ classroom social practices in supporting IP learners in classroom work; identify the kind of strategies used by teacher participants in maintaining a positive social climate; ascertain the participants’ preparedness for challenges in teaching and nurturing IP learners and determine the problems encountered by teacher participants in dealing with the IP children. The seven teachers, who taught IP children, were the respondents in one of the barangay schools in Badiangan, Iloilo. A four-point scale and five open-ended questions were developed and used to gather data needed to determine the teachers’ classroom practices for the IP learners. The findings showed that teachers’ classroom social practices encouraged the IP learners to get involved in the learning environment. This indicated that an accepting social climate is an important school factor which influences the participation and school completion of the IP students.