Research on perceptions of the school environment has found that they influence depression, rejection, and problems with school and achievement levels. There has been minimal research into the extent to which perceptions of the school environment are determined by nature and nurture. The process for nature's influences on environmental measures may lie in behavioral influences and genetics that determine interactions between individuals and the environment. The study by Shelia Walker and Robert Plomin, as outlined in a collaboratively written journal article, is examining the influences of nature and nurture on children's perceptions of the school environment and to test the relationship between these perceptions and children's academic outcomes. nine year old children. children. The results of this research indicate whether or not the children were in the same room or not, genetics played a minimal role in the research. While non-shared environments represented the majority. It was interesting to find that shared environments mattered very little and did not even represent any association for academic outcomes. This indicates that genetics influence children's vision in the classroom, even when a non-shared environment plays a minimal role. Overall, children's educational experience mainly aims to ensure that children in the classroom tend to differentiate themselves further rather than bringing them together. And the classroom environment had little effect on academic achievement (Plomin & Walker, 2006, pp.