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CULTIVATING COMMUNITY
Cultivating Community: A Comprehensive Examination of School Climate and Culture
at North East Middle School
A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education
In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Education
Corey Joseph Garland
PennWest University of Pennsylvania
July 2025
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© Copyright by
Corey Joseph Garland
All Rights Reserved
July 2025
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Dedication
I dedicate my Doctoral Capstone Project work to everyone who has supported me
throughout this ambitious and arduous journey. To my wife, Jordyn, you have spent the last
twenty years supporting me to be the best partner, father, educator, and leader that I can be.
Thank you for being my Excel wizard, my rock, my confidante, and my constant reminder of
what truly matters. Your strength, patience, and unwavering belief in me have been the
foundation of everything I have accomplished to this point. I love you.
To my children, Rowan and Scarlett, thank you for providing me with the smiles and joy
that I needed throughout this process. My goal was to never let my professional pursuits get in
the way of my personal commitments. As a leader, I prescribe to the notion that family always
comes first. The late nights and early mornings were all worth it because I never wanted to miss
a single moment that mattered… Creating a culture at work was never worth ruining what your
mother and I have worked so hard to build at home. I love you crazy kids.
To my staff, students, community stakeholders, and colleagues - thank you for your
encouragement, wisdom, and faith in me every step of the way. Your support, whether through a
simple word of reassurance or a timely act of kindness, meant more than you’ll ever know. This
journey has been one of growth, reflection, and relentless perseverance. I am proud of this work,
but I am even more grateful for the people who stood beside me through it all. This capstone is
not just the culmination of my academic pursuit - it is a tribute to the love, sacrifice, and
community that made it possible. Go Pickers!
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Acknowledgements
I would like to thank my grandfather, James Jay Garland, for inspiring me to become an
educational leader. His work as a principal within the Pymatuning Valley School District
inspired my own journey, and I will be forever grateful for the knowledge, skills, and
dispositions I possess today that can only be attributed to him. I hope I have made him proud.
I would also like to thank the North East School District, specifically Dr. Michele
Hartzell (Superintendent) and Mr. Brian Emick (Assistant to the Superintendent), for investing in
me by allowing me to pursue this doctoral degree. On that note, I would like to specifically thank
the following individuals for their guidance and support:
Dr. Stephanie Williams, for all of your assistance as my Capstone Faculty Chair. Thank
you for your leadership, patience, guidance, and support during my many revisions. I truly
appreciate your support through this process and would not have finished without you.
Mr. Greg Beardsley, for being the original visionary leader of the North East Middle
School. Our district will forever be indebted to you for your 35 years of service and commitment
to excellence. I hope this study – and the work that went into it – will help the middle school
build upon the foundation of greatness you left behind.
Dr. William Renne, for so many things. You are the barometer. After working with you
for the last four years, I often find myself asking “What would Bill do?” I value your friendship,
mentorship, and your leadership more than I can put on paper. Thank you for your guidance
through this process and for inspiring me to pursue my Ed.D. while I was your Assistant
Principal.
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Table of Contents
Dedication
iv
Acknowledgements
v
List of Tables
xiii
List of Figures
xiv
Abstract
xvi
CHAPTER I. Introduction
1
Background
1
Capstone Focus
2
Research Questions
3
Expected Outcomes
3
Fiscal Implications
4
Summary
5
CHAPTER II. Review of the Literature
6
Defining School Climate and Culture
7
Definition of School Climate and Culture Within the Middle School Context
7
Importance of Fostering a Positive and Productive Learning Environment
8
Overview of the Role of School Leadership in Shaping School Climate and Culture
9
Leadership and School Climate
10
Critical Role of Principals in Establishing a Positive School Climate
10
Principal Actions that Impact School Climate
12
Evidence-Based Learning Strategies to Enhance Climate
14
How Principals Model Positive Learning Behaviors for Both Students and Teachers
15
School Climate and Student Achievement
16
Impact of Positive Climate on Student Outcomes
16
Social-Emotional Learning as a Factor in Fostering Academic Success
17
Engagement and Dropout Prevention
18
Engaging At-Risk Students Through Improved School Climate
19
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Teacher Turnover and School Climate
20
Influence of School Leadership on Teacher Morale
21
Impact of Teacher Morale on Student Achievement
22
School Climate and Equity
23
Discipline Disparities
23
Restorative Practices
24
Trusting Relationships
25
Cultivating Culture Through Positive Relationships
26
Strategies for Building Trust Between Teachers and Marginalized Students
27
Middle School Restructuring and Achievement
27
Impact of Equitable Leadership Practices on Student Achievement
28
School Climate with Regard to PBIS and Student Behavior
29
Improving School Climate
29
Discipline Practices’ Effects on School Climate
30
Facility Design and School Climate
31
Influence of Facility Design on School Climate and Learning Outcomes
31
How Modern, Flexible Learning Spaces Impact Student Behavior and Attitudes
32
The Role of Physical Safety and School Structure in Creating a Positive Climate
33
The Impact of School Security Measures on Student Perceptions of Safety
and Belonging
34
Family-School Partnerships and School Climate
35
The Role of School Leadership in Promoting Family Involvement to Enhance
School Climate
35
Fostering Family and Community Involvement
36
Culturally Responsive Engagement Strategies
36
Comprehensive School Reforms
37
Multi-Tiered Systems of Support (MTSS) as a Framework for Improving
School Climate
38
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School Climate and Risk Behaviors
39
Risk Behavior Prevention
39
Preventing Bullying and Promoting Prosocial Behavior Through Climate Interventions
40
Administrative Recognition of Prosocial Behaviors
41
Leadership’s Role in Ensuring Student Safety and Well-Being Through
Climate Initiatives
42
Effectiveness of Social-Emotional Learning Programs in Reducing Student
Risk Behaviors
43
Summary
43
CHAPTER III. Methodology
46
Purpose of the Study
47
Research Questions
48
Setting and Participants
50
Setting
50
Student Participation
52
Consent
53
Staff Participation
53
Parent Participation
58
Research Plan
60
Foundation in Literature
60
Description of Research Plan
61
Research Methods and Data Collection
63
Description of Research Design
63
Quantitative Data Collection
63
Qualitative Data Collection
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Document Analysis
64
Integration of Data Sources
65
Data Collection Timeline
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Fiscal Implications
Validity
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66
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Types of Validity Considered
67
Methods to Increase Validity
68
Triangulation of Data
70
Summary
71
CHAPTER IV. Data Analysis and Results
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Data Analysis
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Quantitative Data Analysis
72
Qualitative Data Analysis
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Results
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Student Survey Summary
75
Student Survey Section 1: Bullying and Its Implications on School Safety
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Student Survey Section 2: Perceptions of School Safety
79
Student Survey Section 3: Perceptions of Peers
81
Student Survey Section 4: Perceptions of Instructional Practices and
Teacher Support
86
Student Survey Section 5: Perceptions of Staff Availability
88
Student Survey Section 6: Teacher Responsiveness and Fairness
91
Student Survey Section 7: Student Engagement and Classroom Experience
93
Student Survey Results
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Parent/Guardian Survey Summary
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Parent/Guardian Survey Results
102
Faculty/Staff Survey Summary
102
Staff Survey Section 1: Perceptions of School Safety
107
Staff Survey Section 2: Perceptions of Contextual School Safety
110
Staff Survey Section 3: Perceptions of Student Behavior and Peer Culture
111
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Staff Survey Section 4: Instructional Practices and Beliefs About Student Learning
116
Staff Survey Section 5: Leadership, School Climate, and Academic Expectations
119
Staff Survey Results
123
Student Structured Interviews
123
Student Structured Interviews Summary
136
Parent/Guardian Structured Interviews
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Parent/Guardian Structured Interviews Summary
149
Staff Structured Interviews
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Staff Structured Interviews Summary
158
PBIS Data Analysis
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Total Office Disciplinary Referrals (ODRs) by Disciplinary Action
160
Total Behavior Infractions
162
Grade Level ODR Distribution
163
Grade Level Points Distribution
165
ODR Quarterly Breakdown
166
Total Quarterly Points Awarded
167
Attendance Summary (2023-24 vs. 2024-25)
168
PBIS Conclusions
170
Observation Checklist Analysis
171
Additional Anecdotal Data
176
Component 2b: Culture for Learning Anecdotal Evidence
176
Discussion
179
Research Question 1
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Summary of Research Question 1
180
Research Question 2
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Summary of Research Question 2
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Research Question 3
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Summary of Research Question 3
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Summary
183
CHAPTER V. Conclusions and Recommendations
185
Conclusions
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Positive Climate with Areas for Growth
185
Role of Leadership and Visibility
187
Effectiveness of PBIS Implementation
188
Importance of Relationships and Equity
188
Equity and Support for Diverse Learners
189
Data Triangulation
190
Recommended Areas for Growth
191
Limitations
192
Sample Size
192
Self-Reported Data and Validity Concerns
192
Time Constraints
194
Demographics
195
PBIS Implementation Stage
195
Observation Bias
196
Recommendations for Future Research
196
Summary
198
References
200
APPENDECIES
207
APPENDIX A. IRB Approval
208
APPENDIX B. District Approval Letter
209
APPENDIX C. Student Climate Survey
210
APPENDIX D. Faculty/Staff Climate Survey
211
APPENDIX E. Parent/Guardian Climate Survey
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APPENDIX F. Informed Participant Consent Form
213
APPENDIX G. Assent to Participate in Research Study Form
214
APPENDIX H. Student Structured Interview Questions
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APPENDIX I. Staff Structured Interview Questions
216
APPENDIX J. Parent/Guardian Structured Interview Questions
217
APPENDIX K. School Climate/Culture Observation Rubric
218
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List of Tables
Table 1. Student Responses to PA Climate Questions 2-6 (Bullying)
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Table 2. Student Responses to PA Climate Questions 7-9 (Safety)
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Table 3. Student Responses to PA Climate Questions 10-25 (Perceptions of Students)
80
Table 4. Student Responses to PA Climate Questions 26-30 (Perceptions of Teachers)
86
Table 5. Student Responses to PA Climate Questions 31-36 (Equity and Inclusivity)
88
Table 6. Student Responses to PA Climate Questions 37-39 (Perceptions of Teachers’
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Practices)
Table 7. Student Responses to PA Climate Questions 40-42 (Perceptions of Classes)
93
Table 8. Results of Parent/Guardian Climate Survey (Questions 3-16)
97
Table 9. Results of Staff Climate Survey (Questions 5-10)
107
Table 10. Results of Staff Climate Survey (Questions 11-13)
109
Table 11. Results of Staff Climate Survey (Questions 14-29)
111
Table 12. Results of Staff Climate Survey (Questions 30-36)
116
Table 13. Results of Staff Climate Survey (Questions 37-47)
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List of Figures
Figure 1. North East School District Demographics
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Figure 2. North East Middle School Demographics
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Figure 3. Faculty and Staff Roles
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Figure 4. Faculty and Staff Placement(s)
55
Figure 5. Faculty and Staff Experience in Education
55
Figure 6. Faculty and Staff Experience at North East Middle School
56
Figure 7. Adult Relationship to North East Middle School Student
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Figure 8. Current Grade Level of Student Attributed to Respondent
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Figure 9. Grade Level Breakdown of PA School Climate Survey
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Figure 10. Relationship to Student(s)
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Figure 11. Current Grade Levels of Respondents’ Children
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Figure 12. Role of Staff Respondents
103
Figure 13. Building Level of Staff Respondents
104
Figure 14. Overall Experience of Staff Respondents
105
Figure 15. Contextual Experience of Staff Respondents
106
Figure 16. Action Summary (2023-24 vs. 2024-25)
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Figure 17. Total Office Disciplinary Referrals
161
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Figure 18. Infractions by Grade Level (%)
163
Figure 19. PBIS Points Awarded by Grade Level (%)
165
Figure 20. Total ODRs by Quarter
166
Figure 21. Total PBIS Points Awarded by Quarter
167
Figure 22. 2023-2024 Attendance Summary
168
Figure 23. 2024-2025 Attendance Summary
169
Figure 24. Walkthrough #1 – Hallway (Morning Arrival)
171
Figure 25. Walkthrough #2 – Hallway (Class Transition)
172
Figure 26. Walkthrough #3 – Cafeteria (6th Grade Lunch)
173
Figure 27. Walkthrough #4 – Cafeteria (8th Grade Lunch)
174
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Abstract
This capstone research project explored stakeholder perceptions of school climate and culture at
North East Middle School during the 2024–2025 academic year. A positive school climate is
linked to stronger student engagement, achievement, and social-emotional growth. Using a
mixed-methods design, the study collected data through surveys, structured interviews,
walkthrough observations, and PBIS implementation results. Three research questions guided the
analysis: Stakeholder perceptions of climate and culture, underlying factors contributing to
current conditions, and strategies for improvement. Quantitative data were analyzed using
descriptive statistics, while qualitative responses were coded thematically. Results indicated
generally positive perceptions across students, staff, and families, particularly in areas of safety
and relationships. However, concerns included inconsistent communication, uneven adult
supervision in hallways and lunchrooms, and the need for stronger behavior expectations. PBIS
data revealed early signs of progress, particularly through recognition systems and targeted
reteaching of expectations. Overall, findings suggest that improving visibility of adults, refining
behavior systems, and enhancing stakeholder engagement will help strengthen the overall
climate and culture of the school.
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CHAPTER I
Introduction
The climate and culture of a learning environment play a critical role in shaping the
academic, social, and emotional outcomes of students and educators. North East Middle School,
situated within the North East School District in Erie County, Pennsylvania, is currently at a
crossroads where cultivating a positive and productive school climate aligns directly with the
district’s overarching Vision 2028 initiative (Hartzell, 2024). As the newly-appointed leader of
this institution, the researcher recognizes the pressing need to address the existing challenges that
hinder the school’s ability to foster an environment of safety, collaboration, and excellence. This
chapter introduces the focus of this doctoral capstone project: Understanding and improving the
current school climate and culture at North East Middle School.
Background
The importance of a positive school climate is well-documented in educational research.
Effective learning environments promote student engagement, academic success, and emotional
well-being. As Thapa et al. (2013) note, “school climate is defined as ‘the quality and character
of school life,’ shaped by the shared experiences of students, teachers, and staff through
relationships, values, norms, and attitudes” (p. 358). Conversely, schools with negative climates
often face higher rates of disciplinary issues, disengagement, and turnover among staff and
students. Research by Wang and Degol (2016) emphasizes that “positive school climates reduce
achievement gaps by fostering equitable learning environments” (p. 63). The researcher’s role as
the principal of North East Middle School provides a unique vantage point to assess and address
these issues comprehensively. Guided by the North East School District’s belief in the mantra
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“Maslow before Bloom” (Berger, 2020, para. 1), the researcher prioritizes meeting the basic
social-emotional needs of all students and staff as the foundation for any academic success.
According to teacher survey data from February 2024 and anecdotal notes from
conversations with students and families, the challenges facing North East Middle School
include inconsistent perceptions of safety and belonging among stakeholders, disciplinary
disparities, and a lack of cohesion by past administration in fostering a collaborative culture
(Garland, 2024). Addressing these concerns aligns directly with the researcher’s professional
responsibility to lead a school where every individual feels valued and supported.
Capstone Focus
The purpose of this capstone project is to explore and address the factors that influence
the school climate and culture at North East Middle School. The researcher’s reflections,
grounded in both personal experience and initial contextual observations, reveal a pressing need
for targeted interventions that address disparities in student engagement, teacher morale, and
collaborative practices. As research highlights, fostering a positive school climate requires
intentional strategies to bridge these gaps. For instance, Grissom et al. (2013) emphasize that
effective leadership, characterized by promoting collaboration and professional development,
directly impacts teacher satisfaction and student outcomes (p. 444). Similarly, Louis and
Wahlstrom (2011) emphasize that principals who model continuous learning and foster
collaboration among staff create environments that support both teacher satisfaction and student
success (p. 27). These evidence-based insights have been instrumental in shaping the focus of
this research, highlighting the transformative potential of strategic, targeted approaches to culture
building.
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This capstone study is grounded in a mixed-methods research approach, combining
quantitative surveys with qualitative interviews, observations, and document analysis. By
engaging with the perspectives of students, teachers, staff, parents, and community members, the
researcher aims to identify strengths, challenges, and actionable strategies for school
improvement. Ultimately, this work seeks to align the school’s practices and procedures with the
district’s vision, mission, and shared values in order to ensure a supportive and inclusive
environment.
Research Questions
To guide this investigation, the following research questions have been formulated and
refined to fit this contextual analysis:
1. What are the current perceptions of students, teachers, and parents regarding the
climate and culture at North East Middle School?
2. What are the underlying factors contributing to the existing climate and culture?
3. What potential strategies can be implemented to enhance the climate and culture based
on the perceptions and underlying factors identified?
These questions are integral to uncovering the root causes of current challenges and seeking
evidence-based strategies for sustainable school improvement.
Expected Outcomes
The desired outcomes of this capstone project include:
•
A detailed understanding of stakeholder perceptions and experiences regarding
school climate and culture.
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Identification of key factors that influence the current environment, including
both strengths and areas for improvement.
•
Development of targeted strategies and interventions to foster a more positive,
equitable, and productive school climate.
•
Enhanced alignment with the district’s aforementioned Vision 2028 goals of
creating a culture of caring citizens who respect themselves, others, and their
community.
Initial actions include implementing the Pennsylvania School Climate Survey (Pennsylvania
Department of Education, n.d.-b) to capture comprehensive data and then conducting stakeholder
interviews to gain qualitative insights. These actions will provide a foundation for informed
decision-making and targeted interventions.
Fiscal Implications
Improving school climate and culture inevitably involves financial considerations.
Investments in professional development, social-emotional learning (SEL) programs, incentives
for positive behavior, and updated resources for both students and staff are anticipated. For
instance, training sessions on trauma-informed practices and inclusive leadership may require
additional funding. Similarly, the implementation of PBIS (Positive Behavioral Interventions and
Supports), restorative practices, and SEL curricula will necessitate the allocation of resources.
However, the benefits of these investments are far-reaching and can be adapted to diverse
educational contexts.
Districts with varying levels of resources can scale these initiatives to suit their budgets
by leveraging grant opportunities, community partnerships, and state or federal funding
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programs. For example, PBIS frameworks have been successfully implemented in schools across
socioeconomic contexts by utilizing tiered approaches that match the resources available
(McIntosh et al, 2018). Similarly, restorative practices and SEL programs can be customized to
align with the unique cultural and demographic needs of different districts, promoting equity and
inclusivity regardless of location (Osher & Kendziora, 2017).
Furthermore, the modular nature of these strategies makes them applicable across a range
of educational environments, from urban to rural settings. Professional development on traumainformed practices, for instance, addresses the universal challenges faced by students and staff,
making it a valuable investment for any district. By sharing best practices and collaborating with
other schools, districts can create networks of support that solidify the impact of these initiatives.
Ultimately, the strategies outlined in this research project are not only evidence-based but also
adaptable, ensuring their relevance and effectiveness in varied educational contexts.
Summary
This chapter has outlined the foundational aspects of this doctoral capstone research
project, emphasizing the importance of understanding the current school climate and culture of
North East Middle School. By exploring stakeholder perceptions, identifying underlying factors,
and proposing actionable strategies for improvement, this research seeks to have a transformative
impact on the school and community at large. The next chapter, the Literature Review, delves
into the theoretical frameworks and empirical evidence that support the importance of school
climate and culture, providing a robust foundation for this inquiry.
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CHAPTER II
Review of the Literature
Middle Schools represent a pivotal crossroads in the academic journey of students,
shaping not only their educational outcomes but also their social and emotional trajectories. This
period of development is profoundly influenced by the climate and culture of the schools in
which students are immersed. Research has consistently underscored the critical role of school
climate and culture in fostering environments where students and educators can thrive. For
instances, studies have shown that positive school climates are associated with academic
performance, higher levels of student engagement, and reduced behavioral issues (Wang &
Degol, 2016). Similarly, research highlights that schools with strong, inclusive cultures promote
equity, collaboration, and a sense of belonging, essential elements for student success during
adolescence (Thapa et al., 2013).
The intersection of school climate, culture, and leadership further illuminates how these
elements can be leveraged to address the unique challenges of middle school settings. Empirical
evidence suggests that effective leadership, particularly in fostering social-emotional learning
(SEL) and implementing frameworks like Positive Behavioral Interventions and Supports
(PBIS), plays a vital role in creating environments that nurture both students and teachers
(McIntosh et al., 2018). Furthermore, studies examining family-school partnerships and equitydriven reforms emphasize the importance of collaboration, student-centered approaches in
building climates where all learners feel safe, valued, and empowered (Bryk et al., 2010).
This body of evidence forms the cornerstone of Chapter II, which aims to bridge
theoretical frameworks with practical insights. By grounding this chapter in robust research, it
not only establishes the importance of school climate and culture, but also highlights their
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multifaceted impacts on academic achievement, student behavior, and educator engagement.
Through this lens, Chapter II sets the stage for a deeper exploration of the dynamics shaping
modern middle schools, serving as an essential foundation for understanding and addressing the
critical issues discussed in the overall dissertation.
Defining School Climate and Culture
Definition of School Climate and Culture Within the Middle School Context
According to Thapa et. al. (2013), “School climate is based on patterns of people’s
experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching
and learning practices, and organizational structures” (p. 357). This climate is not static; it
reflects the ongoing interactions within the school community. In middle schools, where students
undergo significant developmental changes, a positive climate plays a crucial role in fostering
their growth. Mitchell et al. (2010) argue, “school climate is… the shared beliefs, values, and
attitudes that shape interactions between the students, teachers, and administrators” (p. 271).
From the perspective of Deal and Peterson (2016), school culture, however, delves
deeper into the values, traditions, and rituals that define a school’s identity. These deeper, often
unspoken, aspects of the school environment shape the long-term norms and behaviors that
define how members of the school community interact and learn. Gruenert and Whitaker (2015)
further explain the difference:
If culture is a school's personality, climate is its attitude. The biggest difference between
the two is that an attitude is far easier to change than a personality. Need proof? Simply
announce to the school that tomorrow is a snow day and you might notice a sudden
change in climate as educators' and students' attitudes suddenly lift. The promise of a
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snow day doesn't change the school's personality (i.e., culture), but the collective shift in
attitude (i.e., climate) allows the school to reveal what it values. In this case, the school
climate reveals that the culture values not being in school. Of course, changing a
personality requires a more purposeful and sustained effort than does changing an
attitude. (p. 15)
Although often used interchangeably, as much of the educational research in this section
will show, school climate and culture serve different functions in shaping the overall school
experience. School climate, according to Gruenert and Whitaker (2015) is based on perceptions
and easy to change, focusing on the day-to-day atmosphere, while school culture encompasses
the deeply ingrained practices that “take years to evolve” and is based on the values and beliefs
present within leadership (p. 15). Together, they play complementary roles in creating an
environment conducive to both learning and personal development; however, for the purposes of
this paper, the primary focus will be on school climate as this study is predicated on assessing the
current context of a middle school in hopes of soon improving said context.
Importance of Fostering a Positive and Productive Learning Environment
A positive school climate is essential to promoting student success in terms of
engagement, achievement, and well-being. Bryk and Schneider (2003) note that when schools
build strong relational networks, students feel safe and connected, raising both their commitment
to learning and their achievement. The overall environment within a school can greatly impact
how students interact with their peers and educators, influencing their desire to participate and
succeed in their educational pursuits.
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Research also suggests that an inclusive school climate can mitigate the adverse effects of
social challenges and academic pressures, which are especially prevalent during middle school
years. Konold et al. (2017) argue that “a positive school climate may enhance engagement by
helping students feel more connected to school and less vulnerable to peer victimization and
other social stressors” (p. 1290). This is crucial as middle school students face developmental
changes that make them particularly vulnerable to these pressures, which can negatively impact
their academic performance and social interactions if not properly addressed.
In addition, fostering a productive learning environment helps students develop key
social-emotional skills such as empathy, self-regulation, and resilience. As Zins et al. (2004)
emphasize, “the interrelated nature of academic achievement, social-emotional learning, and
behavior supports the view that an emphasis on SEL can positively impact student success”
(p. 7). A school climate that prioritizes mutual respect, inclusivity, and academic rigor leads to
improved academic outcomes and reduced disciplinary issues, reinforcing the critical role of
leadership in shaping these dynamics (Kraft et al., 2016).
Overview of the Role of School Leadership in Shaping School Climate and Culture
School leadership is pivotal in shaping the climate and culture of a school. Principals, in
particular, serve as the key drivers of the school environment by setting the vision and values
that influence daily operations. School leaders, particularly principals, play a central role in
determining the culture of collaboration and respect within a school, which in turn impacts
student learning and teacher retention. According to Kraft et al. (2016), “when teachers strongly
agree that their administrator encourages and acknowledges staff, communicates a clear vision,
and generally runs a school well, their turnover rate is more than half compared to teachers who
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disagree” (p. 1412). By guiding the overall tone of the school, principals directly affect how both
staff and students experience the school environment.
Effective principals not only cultivate a positive climate but also make strategic decisions
related to school safety, discipline, and teacher support. Marzano et al. (2005) emphasize that a
“safe and orderly environment” is a critical school-level factor directly linked to student
achievement. The principal’s leadership in these areas significantly impacts school climate by
promoting a stable and organized environment where academic and social growth can flourish.
Moreover, successful principals foster positive relationships between staff and students
and ensure that inclusive and equitable practices are implemented school-wide. Grissom et al.
(2013) highlight that principals who support and challenge their teachers improve teaching
quality and, consequently, student learning. By building collaborative teams among teachers and
encouraging professional development, principals create a culture of continuous improvement.
This collaborative approach helps to establish a climate where teachers feel supported and
students are more likely to engage positively with their learning environment, thus enhancing
both academic and social-emotional development.
Leadership and School Climate
Critical Role of Principals in Establishing a Positive School Climate
Principals play an essential role in establishing and maintaining a positive school climate.
As noted in the Wallace Foundation report, “Leadership is second only to classroom instruction
among all school‑related factors that contribute to what students learn at school” (Leithwood et
al., 2004, p. 7). This finding underscores the important influence that principals have—not
merely through policy, but also through presence, support, and the educational leadership they
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provide. By shaping collaborative cultures, maintaining safety and expectations, and prioritizing
professional development, principals create the conditions necessary for both student success and
teacher retention.
The climate is not solely the result of administrative decisions; it also stems from how
principals interact with staff, students, and parents. Marzano et al. (2005) emphasize the need for
principal visibility. They argue “the proposed effect of visibility is twofold: First, it
communicates the message that the principal is interested and engaged in the daily operations of
the school; second, it provides opportunities for the principal to interact with teachers and
students regarding substantive issues” (p. 61). Their research demonstrates that principals who
engage in direct communication with students and staff are more likely to promote a climate of
inclusivity and belonging. Therefore, principals must not only create policy but also be hands-on
in their leadership approach. To illustrate, the principal exemplifies the responsibility of visibility
when he/she attends school football, basketball, and baseball games as frequently as possible.
This responsibility is also demonstrated when the principal makes daily visits to classrooms
simply to ask teachers and students how things are going.
A key element in fostering a positive school climate is building relationships. Marzano et
al. (2005) explain that:
A case can be made that effective professional relationships are central to the effective
execution of many of the other responsibilities. In the context of our meta-analysis, the
responsibility of Relationships refers to the extent to which the school leader
demonstrates an awareness of the personal lives of teachers and staff. (p. 58)
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When principals demonstrate empathy, fairness, and respect in their daily interactions, it sets the
tone for the rest of the school, encouraging positive relationships across the board. This relational
aspect of leadership is foundational to creating a safe and supportive climate where students and
teachers can thrive concurrently.
Principal Actions that Impact School Climate
Principals impact school climate through key actions such as decision-making and
instructional leadership. Ultimately, they influence climate through their strategic choices,
especially when it comes to the physical environment. According to Maxwell (2016), “the
quality of the school’s physical environment appears to be an important factor influencing social
climate, which in turn can impact student attendance and academic achievement” (p. 213). These
environmental decisions—ranging from cleanliness and maintenance to classroom
organization—are largely under the principal’s purview. By ensuring a safe, welcoming, and
well-maintained school setting, leaders promote not only physical security but also a climate of
respect and trust essential for learning. These decisions influence everything from the learning
environment to the professional growth opportunities available to teachers, which in turn affects
the overall school climate. For example, a principal who invests in professional development
creates a culture of continuous learning, benefiting both teachers and students.
One of the most significant actions a principal can take is fostering instructional
leadership. For instance, He et al. (2024) determined that “principals’ instructional leadership is a
significant predictor of teachers' professional development” (p. 1). Instructional leadership
involves working closely with teachers to ensure that classroom practices align with the school’s
educational goals. When principals actively participate in these processes, they enhance both
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teacher efficacy and student engagement, contributing to a more productive and positive learning
environment.
Moreover, decision-making related to school discipline and safety is another critical
aspect of how principals shape school climate. Maxwell (2016) indicates that school climate is
enhanced when “students feel that their schools are clean, in good repair, and safe” (p. 209),
which is often tied to principal decisions. By prioritizing student safety and equitable discipline,
principals can ensure that students feel safe and respected, which is essential for maintaining a
positive climate.
Instructional leadership goes beyond policy and decision-making; it also includes
modeling desired behaviors that reflect the values of the school. As He et al. (2024) note,
"Administrators’ instructional leadership has a significant impact on teachers’ teaching abilities.
As teachers are primarily responsible for delivering instruction in the classroom, instructional
leaders’ influence on enhancing the quality of teaching can affect student learning" (p. 6). When
principals lead by example - demonstrating effective teaching strategies, engaging in reflective
practice, and committing to growth - they help cultivate a culture where teachers feel motivated
and empowered. This leadership approach strengthens the professional climate by reinforcing
collaboration, innovation, and continuous improvement.
Lastly, the role of the principal in communication and conflict resolution significantly
affects school climate. Marzano et al. (2005) identify communication as a key leadership
responsibility and note that effective leaders “are adept at handling conflict and promoting
cohesion within the school community” (p. 50). Effective communication not only prevents
misunderstandings but also builds trust among staff and students. Principals who excel in conflict
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resolution and maintain transparency in their leadership further enhance the school climate by
ensuring that all members of the school community feel heard and valued.
Evidence-Based Learning Strategies to Enhance Climate
Principals who implement evidence-based learning strategies can greatly enhance school
climate. Hattie (2012) emphasizes that “visible learning” strategies, such as feedback and clear
instructional goals, lead to significant improvements in student outcomes (p. 1). These strategies
are data-driven and allow principals to identify the most effective teaching practices, creating an
environment where learning is truly prioritized. Hattie’s research highlights that schools with
leaders who use these evidence-based approaches are more likely to foster climates that promote
high student engagement and achievement.
One key aspect of Hattie’s (2012) approach is the use of formative assessment and
feedback to drive student learning. He notes, “When teaching and learning are “visible” – that is,
when it is clear what teachers are teaching and what students are learning, student achievement
increases” (p. 1), and when principals encourage teachers to provide meaningful feedback, it
contributes to a culture of continuous improvement. This approach empowers both students and
teachers by making the learning process more transparent, enhancing overall school climate by
promoting clarity, accountability, and collaboration.
Hattie’s (2012) model also stresses the importance of setting high expectations for all
students. Schools with clear, evidence-based strategies that are aligned with the school’s goals
foster environments that value learning. “Teaching (students) to have high, challenging,
appropriate expectations is among the most powerful influences in improving their achievement”
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(p. 5). By promoting this strategy, principals directly contribute to a positive climate where
students feel both challenged and supported.
How Principals Model Positive Learning Behaviors for Both Students and Teachers
Principals not only influence climate through decision-making but also through modeling
positive learning behaviors, including shared leadership. Louis and Wahlstrom (2011) argue that
“changing a school's culture requires shared or distributed leadership, which engages many
stakeholders in major improvement roles, and instructional leadership, in which administrators
take responsibility for shaping improvements at the classroom level” (p. 52). When principals
engage in professional learning, reflect on their practices, build capacity within others in their
organization, and demonstrate a commitment to growth, they set a powerful example for both
teachers and students.
Effective principals model behaviors that encourage a culture of learning by actively
participating in professional development and engaging with the latest educational research.
Louis and Wahlstrom (2011) explain that “Neither organizational learning nor professional
community can ensure without trust – between teachers and administrators, among teachers, and
between teachers and parents” (p. 53). Building principals leading this charge not only benefits
teachers, who feel supported in their own professional growth, but also students, who see their
principal’s active engagement with learning as a signal that education is a lifelong process.
Furthermore, when principals demonstrate these positive learning behaviors, they help
cultivate a climate of respect and motivation. Louis and Wahlstrom (2011) assert that principals
who lead by example and show a commitment to personal and professional growth inspire
similar behaviors in staff and students. By being visible in their learning and open to feedback,
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principals encourage a culture of continuous improvement, where mistakes are seen as learning
opportunities, thereby enhancing the overall school climate.
School Climate and Student Achievement
Impact of Positive Climate on Student Outcomes
A positive school climate is strongly correlated with student achievement. Lee and Smith
(1993) found that school restructuring efforts which foster more personalized and communal
school climates were associated with increased student learning gains (p. 164). They emphasize
that when students feel safe, respected, and supported, they are more likely to engage in their
learning, which in turn boosts academic outcomes. Wang and Degol (2016) also support this
view, noting that positive school climates are associated with increased equity, noting that
“schools that foster safe, supportive, and responsive environments promote both academic
achievement and psychological well-being, which may be especially important for disadvantaged
populations” (p. 323). The research suggests that a well-managed climate not only enhances
student performance but also promotes equity.
Additionally, Wang and Degol (2016) highlight that “There is consistent evidence that
school climate is associated with a wide range of academic, behavioral, and socio-emotional
outcomes” (p. 323). This demonstrates that factors such as emotional well-being and social
connectedness, which are nurtured by a positive climate, directly affect students’ ability to focus
and perform well academically. Schools with inclusive and supportive climates tend to see
improvements in standardized test scores and overall academic performance.
Moreover, Lee and Smith (1993) indicate that schools fostering strong teacher-student
relationships have higher rates of academic success. They found that “Students in schools with
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more personalized environments and stronger teacher-student relationships experienced higher
gains in achievement” (p. 168). This underscores the importance of the principal’s role in
shaping the climate, as they influence teacher behaviors and practices that are crucial for
building these positive relationships.
Social-Emotional Learning as a Factor in Fostering Academic Success
Social-emotional learning (SEL) plays a critical role in fostering academic success,
especially in schools with a positive climate. According to Osher et al. (2016), SEL promotes
“self-awareness, self-management, social awareness, relationship skills, and responsible
decision-making” (p. 646), all of which support academic performance. When students develop
these skills, they are better able to manage emotions, build healthy relationships, and stay
engaged in academic tasks. Schools that embed SEL into their climate strategies create
environments that nurture both emotional well-being and learning.
In addition, Osher et al. (2016) note that SEL enhances student engagement and
connection. The authors explain that “learning is enhanced when students feel a sense of
belonging and connection to school” (p. 648), which is central to maintaining student motivation
and academic persistence. Schools that intentionally foster inclusive climates help ensure that
students feel valued and are more likely to participate actively in their education.
Furthermore, integrating SEL into school climate initiatives helps reduce behavioral
issues and strengthen focus on academics. Osher et al. (2016) report that effective SEL programs
result in “reductions in conduct problems, emotional distress, and improved attitudes about self
and others” (p. 646). These improvements lead to more supportive classrooms, where disruptions
are minimized and students can concentrate on learning.
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Engagement and Dropout Prevention
A positive school climate is crucial for reducing dropout rates and enhancing student
engagement. Bridgeland et al. (2006) found that a majority of surveyed dropouts felt that their
schools did not provide a supportive or motivating environment, which contributed to their
decision to leave. Specifically, they note, “Nearly half (47 percent) said a major reason for
dropping out was that classes were not interesting” (p. 4). These former students reported being
bored and disengaged from high school. When schools cultivate engaging and supportive
climates, students are more likely to stay connected to their academic journey and find interest in
their coursework.
Additionally, the report emphasizes that strong relationships and support systems are vital
to improving student engagement. Bridgeland et al. (2006) write, “Four out of five (81 percent)
said that there should be more opportunities for real-world learning and more experiential
learning” (p. 4). Creating an environment where students can connect classroom learning to
practical applications enhances motivation and retention.
Moreover, the role of school leadership in fostering a positive climate cannot be
overstated. While the report does not directly cite principals, it does highlight the importance of
adults showing concern and involvement: “70 percent of students said they were not motivated
or inspired to work hard, and two-thirds would have worked harder if more had been demanded
of them” (p. 4). This underscores the need for school leaders to set high expectations and actively
cultivate an environment where students feel challenged, supported, and cared for.
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Engaging At-Risk Students Through Improved School Climate
Engaging at-risk students remains one of the most pressing challenges for educators, and
cultivating a positive school climate is a powerful lever in addressing this issue. Pendergast et al.
(2018) found that:
Students who are at risk of disengaging from learning and schooling may experience
lower levels of a sense of belonging at school (SOBAS). Furthermore, they are likely to
be affected, both negatively and positively, by disparities in levels of SOBAS compared
to students who are actively engaged and achieving in school. (p. 3)
This connection plays a crucial role in supporting students who might otherwise feel
marginalized or overlooked. A climate that promotes belonging and emotional support helps atrisk students remain invested in their academic journey.
Additionally, a supportive environment provides students with essential stability and
encouragement. As Pendergast et al. (2018) allude, a positive school climate may act as a
protective factor for students experiencing adversity, buffering against disengagement and
dropout, while also increasing the sense of belonging at school (SOBAS). When students feel
that their school values them as individuals and is responsive to their needs, they are more likely
to build trusting relationships with teachers and peers. This environment fosters academic
persistence, especially among vulnerable populations.
Furthermore, the study highlights the importance of targeted interventions in promoting
success for at-risk students. According to Pendergast et al. (2018):
The inclusion of SOBAS as a characteristic of emotional engagement points to its
importance in enabling engagement of learning for all young adolescent learners. As
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20
increasing levels of investment and commitment to learning move from behavioral
through to emotional and then cognitive, it is evident that SOBAS plays a key role in
enabling engagement in learning. (p. 3)
These findings underscore the critical role that principals and educators play in developing and
maintaining a school climate where all students—especially those facing challenges—feel
empowered to thrive both socially and academically.
Teacher Turnover and School Climate
School climate plays a critical role in teacher job satisfaction and overall retention.
Johnson et al. (2011) found that teachers are more likely to remain in schools where they
experience supportive relationships with both colleagues and principals. Their study highlights
that a positive school climate - characterized by strong interpersonal relationships, shared values,
and effective leadership - directly contributes to teacher job satisfaction and reduces turnover
rates. A positive school climate, characterized by strong interpersonal relationships, shared
values, and effective leadership, directly contributes to job satisfaction, reducing turnover rates.
Teachers who perceive the school as a collaborative and supportive environment are more likely
to remain engaged and committed to their roles.
In addition to interpersonal support, organizational aspects of school climate—such as
teacher involvement in decision making and professional growth opportunities—play a key role
in teacher morale. Collie et al. (2012) highlight that “teachers are frequently asked to participate
in decisions” as an important element of school climate that relates to reduced stress and greater
job satisfaction (p. 1194). The ability to have input in decision making, along with consistent
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21
leadership support, helps foster a school climate that encourages teacher retention and reduces
burnout.
Moreover, a positive school climate not only impacts retention but is also linked to
greater teacher effectiveness. Johnson et al. (2011) show that schools with better working
conditions - especially supportive leadership and collegial relationships - demonstrate higher
student achievement growth, indicating that teachers working in supportive environments tend to
be more effective in their teaching. When teachers feel supported and valued, they are more
motivated to invest in their professional development, which enhances their instructional
practices and positively impacts student outcomes.
Influence of School Leadership on Teacher Morale
School leadership is one of the most important factors in shaping teacher morale.
Grissom et al. (2013) found that principals spend time “informally coaching teachers to improve
their instruction” and “developing the educational program” at their schools, activities that are
positively associated with student achievement gains (p. 438; Table 3). Principals described
walkthroughs as opportunities to “provide input and (redirection)” and emphasized the
importance of being “visible throughout (their) building throughout the day” to “see what’s
going on with the instruction” (pp. 438–439). Such instructional support and visibility foster a
school environment where teachers receive feedback and recognition, which can help them
remain motivated and engaged.
Furthermore, Day et al. (2007) highlight the critical importance of distributed leadership
in promoting teacher morale. They summarize that principals who encourage shared leadership
and decision-making create a sense of ownership among teachers, which positively impacts their
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commitment to the school. By involving teachers in the decision-making process and valuing
their input, school leaders can foster a collaborative climate that enhances teacher morale and
reduces feelings of isolation.
In addition to shared leadership, principals who prioritize teacher professional
development contribute to a positive climate. Grissom et al. (2013) allude that principals who
provide ongoing opportunities for professional growth and learning create a climate of
continuous improvement, which is key to maintaining high levels of teacher satisfaction.
Specifically, Grissom et al. note that principals spend time “developing the educational program”
and “planning or participating in teachers’ professional development,” activities linked to
improvements in student achievement and school effectiveness (p. 438; Table 1). When
principals actively support ongoing learning, teachers are better equipped to succeed, which can
enhance their morale and contribute to improved outcomes for both teachers and students. When
teachers feel that they are growing professionally and are given the tools to succeed, their morale
improves, leading to better outcomes for both teachers and students.
Impact of Teacher Morale on Student Achievement
Teacher morale is not only important for job satisfaction and retention but also has a
direct impact on student achievement. Skaalvik and Skaalvik (2016) found that “Time pressure
predicted emotional stress very strongly” among teachers, while other stress factors were less
directly related (p.1786-1793). Teachers’ belief in their own abilities - called self-efficacy - was
lower when they experienced value conflicts, poor support from supervisors, or low student
motivation. These factors together explained a significant part of teachers’ confidence in their
teaching, which strongly influenced how engaged they felt in their work.
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In addition, Hargreaves and Fullan (2012) hypothesize that teacher morale is a key factor
in fostering a collaborative school culture that supports student achievement. Schools with
positive climates where teachers feel valued and supported tend to have higher levels of student
engagement and academic performance. This is because teachers who are satisfied with their
work are more likely to collaborate with their colleagues, share best practices, and create a
cohesive learning environment that benefits all students.
Furthermore, teacher morale, closely linked with self-efficacy, influences instructional
quality and student outcomes. Skaalvik and Skaalvik (2016) emphasize that “teachers with
higher self-efficacy tend to be more engaged in teaching, which is associated with positive
outcomes for students” (pp. 1786–1793). When teachers feel supported and motivated, they are
more willing to adopt innovative teaching strategies and provide personalized support, fostering
a school climate conducive to student achievement. Thus, maintaining high teacher morale is
essential for both teacher well-being and student success.
School Climate and Equity
Discipline Disparities
School climate significantly affects disciplinary outcomes for minority students,
especially black students, who often face disproportionately more severe disciplinary
consequences/actions. Blake et al. (2011) emphasize that the school climate, including the
relationships between students and staff and the school’s approach to discipline, plays a critical
role in influencing disciplinary outcomes. In schools where the climate is hostile or lacks
inclusivity, black students are more likely to receive punitive measures, which can affect their
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long-term academic and social outcomes. Addressing the climate can help mitigate these
disparities.
Moreover, disparities in discipline for black students are often linked to perceptions and
biases that affect how behavioral issues are interpreted. Blake et al. (2011) point out that implicit
biases among educators may lead to harsher discipline for black students, even for minor
infractions. When school climates fail to foster equity and understanding, these biases can
manifest in unequal disciplinary practices. A positive, inclusive school climate can help reduce
the negative impact of these biases by promoting fair treatment of all students.
A school climate that prioritizes equity and inclusivity can significantly reduce
disciplinary disparities. Blake et al. (2011) suggest that when schools actively work to create an
environment where all students feel respected and supported, the rates of disproportionate
discipline decrease. By fostering a climate where relationships, understanding, and support
systems are emphasized, schools can create a more equitable approach to discipline and reduce
the adverse effects on bias on minority students.
Restorative Practices
Implementing restorative practices in schools has proven effective in addressing racial
and ethnic disparities in discipline. Gregory et al. (2016) explain that restorative practices “shift
the focus from punishment to relationship-building, emphasizing repair and understanding rather
than exclusion” (p. 326). In schools where restorative practices are part of the climate, all
students, particularly minority students, are less likely to face suspensions or expulsions for
minor infractions, as these practices promote dialogue and understanding.
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Restorative practices also enhance school climate by fostering stronger relationships
between students and staff. Gregory et al. (2016) note that “restorative approaches create
opportunities for students to feel valued and understood, which in turn supports a more equitable
and supportive school environment” (p. 328). When students feel they are respected and treated
fairly, they are more likely to engage positively within the school community, reducing conflict
and promoting a collaborative atmosphere.
Furthermore, by incorporating restorative practices, schools can address underlying
issues contributing to behavior, rather than merely punishing students. Gregory et al. (2016)
emphasize that restorative practices “help students learn from their mistakes and develop
essential social-emotional skills, reducing repeat offenses and disciplinary disparities” (p. 335).
This approach not only creates a more equitable school climate but also supports the
development of essential skills that students need for success beyond school one day.
Trusting Relationships
Trusting student-teacher relationships are fundamental to fostering an equitable school
climate. Wang and Degol (2016) highlight that “positive student–teacher relationships are
associated with better academic engagement and fewer disciplinary problems” (p. 324). When
students, especially from marginalized groups, feel connected and understood by their teachers,
they are more likely to succeed academically and engage positively within their school
environment.
Building these relationships is particularly important for minority students, who often
face unique challenges in school environments. Blake et al. (2011) contend that teachers who
actively seek to understand and connect with their students’ backgrounds and experiences are
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more likely to create a climate where all students feel valued. By fostering empathy and
understanding, teachers can build trust and help create a supportive and inclusive school climate
that benefits all students.
Positive student–teacher relationships also contribute to reducing biases in disciplinary
practices. Wang and Degol (2016) explain that “positive interpersonal relationships between
teachers and students are consistently linked to reduced behavioral problems and better
adjustment across diverse student populations” (p. 330). Thus, the quality of relationships in a
school significantly influences the fairness and equity of its climate.
Cultivating Culture Through Positive Relationships
Building trusting relationships within a school community is fundamental to fostering
equity and ensuring that every student feels valued. Casas (2017) argues that “relationships are
the foundation of culture, and without trust, it’s impossible to create a culture where students and
staff feel safe, respected, and motivated” (p. 23). When educators prioritize building authentic
connections with students, particularly those from marginalized groups, they lay the groundwork
for a school climate where all individuals feel supported and empowered to succeed.
Casas (2017) emphasizes the role of educators in cultivating a sense of belonging and
inclusion, stating that “every student deserves a champion who believes in them, even when they
don’t believe in themselves” (p. 45). This perspective highlights the importance of relational
leadership in addressing disparities and creating opportunities for all students to thrive. By
demonstrating genuine care and high expectations, educators can foster a climate of equity where
students feel encouraged to rise above challenges and reach their fullest potential.
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In addition, school leaders need to model equity and inclusivity in their daily interactions.
Casas (2017) states, “Leaders must intentionally create an environment where every individual
feels seen, heard, and valued” (p. 89). This requires leaders to listen actively to the voices of
students and staff, and to act on their feedback to improve the school climate. By championing
these values, principals and educators can create a culture that empowers all members of the
school community to contribute meaningfully and achieve excellence.
Strategies for Building Trust Between Teachers and Marginalized Students
Establishing trust between teachers and marginalized students requires intentional
strategies that promote equity and inclusivity. Bryk and Schneider (2003) further emphasize that
trust is built when teachers consistently demonstrate respect, integrity, and competence. For
marginalized students, who may feel disconnected from the broader school culture, it is essential
that teachers work actively to create an inclusive environment where they feel seen and
respected.
One effective strategy for building trust is engaging in culturally responsive teaching
practices. Bryk and Schneider (2003) state that “Even when people disagree, individuals can feel
valued if others respect their opinions” (p. 43). Not everyone in a given classroom will feel or
think the same way; however, everyone’s opinions and beliefs matter. This mindset not only
enhances students’ sense of belonging but also fosters a more equitable and inclusive
environment where they feel valued.
Additionally, regular and open communication between teachers and students is essential
for building trust. Bryk and Schneider (2003) note that “Although conflicts frequently arise
among competing individual interests within a school community, a commitment to the
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education and welfare of children must remain the primary concern” (p. 44). This approach helps
to break down barriers that may exist between teachers and their marginalized students, creating
a school climate where all students feel supported and understood.
Middle School Restructuring and Achievement
School restructuring, particularly in middle schools, can significantly impact
marginalized student groups and the overall school climate. Lee and Smith (1993) found that
restructuring efforts that prioritize small learning communities and personalized support
positively influence both student outcomes and school climate. For marginalized students,
smaller learning environments provide more individualized attention, which contributes to a
sense of belonging and support within the school community.
These restructuring efforts are particularly beneficial for students who come from
difficult backgrounds, as they often face additional challenges in traditional school settings. Lee
and Smith (1993) argue that “less differentiated instructional environments and more communal
organizational structures foster greater student engagement and achievement” (p. 167). By
fostering environments that are responsive to students’ unique needs, schools can create a more
equitable climate that promotes success for all students.
Furthermore, restructuring middle schools to promote collaboration and inclusivity can
help mitigate the academic achievement gap. Lee and Smith (1993) suggest that “schools with
less rigid departmental structures and with heterogeneous grouping demonstrate less social-class
stratification in achievement” (p. 168). This approach not only benefits individual students but
also contributes to a school climate that values equity and inclusivity.
Impact of Equitable Leadership Practices on Student Achievement
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Equitable leadership practices are crucial in promoting student achievement, particularly
for marginalized students. Theoharis (2009) states that “principals who make equity a priority in
their leadership create school climates where all students have the opportunity to succeed” (p.
56). When school leaders actively work to dismantle barriers for marginalized students, they
foster environments that support academic achievement and student engagement.
Equitable leadership also involves advocating for policies and resources that address
disparities. Theoharis (2009) highlights that “effective equity-minded leaders allocate resources
to meet the specific needs of marginalized students, ensuring access to supports necessary for
success” (p. 58). This commitment promotes an inclusive school culture where every student’s
academic needs are recognized and met.
Finally, equitable leadership fosters collaboration among school stakeholders. Theoharis
(2009) emphasizes that “leaders who prioritize equity build strong partnerships with teachers,
families, and community members to create a unified support system for students” (p. 60). By
engaging all stakeholders in equity efforts, principals cultivate a school climate that values
inclusivity and advances academic outcomes, especially for marginalized students.
School Climate with Regard to PBIS and Student Behavior
Improving School Climate
Positive Behavioral Interventions and Supports (PBIS) play a significant role in
improving school climate by fostering a structured, supportive environment. Närhi et al. (2017)
state, “Earlier research shows that clear behavioral expectations, monitoring students’ adherence
to them and behavior-specific praise are effective practices to reduce disruptive behavior”
(p. 1186). This framework helps schools create an atmosphere where positive behaviors are
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encouraged and rewarded, leading to a more respectful and collaborative school environment.
PBIS is particularly effective in schools that struggle with disruptive behaviors, as it shifts the
focus from punitive measures to positive reinforcement.
Furthermore, PBIS contributes to a supportive school climate by encouraging staff and
students to work together toward shared behavioral goals. Närhi et al. (2017) highlight that
“positive feedback for students who succeed in following the behavioral goals increases
students’ engagement and connectedness to the school community” (p. 1187). This sense of
connection fosters a climate where students feel valued and supported, which in turn reduces
negative behaviors and enhances overall student engagement.
Additionally, implementing PBIS can improve relationships among students and staff,
contributing to a more positive climate. According to Närhi et al. (2017), “classroom
management refers to the actions teachers take to create environments supporting academic and
social/emotional learning” and that “teachers’ systematic classroom management practices
reduce problem behaviors in classrooms” (pp. 1186–1187). They further explain that “teachers
were guided to give the praise in a simple and concrete manner, telling the students exactly what
they had done right” (p. 1189). When students experience positive reinforcement from their
teachers, they are more likely to develop trust and respect for their instructors, which is essential
for a supportive school climate.
Discipline Practices’ Effects on School Climate
Discipline practices significantly shape school climate, especially when emphasizing
positive and restorative approaches. Gregory et al. (2021) explain that “overreliance on
exclusionary discipline fosters alienation and disengagement, whereas restorative and supportive
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discipline practices cultivate trust and belonging among students” (p. 112). Schools using
punitive measures often see declines in student connectedness and increases in behavioral
challenges linked to a climate of fear.
In contrast, Gregory et al. (2021) report schools that implement restorative justice and
social-emotional learning report “improvements in school climate, characterized by mutual
respect, dialogue, and shared responsibility” (p. 115). These practices promote student
accountability and empathy by encouraging reflection on the impact of their behavior,
contributing to a culture of care and support.
Moreover, Gregory et al. (2021) highlight that Positive Behavioral Interventions and
Supports (PBIS) that emphasize clear behavioral expectations and consistent reinforcement
“reduce disruptive behaviors and enhance student engagement, fostering a constructive and
respectful school environment” (p. 118). Focusing on positive reinforcement rather than
punishment helps build a cohesive school community where students are motivated to meet
behavioral standards, strengthening overall school climate.
Facility Design and School Climate
Influence of Facility Design on School Climate and Learning Outcomes
The design of school facilities significantly impacts school climate and student learning
outcomes. Maxwell (2016) explains that:
School buildings are public places and therefore represent the communities where they
are located. A well-designed and well maintained public building usually indicates that
society values the activities that take place in the building and, by extension, the people
who use the building. (p. 206)
31
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Facilities that are clean, well maintained, and thoughtfully designed communicate value to
students and staff, supporting a positive school climate that can enhance engagement and focus.
Facility design also affects the interactions among students, staff, and the broader school
community. Maxwell (2016) emphasizes that “relationships amongst a school’s users (students,
teachers, staff and parents) are a fundamental part of a school’s social environment (also referred
to as the social climate)” and that “the activities, social interactions, and physical places are all
part of the school as a micro-system” (pp. 206–207). Designing spaces to encourage
collaboration and social interaction can strengthen relationships, fostering community and
belonging which improve both emotional and academic experiences.
In addition, the physical environment influences teacher satisfaction and overall
effectiveness. Maxwell (2016) notes that “teachers work in classrooms that may be properly
equipped or lacking in appropriate resources and spaces, which can affect their motivation and
productivity” (p. 214). Flexible teaching spaces and adequate resources enable educators to
implement innovative strategies, positively impacting teaching quality and student outcomes.
Thus, facility design plays a crucial role in shaping the overall climate and effectiveness of
schools, especially middle schools.
How Modern, Flexible Learning Spaces Impact Student Behavior and Attitudes
Modern, flexible learning spaces have transformative effects on student behavior and
attitudes. Barrett et al. (2015) found that “the design and quality of physical spaces directly
influence cognitive function and learning outcomes” (p. 118) and that “the naturalness design
principle accounts for around 50% of the impact on learning, with individuality and stimulation
accounting for roughly a quarter each” (p. 119). Flexible spaces enable students to adapt their
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learning environments to suit their needs, fostering a sense of ownership and control which
positively affects their engagement and satisfaction.
These spaces also encourage collaboration and active learning. Barrett et al. (2015)
highlight that “classrooms with multiple, well-defined learning zones and spaces that support
group work enhance student participation and social interaction” (p. 125). Such environments
promote teamwork and communication among students, essential components of a positive
school climate that can reduce behavioral issues by fostering a sense of belonging and purpose.
Moreover, features such as natural lighting, ergonomic furniture, and well-controlled
acoustics contribute to better concentration and reduced student stress levels. Barrett et al. (2015)
note that “adequate daylighting, thermal comfort, and air quality are significant contributors to
improved pupil learning progress” (p. 128). These physical environment factors create a school
climate that supports both emotional well-being and academic achievement.
The Role of Physical Safety and School Structure in Creating a Positive Climate
Physical safety and structural integrity are foundational to a positive school climate.
Coulton et al. (2021) state that “students who perceive their school environment as physically
safe are more likely to engage academically and socially” (p. 112). A secure and well-maintained
facility not only reduces risks of accidents and external threats but also communicates to students
and staff that their well-being is a core priority.
The structure of the school further influences perceptions of safety. Coulton et al. (2021)
explain that “clear signage, controlled access points, and well-monitored communal areas
contribute to feelings of order and security among students” (p. 115). When students view their
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school as a safe and organized space, anxiety diminishes, creating a climate more conducive to
learning and positive behavior.
Additionally, the physical environment shapes how teachers and staff interact with their
students. Coulton et al. (2021) emphasize that “educators who feel secure and supported in their
environment are better able to build trusting relationships and foster a collaborative school
climate” (p. 118). Such a safe learning environment benefits both students and staff, nurturing a
school climate characterized by trust, respect, and cooperation.
The Impact of School Security Measures on Student Perceptions of Safety and Belonging
While security measures are essential, their implementation can significantly affect
students’ perceptions of safety and belonging. Mowen and Freng (2019) report that “findings
from multi-level models indicate that school security measures are, generally, related to
decreased perceptions of safety by both parents and students” (p. 376). They further explain,
“more school security measures in place at a school relate to lower student and parental
perceptions of safety” (p. 382). Students in schools with heavy security may feel criminalized,
which can harm their sense of belonging and engagement.
On the other hand, Mowen and Freng (2019) note that students in schools with more
security measures do not perceive the presence or absence of gangs differently than students in
schools with fewer security measures, suggesting that security measures may not influence all
aspects of safety perception equally.
Additionally, the authors emphasize that “parents, as important stakeholders, represent a
strong influence on school policy and they often advocate for increased security” but “our
findings highlight that security measures do not necessarily guarantee that perceptions of safety
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among parents improve” (p. 390). They conclude that “increased security might relate to
decreased parental perceptions of safety” (p. 389). This approach not only affects perceptions of
safety but also has implications for school climate by influencing trust and collaboration.
Family-School Partnerships and School Climate
The Role of School Leadership in Promoting Family Involvement to Enhance School Climate
School leadership plays a vital role in fostering family involvement, which is essential for
cultivating a positive school climate. Epstein and Sanders (2021) emphasize that “effective
principals actively invite and support families to participate in all aspects of the educational
process, thereby strengthening the critical home-school connection” (p. 112). Such leadership
approaches build inclusive communities that encourage collaboration and support student
success.
Leadership practices that encourage family involvement include organizing regular
family engagement events, maintaining open and respectful communication, and incorporating
parents’ voices in school decision-making. Epstein and Sanders (2021) note that “when families
feel genuinely included and their contributions are valued, they are more likely to engage in
school activities, fostering a climate of shared responsibility and mutual respect” (p. 115). This
involvement not only reinforces the importance of education but also deepens students’ sense of
belonging within the school community.
Moreover, strong family-school partnerships directly influence student engagement and
positive behavior. According to Epstein and Sanders (2021), “students whose families are
involved in their education demonstrate higher attendance rates, exhibit more positive behaviors,
and achieve better academic outcomes” (p. 118). By prioritizing family involvement, school
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leaders create a supportive climate that nurtures holistic student development and bridges the
home-school divide.
Fostering Family and Community Involvement
Building strong connections between schools and their communities is essential for
creating a climate that supports student success. Castro et al. (2015) summarize that “parental
involvement is a multifaceted and multidimensional phenomenon that positively relates to
children’s academic achievement” (p. 34). The authors emphasize that “parental expectations,
communication about school activities, and support for learning are among the most strongly
linked aspects of involvement to academic outcomes” (p. 41). Such involvement helps students
connect their education to their family and community contexts, fostering engagement and
belonging.
Effective leadership plays a key role in mobilizing family and community involvement.
Although the Castro et al. (2015) article focuses on parental behaviors, it highlights the
importance of “parent participation as a catalyst for other relevant causes that promote academic
achievement” (p. 34). This suggests that school leaders who promote and facilitate family
engagement contribute to a culture of shared responsibility and support for student success.
Moreover, culturally responsive engagement is vital for effectively reaching diverse
families. Castro et al. (2015) note that “parental involvement varies by ethnic group and context,
and culturally tailored approaches are necessary to build trust and sustained cooperation” (p. 35).
Recognizing and valuing family diversity strengthens relationships and promotes a collaborative
school climate that benefits students, families, and educators alike.
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Culturally Responsive Engagement Strategies
Culturally responsive engagement strategies are essential for building strong relationships
with families from diverse backgrounds. Epstein and Sanders (2021) assert that “effective family
engagement requires schools to honor and incorporate the cultural values and traditions of the
families they serve” (p. 89). By tailoring outreach efforts to the cultural diversity of their
communities, schools foster an inclusive climate where all families feel respected.
Effective strategies include providing communication in families’ native languages,
organizing culturally meaningful events, and collaborating with community leaders. Epstein and
Sanders (2021) emphasize that “when schools acknowledge and value cultural differences,
families experience a greater sense of belonging and are more likely to participate in school
activities” (p. 91). Such practices nurture a welcoming environment that supports family
involvement regardless of cultural or linguistic background.
Additionally, culturally responsive engagement strengthens schools’ capacity to meet
students’ unique needs. Epstein and Sanders (2021) highlight that “engaging diverse families
provides critical perspectives that enhance schools’ abilities to design supports tailored to their
students’ realities” (p. 93). This approach not only deepens family-school partnerships but also
promotes a school climate grounded in equity and inclusion.
Comprehensive School Reforms
Systemic reform initiatives are critical for improving school climate, especially in middle
schools where adolescent developmental needs require special attention. Osher and Kendziora
(2017) explain that “effective school reform addresses academic instruction alongside social,
emotional, and behavioral supports, creating learning environments where students can thrive”
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(p. 31). Such comprehensive reforms recognize that students’ academic success is deeply
interconnected with their social and emotional well-being. These reforms emphasize the
integration of curriculum, teaching practices, and behavior management to build a unified and
supportive climate that nurtures all aspects of student development.
One approach shown to enhance school climate is the use of interdisciplinary teams and
smaller learning communities. Osher and Kendziora (2017) note that “middle schools employing
team-based teaching and small learning communities foster closer relationships between students
and educators, resulting in improved engagement and a reduction in behavioral challenges” (p.
34). By creating more personalized and stable environments, these settings allow educators to
better understand and respond to students’ individual needs, which promotes stronger
connections and a sense of belonging.
Additionally, systemic reforms commonly prioritize professional development for
educators. The authors highlight that “training teachers in social-emotional learning and
inclusive instructional strategies equips them to better support students’ holistic development and
promotes a positive school climate” (p. 36). Ongoing professional learning enables teachers to
implement practices that foster equity and inclusivity, helping all students feel valued and
supported. By equipping staff with these tools, reforms cultivate environments where both
teachers and students succeed academically, socially, and emotionally.
Multi-Tiered Systems of Support (MTSS) as a Framework for Improving School Climate
Multi-Tiered Systems of Support (MTSS) offer a structured framework for improving
school climate and promoting academic success. McIntosh and Goodman (2016) define MTSS
as “a proactive, comprehensive framework that integrates academic and behavioral supports to
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improve outcomes for all students” (p. 48). By addressing students’ academic as well as socialemotional and behavioral needs, MTSS helps schools establish a climate conducive to every
student’s success.
One key element of MTSS is its focus on early identification and intervention. McIntosh
and Goodman (2016) explain that “schools implementing MTSS use data-driven problem
solving to identify and address student needs before challenges escalate, thereby preventing
academic and behavioral difficulties” (p. 50). This proactive approach fosters a supportive school
climate where students receive timely assistance, reducing stress and increasing engagement.
In addition to supporting individual students, MTSS promotes collaboration among
educators. McIntosh and Goodman (2016) note that “MTSS structures facilitate teamwork and
shared responsibility through data-informed decision making, which cultivates a cohesive and
trusting school environment” (p. 53). This collective effort strengthens the school culture,
benefiting students, staff, and families alike.
School Climate and Risk Behaviors
Risk Behavior Prevention
A positive school climate plays a crucial role in reducing risk behaviors among middle
school students. Wang and Degol (2016) emphasize that “a school environment characterized by
safety, support, and connectedness serves as a protective factor against risk behaviors such as
substance use, violence, and absenteeism” (p. 330). In schools where students feel safe,
respected, and connected to peers and teachers, they are less likely to engage in behaviors that
jeopardize their academic and social development.
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One key way school climate influences risk behaviors is by fostering a sense of belonging
and community. Wang and Degol (2016) state that “students who perceive a strong sense of
connectedness and belonging at school tend to display fewer problem behaviors and are more
likely to adopt prosocial norms consistent with the school’s values” (p. 330). This connection not
only discourages negative behaviors but also encourages positive social engagement aligned with
the school’s mission.
Moreover, schools with positive climates often prioritize early interventions and
prevention strategies, which help mitigate risk behaviors. Wang and Degol (2016) note that
“social and emotional learning programs and positive peer relationships are promising proactive
approaches to reduce problem behaviors before they escalate” (p. 330). By addressing these
issues holistically and fostering a climate of trust and accountability, schools create an
environment where students are less likely to engage in harmful behaviors.
Preventing Bullying and Promoting Prosocial Behavior Through Climate Interventions
Preventing bullying and promoting prosocial behavior are integral aspects of cultivating a
positive school climate. Espelage and Holt (2018) state that “effective bullying prevention
programs emphasize respect, inclusivity, and the emotional safety of students as foundational
components” (p. 126). These programs aim to create environments where students feel valued
and supported, reducing behaviors rooted in aggression and exclusion.
One effective approach to bullying prevention is implementing school-wide
programming that fosters empathy and emotional intelligence. The authors explain that
“restorative practices and peer support initiatives promote students’ abilities to manage conflicts
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constructively and establish positive peer relationships” (p. 130). Such interventions not only
decrease bullying incidents but also encourage prosocial behaviors that enhance school climate.
In addition to reducing bullying, climate interventions promote a culture of kindness and
cooperation. Espelage and Holt (2018) emphasize that “schools nurturing prosocial behaviors
such as altruism and teamwork foster an atmosphere where positive social interactions become
normative” (p. 132). By recognizing and rewarding such behaviors, schools build climates that
discourage negativity and motivate students to contribute positively to their community, creating
safer and more inclusive environments.
Administrative Recognition of Prosocial Behaviors
Bollar (2020) emphasizes the pivotal role of school leadership in fostering a positive
climate that mitigates risk behaviors among students. He asserts that “effective leaders set the
tone for the entire school, influencing the behaviors and attitudes of both staff and students”
(p. 45). By modeling respect, inclusivity, and proactive engagement, leaders can create an
environment where negative behaviors are less likely to thrive.
Bollar (2020) also discusses the importance of consistent and clear communication in
establishing behavioral expectations. He notes that “when students understand the standards and
see them consistently upheld, they are more inclined to adhere to them” (p. 67). This clarity
reduces ambiguity and helps prevent misunderstandings that could lead to misconduct.
Furthermore, Bollar (2020) highlights the significance of recognizing and celebrating
positive behaviors: “Acknowledging students’ positive actions reinforces desired behaviors and
contributes to a supportive school climate” (p. 89). Such recognition not only encourages
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individual students but also sets a precedent for others, promoting a culture where prosocial
behaviors are valued and emulated.
Leadership’s Role in Ensuring Student Safety and Well-Being Through Climate Initiatives
School leadership plays a critical role in fostering student safety and well-being by
shaping a positive and inclusive school climate. Thapa et al. (2013) state, “effective school
leaders establish clear norms and expectations for safety and respect, creating climates where
students feel both physically and emotionally secure” (p. 367). By prioritizing safety and
inclusivity, leaders help students develop a strong sense of belonging essential for academic and
social success.
A key responsibility of school leaders is to implement comprehensive policies addressing
both physical security and emotional health. According to Thapa et al. (2013), “schools with
proactive leadership are more likely to enact coordinated strategies to prevent bullying, violence,
and support mental health, thereby reducing risk behaviors” (p. 368). This approach fosters a
culture of trust and shared accountability beneficial to the whole school community.
Furthermore, leaders must ensure ongoing professional development focused on traumainformed practices and equity-centered supports. Thapa et al. (2013) emphasize that “leadership
commitment to staff training and resources equips educators to identify and respond effectively
to students’ diverse needs, reinforcing a climate conducive to learning and well-being” (p. 371).
Through these efforts, school leaders promote a cohesive environment where both students and
staff thrive.
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Effectiveness of Social-Emotional Learning Programs in Reducing Student Risk Behaviors
Social-emotional learning (SEL) programs are highly effective in reducing student risk
behaviors and promoting a positive school climate. Durlak et al. (2015) explain that “SEL
programs provide students with the skills to manage emotions, build positive relationships, and
make responsible decisions, all of which contribute to reducing risk behaviors” (p. 405). By
addressing underlying skills related to aggression, bullying, and substance use, SEL fosters safer
and more supportive school environments.
The integration of SEL into school climate initiatives also enhances student engagement
and academic outcomes. Durlak et al. (2015) found that “students participating in SEL programs
demonstrated higher levels of academic achievement and lower levels of disruptive behaviors
compared to their peers in non-SEL schools” (p. 408). This dual impact highlights the
importance of SEL in supporting both emotional well-being and educational success.
Furthermore, SEL programs are particularly effective in promoting prosocial behaviors,
which contribute to a healthier school climate. Durlak et al. (2015) highlight that “students who
develop skills such as empathy and conflict resolution are more likely to engage in positive
interactions with peers and less likely to exhibit risky or harmful behaviors” (p. 410). By
embedding SEL into the fabric of school climate, educators and leaders foster cultures
prioritizing safety and well-being, thereby reducing risk behaviors and supporting student
success.
Summary
School climate serves as the foundation for academic, behavioral, and emotional success
in middle schools. A supportive climate fosters a sense of safety, belonging, and engagement,
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which are essential during the transitional middle school years. Research consistently
underscores the impact of a positive climate on improving academic achievement, reducing risk
behaviors, and promoting social-emotional well-being (Osher & Kendziora, 2017; Wang &
Degol, 2016). From facility design and family-school partnerships to PBIS frameworks and
comprehensive reforms, prioritizing a healthy school climate equips students and staff with the
tools to thrive.
The pivotal role of school leadership, particularly that of principals, cannot be overstated
in creating and sustaining positive school climates. Murphy and Louis (2018) assert that
“effective principals shape environments where students feel valued, teachers feel supported, and
learning thrives” (p. 203). Marzano et al. (2017) emphasize that by focusing on equity, safety,
and collaboration, principals set the tone for climates that empower all stakeholders to succeed.
Through strategic actions, modeling of positive behaviors, and fostering a shared vision,
principals influence the culture and climate of their schools, ensuring inclusivity and support for
all.
As we move forward, future research should explore innovative strategies and emerging
challenges in advancing school climate and culture. Areas for investigation include integrating
technology into climate initiatives, enhancing culturally responsive practices for diverse
populations, and examining the long-term effects of social-emotional learning programs.
Additionally, understanding how leadership development programs and systemic reforms
influence school climate over time could yield actionable insights for educators and even
policymakers. Such research will inform the next generation of practices to create even more
inclusive and effective learning environments.
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This chapter and its exploration of school climate research sets the stage for Chapter III:
Methodology, which outlines the research design, tools, and processes used to investigate these
dynamics further. By employing a robust methodological framework, this study seeks to deepen
the understanding of how school climate initiatives are implemented and their measurable
impacts on academic, behavioral, and emotional outcomes in middle school. Through this lens,
the next chapter will examine the strategies and approaches that contribute to creating and
sustaining a positive climate conducive to success for all stakeholders at the North East Middle
School.
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CHAPTER III
Methodology
School climate and culture significantly impact student learning, staff morale, and overall
school success. Research by Wang and Degol (2016), Osher and Kendziora (2017), and Grissom
et al. (2013) affirmed the foundational role of climate in shaping both cognitive and noncognitive outcomes for students, while reinforcing the importance of inclusive, supportive, and
equitable environments. The literature review provided a direct justification for each research
question and supported the design of the study. Research emphasized the importance of
stakeholder perceptions, the influence of systemic factors, and the value of collaborative
strategies in fostering positive school environments. Additionally, the literature underscored that
strategic school leadership, evidence-based interventions, and intentional relationship-building
practices contribute to sustainable improvements in school climate (Grissom et al., 2013;
Johnson et al., 2011). This connection between evidence and practice served as the backdrop for
this study, which sought to examine stakeholder perceptions of climate and culture at North East
Middle School to inform actionable strategies aligned with the district’s Vision 2028 goals.
Further research affirmed these foundational studies’ findings that a collectively positive
school climate and strong cultural coherence contribute to enhanced student learning outcomes
and institutional effectiveness. Thapa et al. (2013) asserted that “a sustained, positive school
climate is associated with fewer behavioral problems, increased academic achievement, and
greater emotional well-being” (p. 361). Similarly, Wang and Degol (2016) emphasized that “a
positive school climate fosters equitable learning environments that can reduce achievement gaps
and improve student motivation” (p. 67). These findings support the design of this study, which
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sought to explore school climate and culture holistically through multiple stakeholder
perspectives in order to inform data-driven strategies for sustainable school improvement.
Purpose of the Study
The purpose of this study was to explore the perceptions of students, staff, and
parents/guardians regarding the climate and culture at North East Middle School. Informed by
the literature on school climate and culture (Louis & Wahlstrom, 2011; Thapa et al., 2013; Wang
& Degol, 2016), this study used a mixed-methods research design that included surveys,
structured interviews, observations, and document analysis to collect a comprehensive set of
data. These tools supported the study by offering a triangulated and layered understanding of
stakeholder perspectives, echoing findings from Osher and Kendziora (2017), who emphasized
the importance of multi-source data in developing equitable learning environments.
This study was relevant to all stakeholders in the North East Middle School, including the
researcher, who also served as the building principal. Understanding stakeholder perceptions was
essential for the identification of both strengths and areas for growth within the current school
climate. As the district embraces a vision centered on cultivating caring, respectful, and
collaborative citizens, it became increasingly important to ensure that the experiences of
students, staff, and families reflect those ideals. Persistent concerns regarding inconsistent
disciplinary practices, gaps in student engagement, and perceived inequities – echoed both in
staff feedback and survey data – underscored the need for targeted investigation and
improvement. As the building leader, the researcher ultimately sought to develop a
comprehensive understanding of the building’s climate and culture to inform meaningful, datadriven strategies that align with the district’s Vision 2028 initiative (Hartzell, 2024).
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Research Questions
Through the lens of practitioner research, this study sought to better understand how
students, staff, and families perceive the current school climate, identify the factors contributing
to those perceptions, and explore potential pathways to cultivate a more positive and inclusive
school culture. Once again, these are the research questions that guided this study:
1. What were the (then) current perceptions of students, teachers, and parents regarding
the climate and culture at North East Middle School?
Understanding how these groups view the overall school climate was essential to
assessing the health of the learning environment. This question focused on gathering
honest and diverse feedback from those most directly impacted by school climate and
culture. Student engagement, feelings of safety and belonging, teacher morale, and parent
satisfaction were among the dimensions explored to form a holistic picture of the current
state of the school.
2. What were the underlying factors contributing to the existing climate and culture at
North East Middle School?
This question aimed to move beyond surface-level perceptions and explore the root
causes influencing stakeholder experiences. Factors such as leadership practices,
communication norms, disciplinary policies, teacher collaboration, and student behavior
were analyzed to identify systemic contributors to the existing school environment. The
responses provided a framework for understanding why the current climate and culture
exist as they do.
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3. What potential strategies could be implemented to enhance the climate and culture at
North East Middle School based on the perceptions and underlying factors identified?
With the data collected from surveys, interviews, observations, and document review,
this question sought to identify actionable recommendations for systemic improvement.
By analyzing patterns in stakeholder responses and cross-referencing them with best
practices in the literature, the study generated context-specific strategies for
improvement. These included enhancing relational trust, refining disciplinary practices,
increasing communication and collaboration, and aligning school initiatives with shared
values and goals.
The North East Middle School community faced a number of socioeconomic challenges.
Over half (55.5%) of all students classify as having experienced financial hardship, possibly
limiting access to educational resources, technology, and extracurricular opportunities. These
factors create a dynamic where educators must balance rigorous academic expectations with
compassion and individualized support. Without targeted interventions, opportunity gaps
negatively impact school climate and culture. According to Kraft et al. (2016):
Safe and orderly learning environments appear to be particularly salient for supporting
student achievement. The large achievement gaps associated with measures of school
safety in Chicago schools illustrate the value of environments where teachers and
students are able to concentrate on teaching and learning. (p. 1416)
Understanding the nuances of stakeholder experiences within this environment is essential for
developing targeted supports and sustainable improvements.
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Setting and Participants
Setting
The research took place at North East Middle School in North East, Pennsylvania. The
school serves students in grades six through eight (plus Autistic and Life Skills Support
classrooms), with a total enrollment of 310 students. The North East Middle School is one of
three schools within the North East School District (NESD), which is located along the shores of
Lake Erie, just fifteen miles from Erie, Pennsylvania. North East School District lies within a
rural, viticultural community with a population of approximately 10,600 people. The geographic
size of the district is 43.69 square miles. The district serves 1,496 students in grades kindergarten
through twelve across three schools – North East Elementary School, North East Middle School,
and North East High School.
Figure 1 shows the racial diversity of students enrolled in the North East School District.
District-wide, our student population is 89.8% White, 4.3% Hispanic, 4.2% are Two or More
Races, 1.3% Black, 0.2% Asian, 0.1% American Indian/Alaskan Native, and 0.1% Native
Hawaiian or other Pacific Islander.
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Figure 1
North East School District Demographics
NESD Percent Enrollment by Race/Ethnicity
American Indian/Alaskan Native
Asian
Black
Native Hawaiian or other Pacific
Islander
Hispanic
White
2 or More Races
White, 90%
Note. From “District Fast Facts” by Pennsylvania Department of Education (2025).
(https://futurereadypa.org/District/FastFacts?id=081160056145249177206041190242094155111
070203129)
The gender breakdown across the North East School District is 54.8% male, 45.3%
female. 55.5% of the population of students are deemed economically disadvantaged, 17.3% of
the student body are identified as Special Education students, 1.7% of students are identified as
homeless, 0.5% are military connected, and 0.3% are English Language Learners (ELL). In
addition, 2.2% of North East students are identified as Gifted Students and 95 total students
attend the Erie County Technical School to receive training in areas outside of a traditional
educational setting (Pennsylvania Department of Education, n.d.-a).
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Student Participation
Initial participation was offered to all North East Middle School students in grades six
through eight, all North East Middle School faculty and staff members, and parents and
guardians of all enrolled students. As seen in Figure 2, the student demographic population was
as follows: 88% White (not Hispanic), 5.7% Hispanic, 3.9% Two or More Races, 2.1% Black or
African American (not Hispanic), and 0.3% Native Hawaiian or Pacific Islander. Gender
demographics reflected 44.8% female and 55.2% male students (Pennsylvania Department of
Education, n.d.-a).
Figure 2
North East Middle School Demographics
NEMS Percent Enrollment by Race/Ethnicity
American Indian/Alaskan Native
Asian
Black
Native Hawaiian or other Pacific
Islander
Hispanic
White
2 or More Races
White, 88%
Note. From “District Fast Facts” by Pennsylvania Department of Education (2025).
(https://futurereadypa.org/District/FastFacts?id=081160056145249177206041190242094155111
070203129)
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Consent
In total, 219 North East Middle School students completed the initial school climate
survey. Informed consent procedures (Appendix F) were implemented in accordance with the
ethical standards outlined by the Pennsylvania Western University Institutional Review Board
(IRB) and federal guidelines for research involving human subjects. Prior to data collection, all
adult participants received detailed information about the study’s purpose, procedures, potential
risks and benefits, confidentiality measures, and their rights as participants. Participants were
informed that their involvement was entirely voluntary and that they could withdraw at any time
without penalty.
For all student participants (all under 18), a formal parental/guardian consent process was
conducted. Informed Participant Consent Forms (Appendix F) were distributed through
Sapphire, the district’s student information system. Only students with documented written
consent from a parent or guardian were permitted to participate in this study. Student assent was
also obtained to ensure minors understood the study and agreed to take part.
All consent and assent materials clearly outlined the purpose of the study, described the
data collection instruments (surveys, interviews, observations), and addressed the protection of
participant privacy and data confidentiality. Participants had opportunities to ask questions and
were reassured that identifying information would be removed or coded to maintain
confidentiality.
Staff Participation
Additionally, all faculty and staff members employed at the North East Middle School
during the 2024-2025 academic year were invited to participate in the study. Invitations were
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extended via district email with a link to an electronic version of the Pennsylvania Department of
Education’s School Climate Survey. Participation was entirely voluntary, and respondents were
informed of their rights under IRB-approved consent protocols, including confidentiality and the
ability to withdraw from the research at any time.
A total of 38 teachers and staff members completed the initial survey via Google Forms,
offering diverse insights across grade levels, subject areas, and professional roles. The data
collected from this group provided valuable context for understanding faculty perceptions of
climate, culture, and leadership at the school.
To better understand the background and perspectives of those who participated, the
following figures (Figures 3-6) summarize key demographic and perceptional data from the
faculty and staff survey respondents:
Figure 3
Faculty and Staff Roles
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Note. Figure 3 illustrates that the majority of survey respondents (68.4%) were classroom
teachers. The remaining participants included administrators, classified staff, other certified staff,
and “other” to mean instructional aides, janitorial staff, etc.
Figure 4
Faculty and Staff Placement(s)
Note. Figure 4 illustrates that the majority of survey respondents (84.2%) work exclusively at
North East Middle School; however, there were some respondents who work across buildings or
departments, including the other two brick-and-mortal buildings – North East Elementary School
and North East High School.
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Figure 5
Faculty and Staff Experience in Education
Note. Figure 5 shows the breakdown of educational experience across the North East Middle
School faculty and staff. 26.3% of respondents have more than fifteen years of experience, 7.9%
have eleven to fifteen years of experience, 26.3% have between six and ten years of experience,
18.4% have three to five years of experience, and 21.1% of all employed participants have been
in an educational setting for less than two years.
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Figure 6
Faculty and Staff Experience at North East Middle School
Note. Figure 6 highlights one of the major reasons for this study – staff transiency. Among all
participants, 39.5% have worked at the North East Middle School for less than two years. An
additional 31.6% have between three and five years in the building. Only 7.9% of all participants
have between six and ten years at the school, while 13.2% have eleven to fifteen years of
experience in the building and only 7.9% have worked at the school for fifteen years or more.
These results collectively reflected a faculty and staff of varied experience levels that is
generally supportive of the school’s mission and leadership. While the findings highlighted
numerous strengths within the staff culture, they also point to areas where continued dialogue
and collaboration could further enhance the school environment. In addition to staff input,
understanding the perspectives of parents and guardians was critical to developing a wellrounded view of the school’s climate and culture. To capture a comprehensive understanding of
additional stakeholder perspectives, the following section details the participation levels and
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critical feedback provided by parents and families within the North East School District
community.
Parent Participation
Parents and guardians of students enrolled at North East Middle School during the 20242025 school year were also invited to participate in the study. Invitations were distributed
through the school district’s communication system, Sapphire, and included a link to an
electronic version of the Pennsylvania Department of Education’s School Climate Survey for
families. Participation was entirely voluntary, and respondents were informed of their rights
under IRB-approved consent protocols, including confidentiality and the option to withdraw
from the study at any point without consequence.
A total of 42 parents and guardians completed the survey via Google Forms. These
participants represented a diverse range of family backgrounds and experiences within the school
community. Their responses provided important insights into the family-school relationship,
perceptions of school safety, communication practices, and the overall climate and culture of
North East Middle School.
To further contextualize these perspectives, the following figures - Figures 7 and 8 summarize two key data points – relationship and grade level of their student(s).
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Figure 7
Adult Relationship to North East Middle School Student
Note. Figure 7 shows that nearly all (97.6%) of participants were parents. No legal guardians
completed this survey. One participant listed themselves as “Other adult in the household”.
Figure 8
Current Grade Level of Student Attributed to Respondent
59
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Note. Figure 8 shows the breakdown of parent participation by grade level. 31% of participants
were parents/guardians of sixth graders, over half (54.8%) were parents/guardians of seventh
graders, and 14.3% of all participants were parents/guardians of eighth graders. No parents of
high school aged students enrolled in either autistic support or life skills support programming at
North East Middle School elected to participate.
The perspectives shared by parents and guardians helped illuminate how families
experience and interpret the climate and culture of the North East Middle School. Their input,
alongside that of students and staff, provided a more comprehensive understanding of the current
school environment. These collective insights directly informed the development and execution
of the research plan, which is outlined in the following section.
Research Plan
Foundation in Literature
The research plan for this study was informed by a broad and compelling body of
literature that underscores the critical role school climate and culture play in shaping the
experiences and outcomes of all stakeholders. A positive school climate has been consistently
linked to improved student engagement, academic achievement, emotional well-being, and lower
rates of behavioral incidents (Thapa et al., 2013). These findings suggest that when students feel
safe, supported, and connected to their school community, they more likely to attend regularly,
participate actively in the learning process, and exhibit prosocial behaviors. Similarly, when staff
members experience a collegial and respectful work environment, they are more likely to
collaborate effectively, remain in the profession, and contribute to a culture of continuous
improvement (Voight & Nation, 2016).
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In addition to the well-documented academic and behavioral benefits, the literature also
highlights the influence of systemic and environmental factors – such as leadership practices,
equity and inclusion efforts, communication strategies, and stakeholder voice – on overall school
climate. Effective school leaders are shown to play a key role in establishing shared norms and
expectations, building trust, and fostering a sense of belonging among all members of the school
community. This body of research provided a theoretical framework for this study and informed
both the structure and focus of the research questions.
Importantly, the literature also supports the need for contextually grounded inquiry.
While national trends provide important benchmarks, school climate is inherently local and
influenced by the unique history, demographics, relationships, and culture of each school. Thus,
to meaningfully improve the climate and culture at North East Middle School, it was essential to
gather localized data directly from the students, staff, and families within the community.
Description of Research Plan
After gaining approval to conduct research at the North East School District, specifically
the North East Middle School, the researcher began to distribute surveys to three critical
stakeholder groups: Faculty/staff, students, and parents/guardians.
For staff, the email communication included a brief description of the survey, the district
approval letter (Appendix B), the informed consent form (Appendix F), and the IRB approval
letter (Appendix A). The staff survey consisted of 50 questions for participants to answer to
gather staff perspective related to the (then) current school climate and culture. The survey
included four questions to gather background on the participants. The survey included 43 Likert
scale questions regarding school safety, culture, and their experiences. The survey concluded
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with one optional open-ended “Additional Comments” question and two final questions asking
the staff members to check their district name and school name to confirm accuracy.
For students, the communication occurred via Google Classroom and a subsequent email.
This communication also included the district approval letter (Appendix B), the student assent
form (Appendix G), and the IRB approval letter (Appendix A). The student survey consisted of
45 total questions for participants to answer to gain their perspectives related to their perceptions
of (then) current school climate and culture. The survey only asked one demographic question
regarding their current grade level. In addition, the survey included 41 Likert scale questions
regarding school safety, culture, and their experiences. The survey concluded with one optional
open-ended “Additional Comments” question and two final questions asking students to check
their district name and school name to confirm accuracy.
Finally, for parents and guardians, the communication occurred via the Sapphire
notification system which pushed out the researcher’s request for participation through a pinned
post on the Sapphire parent portal, via email, a phone call, and a brief text message. Within the
pinned post on Sapphire and the parent email that was sent out, there was a flyer containing
separate Quick Response (QR) codes to each of the surveys – student, staff, and parent/guardian.
The communication with parents once again included the district approval letter (Appendix B),
the informed consent form (Appendix F), and the IRB approval letter (Appendix A). The survey
consisted of nineteen total questions. There were only two demographic questions regarding the
participants’ relation to the North East Middle School student and what that student’s current
grade level was. There were then fourteen Likert scale questions regarding school safety, culture,
and their experiences with the school. The survey concluded with one optional open-ended
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“Additional Comments” question and two final questions asking parents/guardians to check their
district name and school name to confirm accuracy.
Research Methods and Data Collection
Description of Research Design
The researcher designed and structured this study as an action research project using a
mixed-methods design. Action research was chosen for its alignment with the researcher’s dual
role as both a practitioner and investigator. As the building principal at North East Middle
School, the researcher sought not only to understand current perceptions but to use the findings
to inform ongoing improvement efforts in alignment with the district’s Vision 2028 strategic
plan. Action research allows school leaders to investigate problems of practice in real time,
develop contextualized solutions, and engage stakeholders in cycles of reflection and growth.
The mixed-methods model provided a comprehensive approach to data collection,
integrating both quantitative and qualitative sources. Surveys, interviews, observations, and
document analysis were used to triangulate findings and provide a multidimensional view of the
school’s climate and culture. This approach allowed for broad stakeholder engagement while
also capturing in-depth narratives that could inform decision-making.
Quantitative Data Collection
The quantitative portion of the research included the administration of the Pennsylvania
Department of Education’s School Climate Survey (Pennsylvania Department of Education, n.d.b), which was customized for students, faculty/staff, and parents/guardians. The surveys
(Appendix C, Appendix D, and Appendix E, respectively) consisted of both Likert scale and
multiple choice questions, covering domains such as safety, teaching and learning, relationships,
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school leadership, and community engagement. The standardized format allowed for consistent
data collection across groups, while additional questions added by the researcher provided more
localized insights.
Qualitative Data Collection
To supplement the quantitative data, qualitative information was gathered through semistructured interviews with a representative sample from all three stakeholder groups – students,
staff, and parents/guardians (Appendix H, Appendix I, and Appendix J). These interviews
allowed participants to elaborate on their survey responses and share personal experiences that
illustrated the complexities of school culture. Observations conducted by school leaders provided
additional insight into student-staff interactions, building routines, and the overall atmosphere of
the school during regular instructional time and non-instructional settings such as lunch or
hallway transitions.
Document Analysis
The final data source included a review of school-based documents such as disciplinary
referrals, attendance records, academic performance trends, and data from the first year of
Positive Behavioral Interventions and Supports (PBIS) implementation at the North East Middle
School. These documents were analyzed to identify patterns and contextualize the perception
data collected from surveys and interviews. For example, survey concerns about behavior were
compared with actual office disciplinary referral rates, and feedback on student recognition was
reviewed alongside PBIS Rewards data that showcased specific praise and feedback as students
were awarded points for showing class, character, and/or integrity for actions in the classroom,
hallways, and/or cafeteria.
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Integration of Data Sources
Each of the four data sources – surveys, interviews, observations, and document review –
was used to address the study’s three central research questions. The use of multiple data streams
ensured that findings were cross-validated and reliable, while also allowing for the identification
of both consensus and divergence among stakeholder groups. This integrative approach also
supported the development of actionable strategies grounded in evidence and reflective of the
lived experiences of those within the school.
Data Collection Timeline
The data collection process for this study followed a structured timeline aligned with the
academic calendar and research goals. Planning and preparation began in June 2024 with the
development of the survey instruments, interview protocols, and observation tools. During this
phase, the researcher also obtained IRB approval and secured permission from the school district
to proceed with the study.
Data collection occurred between October 2024 and April 2025. During this time,
electronic surveys were administered to students, parents/guardians, and staff members via
Google Forms. Additionally, interviews with randomly selected participants were conducted to
gather qualitative data. Observations of school routines and student-staff interactions were
conducted throughout the building, and relevant documents – including disciplinary records and
attendance data – were compiled for analysis.
From December through June 2025, the data analysis phase began, including the coding
of qualitative data and the statistical analysis of survey responses. This process led to the
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identification of emerging themes and patterns. Findings were drafted between June and July
2025, with final results and recommendations shared in August 2025.
Fiscal Implications
The research study was conducted with minimal financial burden. The primary costs
associated with data collection were related to incentivization. To encourage higher response
rates and participation across all stakeholder groups, the researcher offered a small raffle
incentive. One student, one parent/guardian, and one staff member were each randomly selected
to receive a $25 Amazon gift card, totaling $75 in total incentives.
Other additional costs associated with data collection were related to printing hard copies
of consent forms and surveys for participants without internet access, totaling approximately
$10. Observer training materials – including copies of observation checklists and brief
instructional guides – incurred a cost of approximately $25.
All other research activities, including data collection and analysis, were completed by
the researcher using free or institutionally provided software (Google Forms, Google Docs, etc.)
The total estimated cost of the study was $110, which was covered personally by the researcher.
Validity
Ensuring the credibility, accuracy, and trustworthiness of the data collected was a central
priority throughout the research process. Given the use of a mixed-methods, action research
model, multiple forms of validity were considered to ensure the study’s findings were both
meaningful and applicable to the context of the North East Middle School. This section describes
the types of validity emphasized in the study, the strategies used to enhance each form, and the
triangulation utilized to reinforce the integrity of the data.
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Types of Validity Considered
The study focused on three primary forms of validity: Construct validity, internal
validity, and ecological validity. Locke (2012) defines construct validity as “validating (one’s)
constructs based on their pattern of correlations with other variables assumed to be indicators of
or theoretically related to the construct of interest” (p. 146). Therefore, construct validity refers
to the extent to which a test or measurement accurately reflects the concept or construct it intends
to measure. In addition, internal validity examines whether “the manner in which a study was
designed, conducted, or analyzed allows trustworthy answers to the research questions in the
study” (Andrade, 2018, p. 71). This method of validity examines the extent to which bias is
present. If internal validity is compromised, then the entire study can become unreliable. Finally,
“ecological validity examines whether the results of a study can be generalized to real-life
settings… ecological validity specifically examines whether the findings of a study can be
generalized to naturalistic situations, such as clinical practice in everyday life” (Andrade, 2018,
p. 72). One key point of ecological validity is that this is ultimately a research-based judgement,
not a computed statistic.
Construct validity was of particular importance due to the study’s reliance on survey
instruments to assess perceptions on school climate and culture. The Pennsylvania Department of
Education (PDE) School Climate Survey, which served as the core data instrument for students,
parents, and staff, is a research-based tool designed to measure well-established dimensions of
school climate such as safety, relationships, teaching and learning, and institutional environment.
Utilizing a validated and publicly accessible instrument helped ensure that the constructs being
measured accurately reflected the intended concepts.
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Internal validity, often associated with trustworthiness of findings within the context of
the study, was supported through consistent research protocols, careful implementation of data
collection instruments, and alignment of the research design with the study’s questions. This
included piloting interview questions, following standardized administration procedures for the
surveys, and adhering to IRB-approved ethical guidelines for all interactions with participants.
Additionally, internal validity was supported through allowing participants to clarify or expand
upon their statements during both the initial survey and follow-up interview process; these openended questions allowed participants to clarify or expand upon their statements to ensure
accuracy in representation.
Ecological validity was also considered, especially given the action research nature of
this study. This form of validity refers to the degree to which research findings reflect real-world
conditions. Because this study was conducted within the school where the researcher serves as
principal, special care was taken to ensure that findings were grounded in the lived experience of
stakeholders. Data collection occurred during a regular academic year in naturalistic settings
such as classrooms, hallways, and common areas. The inclusion of everyday school documents –
such as discipline records and attendance reports – further strengthened the ecological relevance
of the study’s findings.
Methods to Increase Validity
To enhance construct and internal validity, multiple steps were taken throughout the
planning and implementation phases of the research. First, the use of a state-developed survey
instrument provided a strong foundation for reliability and content validity. While these surveys
were standardized, they also allowed for limited customization, which enabled the researcher to
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include questions relevant to the unique programs and goals of North East Middle School, such
as the implementation of the Profile of a Graduate and Road to Gold initiatives.
For interviews, the researcher created a semi-structured interview protocol aligned to the
study’s three research questions. These interviews were reviewed by professional peers and the
IRB before being conducted. The researcher also kept detailed field notes during and after the
interviews to document tone, emphasis, and non-verbal cues that could inform the interpretation
of responses. Participants were given opportunities to review their transcripts and clarify or
revise any points – a process known as member checking, which increases the credibility of
qualitative data.
In addition, ethical safeguards were employed to protect participant anonymity and
reduce bias. The use of digital surveys through Google Forms with authentication settings helped
ensure that responses were genuine and submitted only once per participant. Furthermore,
participant incentives were provided equitably across stakeholder groups (students, staff, and
parents/guardians) to encourage honest and voluntary participation, not skewed by coercion or
pressure.
The researcher was also cognizant of the dual role as school principal and lead
investigator. To mitigate any potential power dynamics or conflicts of interest, survey
participation was confidential, and interviews were conducted in a manner that emphasized
voluntary participation and personal privacy. This effort to separate the researcher’s
administrative role from the research process further supported the internal and ethical validity of
the study.
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Triangulation of Data
A major strength of this study was the use of data triangulation, a key feature of mixedmethods research that enhances validity by comparing multiple data sources to identify
consistent patterns or discrepancies. Triangulation was accomplished by collecting data from
four distinct methods: Surveys, interviews, observations, and document analysis.
Surveys were administered to students, staff, and parents/guardians, providing a board
quantitative overview of stakeholder perceptions. These were backed by follow-up semistructured interviews with selected representatives from each group, allowing for deeper
exploration into specific experiences and concerns raised in the surveys. The interview data
helped explain “why” participants responded in certain ways, adding meaning and context to the
numerical findings.
Observational data served as a third layer of validation, as the researcher and trained
observers recorded interactions and behaviors in real-time across various school settings. This
included lunch periods, hallway transitions, and unstructured time where climate and culture
often manifest visibly. Observations were conducted using structured checklists to ensure
consistency and limit observer bias.
Document analysis rounded out the data sources, including a review of discipline logs,
attendance records, and overall student performance data. These documents provided a historical
and procedural lens, offering additional evidence for validating patterns found in the surveys and
interviews.
By comparing findings from across these sources, the researcher was able to identify
areas of convergence and divergence. For example, if students reported feeling disconnected
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from adults in the survey, and the sentiment also appeared in interview narratives and
observation field notes, it strengthened the credibility of that conclusion. Similarly, if
disciplinary data reflected a disproportionality that was also echoed in staff or parent concerns,
the triangulation of evidence underscored the need for targeted intervention.
Together, these approaches to validity supported the development of a credible,
trustworthy, and context-specific portrait of the school climate and culture of North East Middle
School.
Summary
This chapter presented the full methodology used to conduct a comprehensive, mixedmethods action research study examining school climate and culture. The purpose of the study,
its alignment with the district’s goals, and the rationale for the research design were described in
detail. The chapter included a thorough overview of the research setting and participant groups students, staff, and parents - and outlined how data were collected through surveys, interviews,
observations, and document analysis.
To ensure the integrity of the study, multiple forms of validity were emphasized and
reinforced through a range of methodological and ethical safeguards. The triangulation of data
sources enabled a rich, multi-layered understanding of stakeholder perceptions and experiences,
which strengthened the relevance and applicability of the findings.
The following chapter will present the results of the data analysis, organized around the
study’s three research questions. These findings will provide insight into both the strengths and
challenges currently present at North East Middle School and offer guidance for data-driven
improvements in climate and culture.
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CHAPTER IV
Data Analysis and Results
In recent years, North East Middle School has faced growing concerns related to school
climate and culture. Feedback from students, staff, and families has revealed a disconnect
between stakeholders and the broader school environment, marked by inconsistent disciplinary
practices, limited engagement opportunities, and varying perceptions of safety and belonging.
These challenges have contributed to a sense of fragmentation within the school community and
highlighted the need for renewed efforts to strengthen relationships, foster inclusivity, and
rebuild trust.
In response to these concerns, this study sought to investigate stakeholder perceptions of
the current climate and culture at North East Middle School. As outlined in Chapter III, a mixedmethods design was employed to capture a holistic view of the school environment using
surveys, structured interviews, observations, and document analysis. Grounded in the literature
explored in Chapter II, the goal of this chapter is to present the findings of that data collection in
a manner that highlights both the strengths and areas for growth as identified by the school
community.
The results are organized around the three research questions that guided this inquiry:
1. What are the current perceptions of students, teachers, and parents regarding the
climate and culture at North East Middle School?
2. What are the underlying factors contributing to the existing climate and culture?
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3. What potential strategies can be implemented to enhance the climate and culture based
on the perceptions and underlying factors identified?
Through the analysis of stakeholder feedback and contextual evidence, this chapter seeks
to provide a data-driven foundation for future school improvement planning, with a focus on
fostering a more positive, connected, and equitable school climate.
Data Analysis
The data analysis for this study employed a mixed-methods approach, integrating
quantitative and qualitative data to provide a comprehensive understanding of the school climate
and culture at North East Middle School. The researcher followed a systematic, multi-phased
process to analyze data collected from surveys, structured interviews, classroom observations,
and behavioral records related to PBIS implementation.
Quantitative Data Analysis
1. Data Preparation and Organization:
Survey data from students, staff, and parents/guardians were first compiled and
organized. This involved checking for missing responses, invalid entries, and ensuring
consistency across respondent groups. The researcher used software tools such as Google
Forms and Google Sheets for data collection and exported datasets for further analysis.
2. Descriptive Statistics:
The initial analysis involved running descriptive statistics to summarize demographic
characteristics and key survey variables. Frequencies and percentages were calculated to
establish baseline patterns of perceptions across stakeholder groups.
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3. Reliability and Validity Checks:
The researcher assessed the internal consistency of the data gained from student, staff,
and parent/guardian surveys. Additionally, construct validity was supported by utilizing
standardized, a research-based instrument such as the Pennsylvania School Climate
Survey, which had already been tested for many years.
4. Triangulation with Behavioral Data:
Quantitative survey results were triangulated with school administrative data including
office disciplinary referrals, attendance records, and PBIS Rewards data. This enabled the
researcher to link perceptions with observable behaviors, enhancing the applicability of
findings.
Qualitative Data Analysis
1. Transcription and Organization:
Semi-structured interviews conducted with students, staff, and parents were transcribed
verbatim, and organized for coding. Field notes from classroom and school walkthroughs
supplemented these transcripts.
2. Thematic Coding:
Using qualitative analysis, mostly manual review, the researcher employed thematic
coding to identify recurring patterns, themes, and categories related to school climate,
culture, relationships, safety, and equity.
3. Integration with Quantitative Findings:
Qualitative themes were integrated with quantitative results to provide contextualized
explanations for survey patterns and behavioral data. This mixed-methods integration
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allowed for a more holistic understanding of stakeholder experiences and informed
practical recommendations.
Results
Student Survey Summary
A modified version of the Pennsylvania School Climate Survey (Pennsylvania, n.d.) was
administered to students in October 2024 as part of the initial data collection process. The
instrument, created using Google Forms, consisted of 45 questions, the majority of which
utilized a Likert-scale format to measure students’ perceptions across various dimensions of
school climate. A total of 219 students participated in this baseline administration, providing a
robust initial dataset for analysis.
Survey Question 1 asked participants to indicate their current grade level. The grade level
distribution was as follows: 102 sixth grade students, 82 seventh grade students, and 35 eighth
grade students. Figure 9 displays the grade level breakdown of the initial data collection process.
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Figure 9
Grade Level Breakdown of PA School Climate Survey
Note. Figure 9 shows the breakdown of parent participation by grade level. 102 participants (or
46.6%) were sixth graders, 82 participants (or 37.4%) were seventh graders, and 35 participants
(or 16%) were eighth graders. No high school aged students enrolled in either autistic support or
life skills support programming at North East Middle School elected to participate.
To address the remaining research questions, the study continued to utilize a Likert-style
survey format to capture students’ perceptions related to school climate and culture. This
approach allowed for the quantification of student attitudes, experiences, and observations across
key areas such as safety, relationships, teaching and learning, and institutional environment. By
utilizing a consistent response scale, the data collected provided meaningful insight into patterns
and trends within the student body, supporting a deeper analysis of how students perceive the
overall climate and culture of the school.
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Student Survey Section 1: Bullying and Its Implications on School Safety. The next
set of survey items, specifically Questions 2 through 6, concentrated on the topic of bullying and
its implications for school safety. These questions were designed to assess students’ perceptions
of how frequently bullying occurs within the school setting, the forms it may take, and whether it
contributes to feelings of insecurity or discomfort during the school day. By examining student
responses to these items, the survey aimed to capture both the prevalence of bullying behaviors
and their broader impact on the emotional and psychological wellbeing of the student body.
Students were asked to respond using a Likert-style scale, indicating the degree to which they
agreed or disagreed with statements related to bullying and safety concerns.
Table 1 presents a summary of the data collected from this section of the survey. The
findings offer insight into how students experience and interpret the presence of bullying in their
school environment, and whether they feel safe from peer aggression in various school settings.
This information is critical in evaluating the overall climate of the school and identifying areas in
which additional support, intervention, or preventive measures may be necessary to ensure that
all students feel safe, valued, and protected.
Table 1
Student Responses to PA Climate Questions 2 Through 6 (Bullying)
Survey Statement
2. Students at this
school are often
bullied.
3. Students at this
school are often
threatened.
Strongly
Disagree
Disagree
Agree
Strongly Agree
9.6%
(21)
48.9%
(107)
28.8%
(63)
12.8%
(28)
17.8%
(39)
46.6%
(102)
29.2%
(64)
6.4%
(14)
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4. Students at this
school are often teased
or picked on.
5. Students at this
school are often bullied
because of certain
characteristics (ex:
race, religion, or
weight).
6. I sometimes stay
home because I don't
feel safe at school.
78
3.2%
(7)
24.7%
(54)
48.4%
(106)
23.7%
(52)
13.7%
(30)
28.3%
(62)
37.4%
(82)
20.5%
(45)
49.8%
(109)
37.0%
(81)
11.4%
(25)
1.8%
(4)
Survey Question 2 asked respondents to indicate whether students at the school are often
bullied. Of the total responses, 9.6% (21 participants) strongly disagreed, while 48.9% (107
participants) disagreed. Meanwhile, 28.8% (63 participants) agreed with the statement, and
12.8% (28 participants) strongly agreed. This suggests that although a majority of students do not
believe bullying is prevalent, a notable portion - over 40% - acknowledged its occurrence.
Survey Question 3 focused on whether students at the school are often threatened. Here,
17.8% (39 participants) strongly disagreed and 46.6% (102 participants) disagreed. Another
29.2% (64 participants) agreed with the statement, while 6.4% (14 participants) strongly agreed.
This indicates that most students do not perceive threats as common, though nearly a third
acknowledged some level of threat.
Survey Question 4 asked if students at the school are often teased or picked on. Only
3.2% (7 participants) strongly disagreed, and 24.7% (54 participants) disagreed. However, 48.4%
(106 participants) agreed with the statement and 23.7% (52 participants) strongly agreed. These
results show that a significant majority - over 70% - experience or witness their fellow students
being teased or picked on.
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Survey Question 5 inquired whether students are often bullied because of specific
characteristics such as race, religion, or weight. Of the respondents, 13.7% (30 participants)
strongly disagreed and 28.3% (62 participants) disagreed. Meanwhile, 37.4% (82 participants)
agreed, and 20.5% (45 participants) strongly agreed. These results suggest that identity-based
bullying may be an issue at North East Middle School.
Survey Question 6 asked students if they ever stay home from school because they do not
feel safe. Nearly half - 49.8% (109 participants) - strongly disagreed with this statement, and
37.0% (81 participants) disagreed. Only 11.4% (25 participants) agreed, and 1.8% (4
participants) strongly agreed. These findings demonstrate the impact of both attendance and
school safety.
Student Survey Section 2: Perceptions of School Safety. The subsequent section of the
student survey was designed to assess students’ perceptions of safety within various areas of the
school environment. Specifically, students were asked to evaluate how safe they feel in three
distinct contexts: (1) outside around the school grounds, (2) within the hallways and bathrooms,
and (3) in their individual classrooms. These areas were intentionally selected to capture a
comprehensive view of perceived safety across both supervised and less-supervised settings.
Students responded to items using a Likert-style scale, indicating the degree to which they felt
safe or unsafe in each location. Their responses provide valuable insight into the physical and
emotional security experienced by students throughout the school day. Table 2 presents a
summary of the data collected from this section, offering a clear depiction of trends in perceived
safety across the three school settings. This information is critical for identifying potential areas
of concern and for informing strategies aimed at improving the overall school climate and
student well-being.
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Table 2
Student Responses to PA Climate Questions 7 Through 9 (Safety)
Survey Statement
7. Outside around the
school.
8. In the hallways and
bathrooms of the
school.
9. In your classes.
Not Safe
Somewhat Safe
Mostly Safe
Very Safe
4.1%
(9)
21.5%
(47)
44.3%
(97)
30.1%
(66)
3.2%
(7)
24.7%
(54)
36.1%
(79)
36.1%
(79)
1.8%
(4)
16.4%
(36)
25.6%
(56)
56.2%
(123)
Survey Question 7 asked students how safe they feel outside and around the school. A
small percentage, 4.1% (9 participants), indicated that they do not feel safe in this area.
Meanwhile, 21.5% (47 participants) felt only somewhat safe. The majority of students reported
feeling either mostly safe at 44.3% (97 participants) or very safe at 30.1% (66 participants),
indicating that over 74% of students generally feel secure in the outdoor areas around the school.
Survey Question 8 addressed students’ sense of safety in the hallways and bathrooms of
the school. Only 3.2% (7 participants) indicated that they do not feel safe in these locations,
while 24.7% (54 participants) felt somewhat safe. A total of 36.1% (79 participants) reported
feeling mostly safe, with another 36.1% (79 participants) stating that they feel very safe. These
results reflect that over 70% of students perceive hallways and bathrooms as safe environments.
Survey Question 9 asked students to rate their sense of safety in their classrooms. The
responses showed that only 1.8% (4 participants) felt unsafe and 16.4% (36 participants) felt
somewhat safe. Meanwhile, 25.6% (56 participants) felt mostly safe, and the largest group -
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56.2% (123 participants) - felt very safe in their classrooms. This data shows that over 80% of
students felt mostly or very safe in their classroom environments.
Student Survey Section 3: Perceptions of Peers. The third section of the survey
focused on eliciting student perceptions of their peer group and the overall student-to-student
dynamic within the school environment. Specifically, students were presented with a series of
statements related to the behaviors, attitudes, and interpersonal relationships among their
classmates. Using a Likert-style response format, participants were asked to indicate the extent to
which they agreed or disagreed with each statement. This format ranged from "Strongly
Disagree" to "Strongly Agree," allowing for a nuanced understanding of students’ perceptions.
The items in this section were designed to gauge key aspects of school climate as it pertains to
peer interaction, such as empathy, mutual respect, social inclusion, and the presence of negative
behaviors like exclusion or peer conflict. This data, depicted in Table 3, provided valuable
insight into how students perceive the culture among their peers, which is a critical dimension of
the overall school climate.
Table 3
Student Responses to PA Climate Questions 10 Through 25 (Perceptions of Students)
Strongly
Disagree
Survey Statement
10. Don't really care
about each other.
Disagree
Agree
Strongly Agree
21.0%
(46)
44.7%
(98)
29.2%
(64)
5.0%
(11)
11. Like to put others
down.
24.7%
(54)
37.9%
(83)
28.3%
(62)
9.1%
(20)
12. Don't get along
together well.
9.1%
(20)
40.6%
(89)
43.8%
(96)
6.4%
(14)
13. Just look out for
themselves.
9.6%
(21)
38.4%
(84)
40.2%
(88)
11.9%
(26)
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14. Treat each other
with respect.
8.7%
(19)
28.3%
(62)
42.5%
(93)
20.5%
(45)
15. Stop and think
before doing anything
when they get angry.
19.2%
(42)
35.6%
(78)
32.9%
(72)
12.3%
(27)
16. Do their share of
the work when we have
group projects.
9.1%
(20)
26.0%
(57)
47.9%
(105)
16.9%
(37)
17. Give up when they
can't solve a problem
easily.
14.6%
(32)
44.7%
(98)
28.3%
(62)
12.3%
(27)
18. Get into arguments
when they disagree
with people.
9.6%
(21)
28.8%
(63)
40.6%
(89)
21.0%
(46)
5.0%
(11)
27.9%
(61)
46.6%
(102)
20.5%
(45)
27.9%
(61)
37.4%
(82)
23.7%
(52)
11.0%
(24)
15.1%
(33)
35.2%
(77)
33.8%
(74)
16.0%
(35)
22. Say mean things to
other students when
they think the other
students deserve it.
21.9%
(48)
29.7%
(65)
33.3%
(73)
15.1%
(33)
23. Try to work out
their disagreements
with other students by
talking to them.
12.8%
(28)
33.8%
(74)
41.1%
(90)
12.3%
(27)
35.2%
(77)
40.2%
(88)
18.7%
(41)
5.9%
(13)
5.5%
(12)
27.9%
(61)
47.5%
(104)
19.2%
(42)
19. Do their best, even
when their school work
is difficult.
20. Think it's OK to
fight if someone insults
them.
21. Do all their
homework.
24. Think it's OK to
cheat if other students
are cheating.
25. Try to do a good
job on school work
even when it is not
interesting.
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Survey Question 10 asked students whether they believe students at the school care about
each other. A majority of respondents expressed skepticism, with 21.0% (46 participants)
strongly disagreeing and 44.7% (98 participants) disagreeing. Meanwhile, 29.2% (64
participants) agreed, and only 5.0% (11 participants) strongly agreed. These results suggest that
most students perceive a general lack of empathy among their peers.
Survey Question 11 explored whether students like to put others down. A total of 24.7%
(54 participants) strongly disagreed and 37.9% (83 participants) disagreed. However, 28.3% (62
participants) agreed and 9.1% (20 participants) strongly agreed, indicating that while a majority
reject this behavior, over a third acknowledge that it happens within the school day.
Survey Question 12 asked whether students get along well. Only 9.1% (20 participants)
strongly disagreed and 40.6% (89 participants) disagreed, while a larger proportion—43.8% (96
participants)—agreed and 6.4% (14 participants) strongly agreed. These responses suggest that
many students observe positive peer relationships, though a sizable minority see otherwise.
Survey Question 13 asked students if they believe others just look out for themselves. A
total of 9.6% (21 participants) strongly disagreed and 38.4% (84 participants) disagreed.
Meanwhile, 40.2% (88 participants) agreed and 11.9% (26 participants) strongly agreed. Nearly
52% of students acknowledged self-centered behavior among their peers.
Survey Question 14 assessed whether students treat each other with respect. Responses
were more positive, with 8.7% (19 participants) strongly disagreeing and 28.3% (62 participants)
disagreeing. A majority agreed - 42.5% (93 participants) - and 20.5% (45 participants) strongly
agreed, indicating that over 60% of students perceive a respectful school climate as it relates to
peer interactions.
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Survey Question 15 asked if students stop and think before doing anything when they get
angry. Results were mixed: 19.2% (42 participants) strongly disagreed and 35.6% (78
participants) disagreed, while 32.9% (72 participants) agreed and 12.3% (27 participants)
strongly agreed. These findings suggest that impulsivity may be a concern in emotionally
charged moments.
Survey Question 16 focused on whether students do their share of the work in group
projects. A combined 64.6% of students agreed or strongly agreed - 47.9% (105 participants) and
16.9% (37 participants), respectively - while 26.0% (57 participants) disagreed and 9.1% (20
participants) strongly disagreed. This suggests that most students perceive fairness in
collaborative tasks.
Survey Question 17 addressed whether students give up easily when facing challenges. A
total of 14.6% (32 participants) strongly disagreed and 44.7% (98 participants) disagreed.
Meanwhile, 28.3% (62 participants) agreed and 12.3% (27 participants) strongly agreed,
indicating that nearly 60% of students report perseverance in the face of difficulty.
Survey Question 18 explored whether students get into arguments when they disagree.
While 9.6% (21 participants) strongly disagreed and 28.8% (63 participants) disagreed, 40.6%
(89 participants) agreed and 21.0% (46 participants) strongly agreed. These results indicate that
interpersonal conflict remains relatively common within the middle school context.
Survey Question 19 asked if students try their best, even when schoolwork is difficult.
Only 5.0% (11 participants) strongly disagreed and 27.9% (61 participants) disagreed. A
significant 46.6% (102 participants) agreed and 20.5% (45 participants) strongly agreed, showing
that nearly 67% of students maintain strong academic effort despite challenges.
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Survey Question 20 addressed whether students think it is acceptable to fight if insulted.
A majority of students—27.9% (61 participants) strongly disagreed and 37.4% (82 participants)
disagreed, and thus rejected violence. However, 23.7% (52 participants) agreed and 11.0% (24
participants) strongly agreed, showing a notable minority condoning retaliation.
Survey Question 21 asked whether students do all of their homework. Just over half of
respondents said they do: 33.8% (74 participants) agreed and 16.0% (35 participants) strongly
agreed. On the other hand, 35.2% (77 participants) disagreed and 15.1% (33 participants)
strongly disagreed, indicating inconsistency in homework completion.
Survey Question 22 focused on whether students say mean things when they think others
deserve it. A total of 21.9% (48 participants) strongly disagreed and 29.7% (65 participants)
disagreed. Meanwhile, 33.3% (73 participants) agreed and 15.1% (33 participants) strongly
agreed, suggesting that nearly half of the respondents believe such behavior is justified under
certain conditions.
Survey Question 23 asked if students try to resolve disagreements by talking. Results
were encouraging: 41.1% (90 participants) agreed and 12.3% (27 participants) strongly agreed.
Still, 33.8% (74 participants) disagreed and 12.8% (28 participants) strongly disagreed, revealing
that while many practice positive communication, others may struggle to do so.
Survey Question 24 asked whether students believe it is acceptable to cheat if others are
doing it. A strong majority - 35.2% (77 participants) strongly disagreed and 40.2% (88
participants) disagreed - rejected this idea. Only 18.7% (41 participants) agreed and 5.9% (13
participants) strongly agreed, indicating that academic integrity is generally upheld.
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Survey Question 25 explored whether students try to do a good job on schoolwork even
when it is not interesting to them personally. Just 5.5% (12 participants) strongly disagreed and
27.9% (61 participants) disagreed. On the other hand, 47.5% (104 participants) agreed and
19.2% (42 participants) strongly agreed, showing that two-thirds of students stay committed
regardless of interest level.
Student Survey Section 4: Perceptions of Instructional Practices and Teacher
Support. The fourth section of the student climate survey was designed to evaluate students’
perceptions of instructional practices and teacher support within the classroom setting.
Specifically, the questions focused on how frequently students experience meaningful
instructional strategies, opportunities for engagement, and academic support from their teachers.
These items are critical in assessing the degree to which students feel their learning is
personalized, encouraged, and reinforced both during and outside of class time. Students were
asked to respond to a series of Likert-style statements, indicating the extent to which they agreed
or disagreed with various descriptions of teacher behavior and instructional design. The aim was
to capture student voice on the academic climate, including relationships with teachers and the
perceived relevance and rigor of assigned work.
Table 4 summarizes student responses to these survey items, offering insight into several
key areas: the ability of teachers to make academic content applicable to real life, the
encouragement of student voice in classroom discussions, perceived care from teachers, the
support provided following excused absences, and the usefulness of assigned homework. The
distribution of responses highlights student perspectives on both the affective and instructional
dimensions of their classroom experience.
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Table 4
Student Responses to PA Climate Questions 26 Through 30 (Perceptions of Teachers)
Strongly
Disagree
Survey Statement
26. Often connect what
I am learning to life
outside the classroom.
11.4%
(25)
27.9%
(61)
47.9%
(105)
12.8%
(28)
27. Encourage students
to share their ideas
about things we are
studying in class.
4.6%
(10)
13.7%
(30)
58.0%
(127)
23.7%
(52)
6.8%
(15)
17.8%
(39)
47.9%
(105)
27.4%
(60)
6.8%
(15)
18.7%
(41)
56.2%
(123)
18.3%
(40)
13.7%
(30)
19.2%
(42)
49.8%
(109)
17.4%
(38)
28. Really care about
me.
29. Help me make up
work after an excused
absence.
30. Often assign
homework that helps
me learn.
Disagree
Agree
Strongly Agree
Survey Question 26 asked students whether their teachers often connect what they are
learning in class to life outside the classroom. A total of 47.9% (105 participants) agreed with the
statement, while 12.8% (28 participants) strongly agreed. Meanwhile, 27.9% (61 participants)
disagreed and 11.4% (25 participants) strongly disagreed. While the majority see relevance in
their lessons, nearly 40% feel that instruction could be more applicable to real life.
Survey Question 27 asked students if their teachers encourage them to share their ideas
about classroom topics. This received strong positive responses, with 58.0% (127 participants)
agreeing and 23.7% (52 participants) strongly agreeing. Only 13.7% (30 participants) disagreed
and 4.6% (10 participants) strongly disagreed. These results show that over 80% of students feel
their voices and contributions are welcomed in class discussions.
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Survey Question 28 focused on whether students feel their teachers really care about
them. A majority of students—47.9% (105 participants)—agreed and 27.4% (60 participants)
strongly agreed. Meanwhile, 17.8% (39 participants) disagreed and 6.8% (15 participants)
strongly disagreed. These findings suggest that roughly three out of every four students feel
genuinely supported by their teachers.
Survey Question 29 asked if teachers help students make up work after an excused
absence. A strong majority responded positively, with 56.2% (123 participants) agreeing and
18.3% (40 participants) strongly agreeing. Only 18.7% (41 participants) disagreed and 6.8% (15
participants) strongly disagreed, indicating that most students feel academically supported when
they miss class.
Survey Question 30 asked students whether their teachers assign homework that helps
them learn. A combined 67.2% responded favorably - 49.8% (109 participants) agreed and
17.4% (38 participants) strongly agreed. However, 19.2% (42 participants) disagreed and 13.7%
(30 participants) strongly disagreed, suggesting that while most students find homework
beneficial, a notable portion still see room for improvement.
Student Survey Section 5: Perceptions of Staff Availability. The next section of the
student survey aimed to explore students’ perceptions of staff support and the overall fairness
and responsiveness of the school environment. This portion included items that focused on the
availability and willingness of adults to offer academic help, the equitable application of school
rules, access to counseling and postsecondary planning, and students’ general sense of
satisfaction with their school experience. Each statement was rated using a four-point Likert
scale, allowing students to express varying degrees of agreement or disagreement.
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Table 5 displays the distribution of responses related to these aspects of school support.
The data indicate that while a majority of students agree that they can access extra help outside
of class and that adults are generally willing to assist them, a significant portion also feel that
adults are often too busy to provide additional support. Notably, student opinions were more
divided when asked whether rules are applied equally and whether counselors have helped them
plan for life beyond high school. Additionally, the statement “I wish I went to a different school”
received the lowest levels of agreement, suggesting that most students are generally content with
their school experience. This section of the survey provides valuable insight into how students
perceive adult availability, fairness, and postsecondary readiness support within the school
climate.
Table 5
Student Responses to PA Climate Questions 31 Through 36 (Equity and Inclusivity)
Survey Statement
31. Adults in this
school are often too
busy to give students
extra help.
32. Adults in this
school apply the same
rules to all students
equally.
33. I wish I went to a
different school.
Strongly
Disagree
Disagree
Agree
Strongly Agree
13.7%
(30)
56.6%
(124)
22.8%
(50)
6.8%
(15)
16.0%
(35)
30.1%
(66)
38.8%
(85)
15.1%
(33)
31.1%
(68)
41.1%
(90)
16.4%
(36)
11.4%
(25)
34. I can get extra help
at school outside of my
regular classes.
4.1%
(9)
23.3%
(51)
56.6%
(124)
16.0%
(35)
35. A counselor at this
school has helped me
plan for life after high
school.
19.6%
(43)
41.1%
(90)
30.6%
(67)
8.7%
(19)
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36. Adults in this
school are usually
willing to take the time
to give students extra
help.
5.5%
90
(12)
16.9%
(37)
59.4%
(130)
18.3%
Survey Question 31 asked whether students believe that adults in the school are often too
busy to give extra help. A majority of students disagreed - 56.6% (124 participants) - and 13.7%
(30 participants) strongly disagreed. However, 22.8% (50 participants) agreed and 6.8% (15
participants) strongly agreed. These responses suggest that while most students feel adults make
time for extra help, about one in four perceive some level of inaccessibility.
Survey Question 32 explored whether students feel adults in the school apply rules
equally to all students. Responses were mixed: 38.8% (85 participants) agreed and 15.1% (33
participants) strongly agreed. On the other hand, 30.1% (66 participants) disagreed and 16.0%
(35 participants) strongly disagreed. This indicates that nearly half of students believe there is
inconsistency in how rules are enforced.
Survey Question 33 asked students if they wish they went to a different school. A clear
majority disagreed - 41.1% (90 participants) and 31.1% (68 participants) strongly disagreed.
Only 16.4% (36 participants) agreed and 11.4% (25 participants) strongly agreed. These findings
show that most students are content with their current school experience.
Survey Question 34 asked if students feel they can get extra academic help outside of
regular class time. This question received strong agreement, with 56.6% (124 participants)
agreeing and 16.0% (35 participants) strongly agreeing. Only 23.3% (51 participants) disagreed
and 4.1% (9 participants) strongly disagreed. The data suggest that support systems for academic
assistance are accessible to most students.
(40)
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Survey Question 35 asked whether a school counselor has helped students plan for life
after high school. Responses were mixed to negative, with 41.1% (90 participants) disagreeing
and 19.6% (43 participants) strongly disagreeing. Meanwhile, 30.6% (67 participants) agreed
and 8.7% (19 participants) strongly agreed. These results show that a majority of students have
not received personalized postsecondary planning support from a counselor. Admittedly, this has
not been a primary focus of middle school programming within the North East School District.
Survey Question 36 asked if adults in the school are usually willing to take time to give
students extra help. A majority of respondents - 59.4% (130 participants) - agreed and 18.3% (40
participants) strongly agreed. Only 16.9% (37 participants) disagreed and 5.5% (12 participants)
strongly disagreed. These findings suggest that students generally view school staff as
approachable and helpful.
Student Survey Section 6: Teacher Responsiveness and Fairness. This section of the
survey was designed to assess students’ perceptions of how attentive and fair their teachers are in
responding to their academic needs. Students were asked to consider whether their teachers
notice when they are struggling, provide support to improve work after poor performance, and
treat all students with equal fairness. These items were intended to gauge the responsiveness of
educators to individual student needs and the extent to which a sense of equity is maintained in
classroom interactions. Student responses were recorded using a Likert-style scale, offering a
detailed picture of how learners experience support and fairness within their academic
environments.
Table 6 summarizes the results from this section. A majority of students agreed that their
teachers notice when they have difficulty learning and are willing to help them improve their
performance on assignments. However, a more divided response emerged regarding perceptions
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of fairness, with over 40% of students expressing some level of agreement that certain students
receive preferential treatment. These findings offer important insight into both the academic
responsiveness of teachers and students’ perceptions of equitable treatment within the classroom.
Table 6
Student Responses to PA Climate Questions 37 Through 39 (Perceptions of Teachers’ Practices)
Survey Statement
37. Notices if I have
trouble learning
something.
38. Will help me
improve my work if I
do poorly on an
assignment.
39. Treat some students
better than others.
Strongly
Disagree
Disagree
Agree
Strongly Agree
8.2%
(18)
25.1%
(55)
55.7%
(122)
11.0%
(24)
9.1%
(20)
22.8%
(50)
54.3%
(119)
13.7%
(30)
11.9%
(26)
29.2%
(64)
31.1%
(68)
27.9%
(61)
Survey Question 37 asked students whether their teacher notices when they have trouble
learning something. A majority of students - 55.7% (122 participants) - agreed with the
statement, and 11.0% (24 participants) strongly agreed. However, 25.1% (55 participants)
disagreed, and 8.2% (18 participants) strongly disagreed. These results suggest that while many
students feel their learning needs are recognized, a notable portion may feel that their struggles
sometimes go unnoticed.
Survey Question 38 asked students whether their teacher will help them improve their
work if they do poorly on an assignment. Responses were largely positive: 54.3% (119
participants) agreed and 13.7% (30 participants) strongly agreed. Meanwhile, 22.8% (50
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participants) disagreed and 9.1% (20 participants) strongly disagreed. These responses suggest
that most students feel supported in improving their academic performance.
Survey Question 39 asked whether students believe their teacher treats some students
better than others. Opinions were divided: 31.1% (68 participants) agreed and 27.9% (61
participants) strongly agreed, while 29.2% (64 participants) disagreed and 11.9% (26
participants) strongly disagreed. These results show that nearly 60% of students perceive at least
some level of favoritism in the classroom.
Student Survey Section 7: Student Engagement and Classroom Experience. The
final segment of the student survey focused on engagement and the overall student experience in
the classroom. Students were asked to evaluate whether the content covered in class was
interesting and challenging, whether the class stimulated critical thinking, and whether they
generally felt bored during instruction. These items were designed to assess both the cognitive
and emotional dimensions of student engagement – key factors in overall academic success and
school satisfaction. Again, responses were collected using a four-point Likert scale to capture the
intensity of student perceptions.
Table 7 presents the findings from this engagement-focused section. The data suggest
that a strong majority of students find the topics they are studying to be both interesting and
challenging, and more than three-quarters agree that their classes make them think critically.
Despite these positive indicators, a notable 66% of students also reported some level of
agreement with the statement that they are "usually bored in (this) class," signaling a complex
relationship between cognitive challenge and emotional engagement. This suggests that while
academic rigor may be present, there may be opportunities to enhance instructional practices to
better capture and sustain student interest.
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Table 7
Student Responses to PA Climate Questions 40 Through 42 (Perceptions of Classes)
Strongly
Disagree
Survey Statement
40. The topics we are
studying are interesting
and challenging.
Disagree
Agree
Strongly Agree
9.1%
(20)
23.7%
(52)
54.8%
(120)
12.3%
(27)
41. This class really
makes me think.
4.1%
(9)
20.5%
(45)
59.4%
(130)
16.0%
(35)
42. I am usually bored
in this class.
4.6%
(10)
29.2%
(64)
34.7%
(76)
31.5%
(69)
Survey Question 40 asked students whether they find the topics they are studying
interesting and challenging. A majority of respondents - 54.8% (120 participants) - agreed and
12.3% (27 participants) strongly agreed. In contrast, 23.7% (52 participants) disagreed and 9.1%
(20 participants) strongly disagreed. These findings suggest that while most students find the
curriculum engaging, about one-third do not.
Survey Question 41 focused on whether their classes make students think critically. The
majority of students - 59.4% (130 participants) - agreed and 16.0% (35 participants) strongly
agreed. Only 20.5% (45 participants) disagreed and 4.1% (9 participants) strongly disagreed.
These results suggest that most students feel their classes stimulate their thinking and cognitive
engagement.
Survey Question 42 asked students if they are usually bored in their classes. Responses
were mixed, with 34.7% (76 participants) agreeing and 31.5% (69 participants) strongly
agreeing. However, 29.2% (64 participants) disagreed and 4.6% (10 participants) strongly
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disagreed. This indicates that over two-thirds of students experience boredom in class, despite
earlier responses suggesting intellectual challenge and engagement.
Student Survey Results
Overall, the student survey results reveal a complex picture of school climate,
highlighting both strengths and areas for growth. While many students feel physically safe and
supported by their teachers, concerns about peer conflict, favoritism, and inconsistent rule
enforcement remain. Most students reported trying their best academically and found their
classes intellectually stimulating, yet a significant number still expressed feelings of boredom
and disengagement. Relationships with teachers were largely positive, with students
acknowledging that adults were willing to help and cared about their well-being. To gain a more
complete understanding of the school environment, the following section shifts focus to the
perspectives of parents and guardians, who offer valuable insights into communication, academic
support, and overall student experiences.
Parent/Guardian Survey Summary
In addition to gathering feedback from students and staff, this study incorporated a
modified version of the Parent/Guardian Pennsylvania School Climate Survey (Pennsylvania,
n.d.) to capture the perceptions of families regarding the overall environment, safety,
communication, and support within the school. Parental insight plays a critical role in shaping a
well-rounded understanding of school climate, as families often provide unique observations
about their child’s experiences and the school’s engagement with the community. The modified
survey consisted of both original and adapted items designed to align with the specific focus
areas of this study, including bullying, instructional quality, and relationships with school staff.
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The following section presents an analysis of parent and guardian responses, highlighting
patterns and trends that reflect their confidence in the school’s culture, climate, and commitment
to student well-being. Tables referenced throughout this section summarize key findings and
serve as a foundation for triangulating data across stakeholder groups.
The survey was administered to parents and guardians in October 2024 as part of the
initial data collection process. The instrument, created using Google Forms, consisted of sixteen
questions, the majority of which utilized a Likert-scale format to measure students’ perceptions
across various dimensions of school climate. A total of 42 parents/guardians participated in this
baseline administration.
Survey Question 1 asked participants to indicate their relationship to the child they are
reporting about. As seen in Figure 10, the vast majority (97.6%) were parents of students,
whereas one individual completed the survey as “Other adult in the household”.
Figure 10
Relationship to Student(s)
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Note. Figure 10 shows that 41 of the 42 respondents were parents of current North East Middle
School students. Only one respondent classified themselves as “Other adult in the household”.
Finally, there were no legal guardians who participated in the survey.
Parent/Guardian Survey Question 2 asked respondents to identify the grade level(s) in
which their child or children were currently enrolled. This question was included to help
contextualize responses based on the age and developmental stage of the students, as perceptions
of school climate may vary depending on grade level. Understanding the distribution of
responses across grades also allows for more targeted analysis when comparing stakeholder
feedback. The data collected from this item - as seen in Figure 11 - served as a foundational
demographic indicator for interpreting trends throughout the remainder of the survey.
Figure 11
Current Grade Levels of Respondents’ Children
Note. Figure 11 shows that over half (54.8%) of all respondents were from parents of current 7th
Grade students. Additionally, 31% of responses came from parents of current 6th Grade students
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while the final 14.3% of all responses came from parents of current 8th Grade students. There
were no responses from parents of students in the Life Skills or Autistic Support classrooms.
To address the remaining research questions, the study continued with a Likert-style
survey format to capture parent and guardian perceptions related to school climate and culture.
This method enabled the quantification of family viewpoints across several core domains,
including student safety, communication, staff relationships, academic support, and the broader
school environment. Using a consistent rating scale allowed for a structured analysis of how
families experience and interpret the school’s practices and priorities. The resulting data offered
valuable insight into patterns and perceptions within the parent/guardian community, enhancing
the overall understanding of school climate through the lens of family engagement and trust.
Table 8 summarizes the results from Questions three through sixteen of the Parent/Guardian
Climate Survey, detailing the distribution of responses across each of the core climate indicators.
Table 8
Results of Parent/Guardian Climate Survey (Questions 3-16)
Survey Statement
3. My child’s school is
a supportive and
inviting place for
students.
4. My child is safe at
school.
Strongly
Disagree
Disagree
Agree
Strongly Agree
4.8%
(2)
9.5%
(4)
66.7%
(28)
19.0%
(8)
2.4%
(1)
7.1%
(3)
57.1%
(24)
33.3%
(14)
5. I feel welcome at
this school.
4.8%
(2)
9.5%
(4)
50.0%
(21)
35.7%
(15)
6. I am satisfied with
communication with
my child’s teacher(s).
9.5%
(4)
23.8%
(10)
50.0%
(21)
16.7%
(7)
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7. My child is getting a
good education at this
school.
2.4%
(1)
7.1%
(3)
69.0%
(29)
21.4%
(9)
8. My child is treated
fairly at this school.
9.5%
(4)
9.5%
(4)
52.4%
(22)
28.6%
(12)
9. My child likes
his/her teachers.
2.4%
(1)
14.3%
(6)
57.1%
(24)
26.2%
(11)
10. At this school there
are good supports for
all children, including
children with learning
problems.
2.4%
(1)
19.0%
(8)
64.3%
(27)
14.3%
(6)
11. This is a supportive
and inviting place for
parents/guardians.
2.4%
(1)
19.0%
(8)
61.9%
(26)
16.7%
(7)
2.4%
(1)
11.9%
(5)
73.8%
(31)
11.9%
(5)
2.4%
(1)
11.9%
(5)
69.0%
(29)
16.7%
(7)
4.8%
(2)
16.7%
(7)
64.3%
(27)
14.3%
(6)
4.8%
(2)
9.5%
(4)
47.6%
(20)
38.1%
(16)
11.9%
(5)
7.1%
(3)
61.9%
(26)
19.0%
(8)
12. Adults at this
school respect cultural
diversity.
13. Adults at this
school have high
expectations for all
children.
14. Teachers at my
child’s school are
interested in what I
have to say.
15. I feel like I am
actively involved in my
child’s education.
16. I would recommend
my child’s school to
others.
Survey Question 3 asked parents/guardians if the school is a supportive and inviting place
for students. Most respondents agreed (66.7%, 28 participants) or strongly agreed (19.0%, 8
participants), while a smaller number disagreed (9.5%, 4 participants) or strongly disagreed
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(4.8%, 2 participants). These results suggest a broadly positive perception of the school
environment for students.
Survey Question 4 focused on student safety. A strong majority of parents/guardians felt
their child is safe at school, with 57.1% (24 participants) agreeing and 33.3% (14 participants)
strongly agreeing. Only 9.5% (4 participants) expressed disagreement or strong disagreement.
Survey Question 5 asked if parents/guardians feel welcome at the school. Responses were
very favorable, with 50.0% (21 participants) agreeing and 35.7% (15 participants) strongly
agreeing. A small number disagreed (9.5%, 4 participants) or strongly disagreed (4.8%, 2
participants).
Survey Question 6 asked if parents are satisfied with communication from their child's
teachers. While half (50.0%, 21 participants) agreed, only 16.7% (7 participants) strongly agreed.
However, nearly one-third expressed disagreement - 23.8% (10 participants) disagreed and 9.5%
(4 participants) strongly disagreed - highlighting room for improvement in teacher-parent
communication.
Survey Question 7 addressed whether parents believe their child is receiving a good
education. A large majority - 69.0% (29 participants) agreed and 21.4% (9 participants) strongly
agreed - supported this statement, with only 9.5% (4 participants) in total expressing
disagreement.
Survey Question 8 asked if parents believe their child is treated fairly at school. Over half
of respondents agreed (52.4%, 22 participants), and 28.6% (12 participants) strongly agreed.
However, 19.0% expressed disagreement or strong disagreement, suggesting this is an area that
may benefit from further attention.
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Survey Question 9 focused on whether parents believe their child likes their teachers. The
majority agreed (57.1%, 24 participants) or strongly agreed (26.2%, 11 participants), with only
16.7% indicating disagreement.
Survey Question 10 asked about support for all children, including those with learning
problems. A combined 78.6% of respondents agreed (64.3%, 27 participants) or strongly agreed
(14.3%, 6 participants), while only 21.4% expressed some level of disagreement.
Survey Question 11 addressed whether the school is a supportive and inviting place for
families. Over three-quarters of respondents answered positively, with 61.9% (26 participants)
agreeing and 16.7% (7 participants) strongly agreeing.
Survey Question 12 asked if adults at the school respect cultural diversity. Responses
were strongly positive - 73.8% (31 participants) agreed and 11.9% (5 participants) strongly
agreed - while only 14.3% expressed disagreement or strong disagreement.
Survey Question 13 focused on whether adults at the school hold high expectations for all
students. Most parents agreed (69.0%, 29 participants) or strongly agreed (16.7%, 7 participants),
while 14.3% indicated disagreement.
Survey Question 14 asked if teachers are interested in what parents have to say. A total of
78.6% responded favorably, with 64.3% (27 participants) agreeing and 14.3% (6 participants)
strongly agreeing, while only 21.5% expressed any level of disagreement.
Survey Question 15 asked if parents feel actively involved in their child's education.
While 47.6% (20 participants) agreed and 38.1% (16 participants) strongly agreed, 14.3%
expressed disagreement or strong disagreement. These results show that most parents feel
included, but there is room for deeper engagement.
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Survey Question 16 asked whether parents would recommend the school to others. A
majority—61.9% (26 participants) agreed and 19.0% (8 participants) strongly agreed—but
19.0% (8 participants) also disagreed or strongly disagreed, indicating slightly more mixed
perceptions on school reputation.
Parent/Guardian Survey Results
Overall, the parent/guardian survey responses reflect a largely positive view of the school
environment, with high levels of agreement regarding student safety, teacher support, and the
quality of education provided. Most families feel welcomed by the school and believe their
children are treated fairly and supported, including those with learning challenges.
Communication with teachers and active involvement in their child’s education were noted as
areas with room for improvement, though many parents still felt heard and valued. While the
majority would recommend the school to others, a small yet meaningful portion expressed mixed
feelings, suggesting the need for ongoing engagement and transparency. To provide a more
complete picture of the school climate, the next section presents the perspectives of staff
members, whose insights shed light on internal operations, professional culture, and perceptions
of leadership.
Faculty/Staff Survey Summary
Finally, in addition to collecting feedback from students and families, this study also
utilized a modified version of the Pennsylvania School Climate Survey for Faculty and Staff
(Pennsylvania Department of Education, n.d.-b) to gather insights from school employees
regarding the internal culture, professional environment, and instructional practices within the
building. Faculty and staff play a central role in shaping school climate, as their daily
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interactions with students, colleagues, parents, and district leadership significantly influence the
overall tone and effectiveness of the school community. The survey instrument was tailored to
address areas most relevant to this study - such as safety, collegial trust, instructional support,
and staff-student relationships - while maintaining alignment with statewide climate standards.
The following section presents an analysis of faculty and staff responses, highlighting key trends
that offer a deeper understanding of the school’s organizational health and internal perceptions of
leadership, equity, and support. These findings, illustrated in the accompanying tables, provide
critical context for triangulating perceptions across all stakeholder groups and identifying
consistent themes or potential discrepancies.
The staff survey was administered in October 2024 using Google Forms and included 47
total questions, primarily utilizing a Likert-scale format to assess perceptions across multiple
dimensions of school climate. A total of 38 faculty and staff members participated in this
baseline data collection effort.
Survey Question 1 asked participants to indicate their role within the school. As shown in
Figure 12, the majority of respondents (68.4%) identified as teachers, while the remaining
participants included classified staff, other certified staff, administrators, and those who classify
as “other”. This distribution provides a representative cross-section of school personnel and
ensures that the data reflects a broad range of perspectives across instructional and noninstructional roles.
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Figure 12
Role of Staff Respondents
Note. Figure 12 shows that over two-thirds (68.4%) of all respondents were teachers.
Additionally, 10.5% of responses came from other certified staff, 13.2% classified as “other,”
and 5.3% were considered classified staff, and 2.6% of respondents classified as an
administrator.
Survey Question 2 asked participants to indicate the grade level(s) in which they work.
As shown in Figure 13, the majority of respondents reported working at the middle school level,
with additional representation from staff working in elementary, high school, or district-wide
roles. Several respondents indicated they serve across multiple levels, reflecting the presence of
shared services and specialized support staff. This distribution ensures that the survey captures a
comprehensive view of the school climate from individuals working across different educational
stages, allowing for a more nuanced understanding of how staff experiences may vary by setting.
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Figure 13
Building Level of Staff Respondents
Note. Figure 13 shows that the 32 of the 38 respondents (84.2%) work exclusively at North East
Middle School. Additionally, 7.9% of respondents listed “Other” as their level, indicating that
they work outside of grade level contexts. Two respondents (5.3%) also work at North East
Elementary School, while one respondent (2.6%) indicated that they also work at North East
High School.
Survey Question 3 asked participants how many years they have worked in any position
within the field of education. As shown in Figure 14, the responses were fairly evenly
distributed, with the largest groups being those with more than 15 years of experience (28.3%)
and those with 6 to 10 years (28.3%). Additionally, 21.1% reported having less than two years,
18.4% had 3 to 5 years, and 3.9% indicated 11 to 15 years of experience. This range reflects a
diverse mix of veteran educators and newer professionals, offering a well-rounded perspective
on school climate from staff at various stages in their careers.
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Figure 14
Overall Experience of Staff Respondents
Note. Figure 14 shows a very even breakdown of experience among the staff. There was an equal
split between those with fifteen or more years of experience and those with only six to ten (each
26.3%). Moreover, over one-fifth of participants indicated less than two years of experience.
Survey Question 4 asked participants how many years they have worked in any position
specifically at North East Middle School. As shown in Figure 15, the largest group of
respondents - 39.5% - reported working at the school for less than two years, followed by 31.6%
who have worked there for 3 to 5 years. Additionally, 13.2% indicated they have worked at the
school for 11 to 15 years, while smaller groups reported 6 to 10 years (7.9%) and more than 15
years (7.9%). This distribution suggests that while there is a solid base of experienced staff, a
significant portion of the faculty and staff are relatively new to the building, bringing fresh
perspectives and possibly still adjusting to the school’s culture and systems.
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Figure 15
Contextual Experience of Staff Respondents
Note. Figure 15 highlights that over 70% of all respondents have five years of experience (or
less) within the building. Only 7.9%, or three total participants, have been working in this
building for fifteen or more years.
Staff Survey Section 1: Perceptions of School Safety. The following section of the
faculty and staff survey focuses on perceptions of school safety, inclusivity, and the broader
environmental factors that influence the teaching and learning experience. These items were
designed to measure how staff view the school’s physical and emotional climate, including how
welcoming the environment is, how effectively the school supports parents and families, and
whether issues such as community violence or identity-based bullying impact students. Staff
responses to these questions offer valuable insight into both internal and external factors that
shape the overall school climate. By examining these perspectives, school leaders can better
understand how faculty and staff experience the day-to-day culture of the building and identify
areas that may require targeted support or intervention. Table 9 and the summaries that follow
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present key findings from Survey Questions 5 through 10, highlighting strengths in safety and
community engagement while also addressing areas of concern.
Table 9
Results of Staff Climate Survey (Questions 5-10)
Survey Statement
Strongly
Disagree
Disagree
Agree
Strongly Agree
5. This school is badly
affected by crime and
violence in the
community.
28.9%
(11)
57.9%
(22)
13.2%
(5)
0.0%
(0)
6. This school provides
positive experiences for
parents.
0.0%
(0)
18.4%
(7)
68.4%
(26)
13.2%
(5)
0.0%
(0)
5.3%
(2)
60.5%
(23)
34.2%
(13)
10.5%
(4)
73.7%
(28)
13.2%
(5)
2.6%
(1)
5.3%
(2)
44.7%
(17)
36.8%
(14)
13.2%
(5)
0.0%
(0)
5.3%
(2)
47.4%
(18)
47.4%
(18)
7. This school provides
a welcoming
environment.
8. Students at this
school are often
threatened.
9. Students at this
school are often bullied
because of certain
characteristics (for
example, their race,
religion, weight, or
sexual orientation)
10. This school
provides a safe
environment for
teaching and learning.
Survey Question 5 asked staff if the school is badly affected by crime and violence in the
surrounding community. A large majority - 57.9% (22 participants) - disagreed and 28.9% (11
participants) strongly disagreed, while only 13.2% (5 participants) agreed and no one strongly
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agreed. These results suggest that most staff do not perceive community violence as having a
significant negative impact on the school.
Survey Question 6 focused on whether the school provides positive experiences for
parents. Responses were overwhelmingly favorable, with 68.4% (26 participants) agreeing and
13.2% (5 participants) strongly agreeing. Only 18.4% (7 participants) disagreed, and no
respondents strongly disagreed. These results highlight strong staff confidence in the school’s
efforts to engage and support families.
Survey Question 7 asked whether the school provides a welcoming environment. Nearly
all staff responded positively, with 60.5% (23 participants) agreeing and 34.2% (13 participants)
strongly agreeing. Only 5.3% (2 participants) disagreed, and none strongly disagreed. This
reflects a strong perception of inclusivity and hospitality within the school.
Survey Question 8 asked if students at the school are often threatened. A large majority 73.7% (28 participants)—disagreed, and 10.5% (4 participants) strongly disagreed. Only 13.2%
(5 participants) agreed and 2.6% (1 participant) strongly agreed. These results suggest that most
staff do not see student threats as a widespread issue within the school environment.
Survey Question 9 inquired whether students are often bullied due to certain
characteristics (e.g., race, religion, weight, or sexual orientation). A majority of staff disagreed
(44.7%, 17 participants) or strongly disagreed (5.3%, 2 participants), while 36.8% (14
participants) agreed and 13.2% (5 participants) strongly agreed. These mixed responses suggest
that while many staff do not observe such bullying, a significant portion still perceive it as an
area of concern.
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Survey Question 10 asked if the school provides a safe environment for teaching and
learning. Responses were extremely positive, with 47.4% (18 participants) agreeing and another
47.4% (18 participants) strongly agreeing. Only 5.3% (2 participants) disagreed, and none
strongly disagreed. These results reflect a strong sense of physical and psychological safety
among staff within the school.
Staff Survey Section 2: Perceptions of Contextual School Safety. This section of the
faculty and staff survey aimed to assess how safe employees feel in various physical locations
throughout the school campus. A positive perception of physical safety is essential not only for
effective teaching and learning but also for fostering a climate of trust, well-being, and stability
among staff. These questions asked respondents to reflect on how secure they feel outside the
building, in communal areas like hallways and bathrooms, and in their individual workspaces.
The responses offer valuable insight into the consistency of safety perceptions across different
areas of the school and help identify any environments that may need additional support or
supervision. Table 10 and the subsequent summaries highlight faculty and staff responses to
Survey Questions 11 through 13.
Table 10
Results of Staff Climate Survey (Questions 11-13)
Survey Statement
11. Outside around the
school?
12. In the hallways and
bathrooms of the
school?
13. In your classroom
or work area?
Not Safe
Somewhat Safe
Mostly Safe
Very Safe
2.6%
(1)
2.6%
(1)
23.7%
(9)
71.1%
(27)
0.0%
(0)
2.6%
(1)
31.6%
(12)
65.8%
(25)
0.0%
(0)
0.0%
(0)
26.3%
(10)
73.7%
(28)
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Survey Question 11 asked staff how safe they feel outside around the school building.
The vast majority - 71.1% (27 participants) - reported feeling very safe, and an additional 23.7%
(9 participants) felt mostly safe. Only one respondent each (2.6%) indicated feeling somewhat
safe or not safe, suggesting that most staff feel confident in the safety and supervision provided
in outdoor areas of the school campus.
Survey Question 12 focused on how safe staff feel in the hallways and bathrooms of the
school. A total of 65.8% (25 participants) reported feeling very safe, while 31.6% (12
participants) said they feel mostly safe. Only one respondent (2.6%) selected somewhat safe, and
none reported feeling not safe, reflecting a strong perception of safety in shared indoor spaces.
Survey Question 13 asked staff how safe they feel in their own classroom or work area.
This question received the highest level of confidence, with 73.7% (28 participants) reporting
they feel very safe and 26.3% (10 participants) stating they feel mostly safe. No respondents
reported feeling somewhat safe or not safe, indicating that personal workspaces are perceived as
secure, supportive environments for teaching and learning.
Staff Survey Section 3: Perceptions of Student Behavior and Peer Culture. Section
Three of the faculty and staff survey focused on staff perceptions of student behavior, peer
interactions, and academic habits. These items were designed to gather insight into how school
employees view student relationships, respect, responsibility, and self-management within the
school environment. Understanding how staff perceive student conduct is essential for
identifying behavioral trends, informing intervention strategies, and reinforcing expectations that
contribute to a positive school climate. The questions in this section asked respondents to reflect
on how students interact with one another, how they handle academic and emotional challenges,
and the extent to which they demonstrate resilience, collaboration, and ethical behavior. Table 11
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and the following summaries of Survey Questions 14 through 29 present key trends and patterns
related to student culture as observed by the adults who work with them daily.
Table 11
Results of Staff Climate Survey (Questions 14-29)
Strongly
Disagree
Survey Statement
14. Don't really care
about each other.
10.5%
(4)
78.9%
(30)
7.9%
(3)
2.6%
(1)
15. Like to put others
down.
7.9%
(3)
57.9%
(22)
28.9%
(11)
5.3%
(2)
16. Don't get along
together well.
5.3%
(2)
78.9%
(30)
10.5%
(4)
5.3%
(2)
17. Just look out for
themselves.
10.5%
(4)
68.4%
(26)
18.4%
(7)
2.6%
(1)
18. Treat each other
with respect.
5.3%
(2)
31.6%
(12)
57.9%
(22)
5.3%
(2)
19. Stop and think
before doing anything
when they get angry.
5.3%
(2)
60.5%
(23)
34.2%
(13)
0.0%
(0)
20. Do their share of
the work when doing
group projects.
2.6%
(1)
47.4%
(18)
50.0%
(19)
0.0%
(0)
21. Give up when they
can't solve a problem
easily.
0.0%
(0)
23.7%
(9)
55.3%
(21)
21.1%
(8)
22. Get into arguments
when they disagree
with people.
0.0%
(0)
21.1%
(8)
68.4%
(26)
10.5%
(4)
2.6%
(1)
52.6%
(20)
44.7%
(17)
0.0%
(0)
10.5%
(4)
47.4%
(18)
42.1%
(16)
0.0%
(0)
7.9%
(3)
71.1%
(27)
21.1%
(8)
0.0%
(0)
23. Do their best, even
when their school work
is difficult.
24. Think it's OK to
fight if someone insults
them.
25. Do all their
homework.
Disagree
Agree
Strongly Agree
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26. Say mean things to
other students when
they think the other
students deserve it.
2.6%
(1)
21.1%
(8)
65.8%
(25)
10.5%
(4)
27. Try to work out
their disagreements
with other students by
talking to them.
10.5%
(4)
39.5%
(15)
50.0%
(19)
0.0%
(0)
0.0%
(0)
60.5%
(23)
34.2%
(13)
5.3%
(2)
0.0%
(0)
47.4%
(18)
52.6%
(20)
0.0%
(0)
28. Think it's OK to
cheat if other students
are cheating.
29. Try to do a good
job on school work
even when it is not
interesting.
Survey Question 14 asked whether staff believe students at the school don’t really care
about each other. A strong majority - 78.9% (30 respondents) - disagreed, and 10.5% (4) strongly
disagreed. Only 7.9% (3) agreed and 2.6% (1) strongly agreed, suggesting that most staff feel
students generally care about one another.
Survey Question 15 focused on whether students like to put others down. The majority of
staff disagreed - 57.9% (22) - or strongly disagreed - 7.9% (3). However, 28.9% (11) agreed, and
5.3% (2) strongly agreed, indicating some concern that negative peer behavior may be present
among a subset of the student body.
Survey Question 16 asked if students don’t get along well with one another. A large
majority of staff disagreed (78.9%, 30) or strongly disagreed (5.3%, 2), while 10.5% (4) agreed
and 5.3% (2) strongly agreed. These results suggest that most staff believe students generally
maintain positive peer relationships.
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Survey Question 17 addressed whether students just look out for themselves. Most staff
disagreed (68.4%, 26) or strongly disagreed (10.5%, 4), though 18.4% (7) agreed and 2.6% (1)
strongly agreed. The data indicates a general perception of cooperation among students, though
not universally.
Survey Question 18 asked whether students treat each other with respect. A majority of
staff agreed (57.9%, 22), while 31.6% (12) disagreed. Only 5.3% (2) strongly disagreed or
strongly agreed, respectively, showing that while most staff observe respectful behavior, nearly
one-third see room for improvement.
Survey Question 19 focused on whether students stop and think before acting when
angry. Most staff disagreed (60.5%, 23) or strongly disagreed (5.3%, 2), while 34.2% (13)
agreed. No respondents strongly agreed. These responses suggest impulsive reactions may still
be a challenge for many middle school students.
Survey Question 20 asked if students do their share of work during group projects. Half
of respondents agreed (50.0%, 19), while 47.4% (18) disagreed and 2.6% (1) strongly disagreed.
No one strongly agreed. These results reflect mixed perceptions regarding collaboration and
fairness in group work.
Survey Question 21 explored whether students give up easily when solving problems.
While 55.3% (21) agreed and 21.1% (8) strongly agreed, 23.7% (9) disagreed. No one strongly
disagreed, suggesting that perseverance remains a growth area for students.
Survey Question 22 asked if students argue when they disagree. Most staff—68.4% (26) agreed, and 10.5% (4) strongly agreed. Only 21.1% (8) disagreed, indicating that verbal conflict
is frequently observed when students experience disagreements.
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Survey Question 23 focused on whether students put forth their best effort when
schoolwork is difficult. While 44.7% (17) agreed and 2.6% (1) strongly disagreed, over half
(52.6%, 20 disagree; 2.6%, 1 strongly disagree) expressed concerns about student persistence.
This suggests that many staff feel students struggle to maintain effort in challenging academic
tasks.
Survey Question 24 asked if students believe it’s okay to fight if someone insults them.
While 42.1% (16) agreed, 47.4% (18) disagreed and 10.5% (4) strongly disagreed. No
respondents strongly agreed. These mixed results highlight the need for continued emphasis on
nonviolent conflict resolution.
Survey Question 25 inquired whether students complete all their homework. A large
majority - 71.1% (27) - disagreed, and 7.9% (3) strongly disagreed. Only 21.1% (8) agreed. No
one strongly agreed, revealing a widespread concern about homework completion.
Survey Question 26 asked if students say mean things to others when they think it's
deserved. While 65.8% (25) agreed and 10.5% (4) strongly agreed, 21.1% (8) disagreed and
2.6% (1) strongly disagreed. This suggests that many staff perceive retaliatory unkindness as
common behavior among students.
Survey Question 27 explored whether students try to resolve disagreements through
conversation. Half (50.0%, 19) agreed, while 39.5% (15) disagreed and 10.5% (4) strongly
disagreed. No respondents strongly agreed. These results reflect moderate optimism, with a
notable portion of staff uncertain about students' conflict resolution strategies.
Survey Question 28 asked whether students think it’s acceptable to cheat if others are
cheating. Most respondents disagreed (60.5%, 23), while 34.2% (13) agreed and 5.3% (2)
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strongly agreed. No one strongly disagreed. These findings suggest most students are perceived
to uphold academic honesty, but peer influence may be a factor for some.
Survey Question 29 asked whether students try to do a good job even when schoolwork
isn’t interesting. A majority - 52.6% (20) - agreed, and 47.4% (18) disagreed. No respondents
selected the extreme ends of the scale, suggesting split perceptions on student motivation when
engagement is low.
Staff Survey Section 4: Instructional Practices and Beliefs About Student Learning.
Section Four of the faculty and staff survey examined educator practices and beliefs related to
instruction, academic support, and student potential. These items were designed to assess how
staff members engage students in learning, provide meaningful feedback, and accommodate
individual needs. In addition, the survey explored staff perceptions of their ability to prepare
students for future success and their belief in all students’ capacity to meet academic challenges.
Understanding these perspectives is critical to evaluating the strength of instructional practices
and the expectations set for learners within the school. The responses to Survey Questions 30
through 36, also depicted in Table 12, highlight a deeply student-centered culture, with strong
commitments to care, inclusivity, and high standards, while also identifying areas where beliefs
about student capability may vary.
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Table 12
Results of Staff Climate Survey (Questions 30-36)
Survey Statement
Strongly
Disagree
Disagree
Agree
Strongly Agree
30. Encourage students
to share their ideas
about things we are
studying in class.
0.0%
(0)
0.0%
(0)
46.7%
(14)
53.3%
(16)
31. Prepare all students
for success in the next
grade, in college, or in
a job.
0.0%
(0)
0.0%
(0)
56.7%
(17)
43.3%
(13)
32. Really care about
my students.
0.0%
(0)
0.0%
(0)
15.6%
(5)
84.4%
(27)
33. Help my students
make up work after an
excused absence.
0.0%
(0)
3.3%
(1)
63.3%
(19)
33.3%
(10)
34. Give my students
feedback on class
assignments that helps
improve their work.
0.0%
(0)
0.0%
(0)
43.3%
(13)
56.7%
(17)
0.0%
(0)
0.0%
(0)
30.0%
(9)
70.0%
(21)
0.0%
(0)
12.5%
(4)
37.5%
(12)
50.0%
(16)
35. Provide
accommodations to
students who need
them.
36. Believe all students
can do challenging
school work.
Survey Question 30 asked whether staff encourage students to share their ideas about the
topics being studied in class. Responses were overwhelmingly positive, with 46.7% (14
respondents) agreeing and 53.3% (16 respondents) strongly agreeing. No participants disagreed
or strongly disagreed, indicating that all respondents promote student voice and engagement
during instruction.
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Survey Question 31 focused on whether staff believe they prepare all students for success
in the next grade, in college, or in a job. All respondents answered favorably, with 56.7% (17)
agreeing and 43.3% (13) strongly agreeing. These results reflect high confidence in staff
members' role in promoting long-term academic and career readiness.
Survey Question 32 asked whether staff really care about their students. The vast
majority—84.4% (27)—strongly agreed with this statement, and an additional 15.6% (5) agreed.
No respondents selected disagree or strongly disagree, signaling an exceptionally strong sense of
personal investment in student well-being.
Survey Question 33 addressed whether staff help students make up work after an excused
absence. Most participants—63.3% (19)—agreed, and 33.3% (10) strongly agreed. Only one
respondent (3.3%) disagreed, showing that nearly all staff support students in catching up on
missed work.
Survey Question 34 asked whether staff give students feedback on assignments that helps
them improve. All responses were positive, with 43.3% (13) agreeing and 56.7% (17) strongly
agreeing. This indicates that meaningful, growth-oriented feedback is a consistent instructional
practice.
Survey Question 35 focused on providing accommodations to students who need them. A
strong majority—70.0% (21)—strongly agreed, and 30.0% (9) agreed. No respondents indicated
disagreement, suggesting a school-wide commitment to supporting diverse learner needs.
Survey Question 36 asked whether staff believe all students are capable of doing
challenging schoolwork. Half of respondents—50.0% (16)—strongly agreed, and 37.5% (12)
agreed. A small number—12.5% (4)—disagreed, while none strongly disagreed. These results
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suggest that most staff hold high expectations for student achievement, though a small portion
may have reservations about universal academic rigor.
Staff Survey Section 5: Leadership, School Climate, and Academic Expectations.
The final section of the faculty and staff survey explored perceptions related to school
leadership, overall climate, and academic rigor. These questions were designed to assess the
extent to which staff feel supported by administration, involved in decision-making, and
confident in the school’s direction and instructional standards. The items also examined staff
attitudes toward student behavior, communication with families, and the encouragement of
advanced academic opportunities. Collectively, this section provides valuable insight into how
the professional culture of the school influences both staff morale and student success. Table 13
and the responses to Survey Questions 37 through 47 reveal strong confidence in leadership, a
generally positive school climate, and widespread belief in the school’s academic mission, while
also highlighting some areas where perceptions of equity, rigor, and involvement could be
further strengthened.
Table 13
Results of Staff Climate Survey (Questions 37-47)
Survey Statement
37. The principal asks
students about their
ideas.
38. Students and
parents receive
effective
communication about
academic progress.
Strongly
Disagree
Disagree
Agree
Strongly Agree
2.6%
(1)
5.3%
(2)
65.8%
(25)
26.3%
(10)
5.3%
(2)
18.4%
(7)
52.6%
(20)
23.7%
(9)
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39. When students
break rules, they are
treated fairly.
5.3%
(2)
15.8%
(6)
55.3%
(21)
23.7%
(9)
40. I am happy working
at this school.
2.6%
(1)
0.0%
(0)
36.8%
(14)
60.5%
(23)
41. This school is
making steady progress
implementing rigorous
academic standards.
2.6%
(1)
0.0%
(0)
57.9%
(22)
39.5%
(15)
42. When students in
this school already
know the material that
is being taught, they are
given more advanced
assignments.
0.0%
(0)
28.9%
(11)
57.9%
(22)
13.2%
(5)
43. School staff
members have a lot of
informal opportunities
to influence what
happens here.
5.3%
(2)
13.2%
(5)
65.8%
(25)
15.8%
(6)
44. School staff
members are supported
by administration.
0.0%
(0)
7.9%
(3)
42.1%
(16)
50.0%
(19)
45. In this school, staff
members have a "can
do" attitude.
0.0%
(0)
23.7%
(9)
52.6%
(20)
23.7%
(9)
13.2%
(5)
21.1%
(8)
50.0%
(19)
15.8%
(6)
0.0%
(0)
2.6%
(1)
55.3%
(21)
42.1%
(16)
46. Students in this
school are encouraged
to take advanced
classes, such as honors,
Advanced Placement
(AP), or International
Baccalaureate (IB), or
classes that lead to
professional
certification.
47. This school
provides positive
experiences for
students.
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Survey Question 37 asked whether the principal asks students about their ideas. Most
staff responded positively, with 65.8% (25 respondents) agreeing and 26.3% (10 respondents)
strongly agreeing. Only 5.3% (2) disagreed and 2.6% (1) strongly disagreed, suggesting that staff
generally perceive school leadership as student-focused and open to student voice.
Survey Question 38 focused on whether students and parents receive effective
communication about academic progress. A total of 52.6% (20) agreed and 23.7% (9) strongly
agreed. However, 18.4% (7) disagreed and 5.3% (2) strongly disagreed, indicating room for
improvement in strengthening communication efforts between school and home.
Survey Question 39 asked if students are treated fairly when they break school rules.
Most staff agreed (55.3%, 21) or strongly agreed (23.7%, 9), while 15.8% (6) disagreed and
5.3% (2) strongly disagreed. These responses suggest that while most staff view disciplinary
practices as fair, some perceive inconsistency in enforcement.
Survey Question 40 asked if staff are happy working at the school. The majority
responded favorably, with 60.5% (23) strongly agreeing and 36.8% (14) agreeing. Only 2.6% (1)
strongly disagreed. These results reflect high overall morale and job satisfaction among faculty
and staff.
Survey Question 41 focused on whether the school is making steady progress in
implementing rigorous academic standards. A combined 96.1% of respondents answered
positively - 57.9% (22) agreed and 39.5% (15) strongly agreed - while only 2.6% (1) strongly
disagreed, reflecting widespread confidence in the school’s academic direction.
Survey Question 42 asked whether students who already know the material are given
more advanced assignments. A majority - 57.9% (22) - agreed, and 13.2% (5) strongly agreed,
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while 28.9% (11) disagreed. No one strongly disagreed. This suggests that most staff believe
enrichment is occurring, but a significant portion may feel differentiation could be strengthened.
Survey Question 43 focused on whether staff have informal opportunities to influence
what happens in the school. Most respondents agreed (65.8%, 25) or strongly agreed (15.8%, 6),
though 13.2% (5) disagreed and 5.3% (2) strongly disagreed. These results suggest that most
staff feel empowered to contribute to school decisions, though not all share that perspective.
Survey Question 44 asked whether staff feel supported by administration. A combined
92.1% answered positively - 50.0% (19) strongly agreed and 42.1% (16) agreed. Only 7.9% (3)
disagreed, indicating strong administrative support as perceived by staff.
Survey Question 45 asked whether staff members have a “can do” attitude. The majority
of respondents agreed (52.6%, 20) or strongly agreed (23.7%, 9), while 23.7% (9) disagreed. No
one strongly disagreed. This suggests that while a majority feel a spirit of optimism exists, some
see a need to strengthen collective efficacy.
Survey Question 46 focused on whether students are encouraged to take advanced
courses such as Advanced Placement (AP), International Baccalaureate (IB), or other
certification programs. While 50.0% (19) agreed and 15.8% (6) strongly agreed, a sizable
portion—21.1% (8) disagreed and 13.2% (5) strongly disagreed. These results reflect moderate
support for academic rigor, but also signal that increased access or emphasis may be needed.
Survey Question 47 asked whether the school provides positive experiences for students.
The vast majority responded favorably—55.3% (21) agreed and 42.1% (16) strongly agreed.
Only 2.6% (1) disagreed, and none strongly disagreed, indicating that staff overwhelmingly
believe the school fosters a positive environment for students.
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Staff Survey Results
The results of the faculty and staff survey present a comprehensive and balanced picture
of school climate, instructional practice, leadership, and student behavior as perceived by
employees across various roles and experience levels. Staff overwhelmingly reported feeling safe
within the school environment, particularly in their classrooms and workspaces, and expressed
strong satisfaction with their ability to support student learning through meaningful instruction,
accommodations, and feedback. There was broad agreement that the school fosters positive
relationships, high expectations, and a supportive culture - both among staff and for students.
Responses reflected high levels of morale and professional pride, with most staff
indicating they enjoy working at the school and feel supported by administration. At the same
time, areas for growth emerged, including consistency in discipline practices, communication
with families, and equity in the application of school rules. Some staff expressed uncertainty
regarding how often students are challenged academically, particularly those who master content
early, and about how widely advanced academic opportunities are promoted.
Overall, the data reflect a committed, student-centered staff who believe in the school’s
mission, feel empowered to contribute, and strive to meet the diverse needs of learners. These
insights will serve as a valuable foundation for identifying strengths to celebrate and
opportunities to enhance both student and staff experiences across the building.
Student Structured Interviews
To deepen the analysis of student perceptions of school climate and culture, a series of
structured follow-up interviews were conducted between May and June of 2025. These
interviews served as a qualitative extension of the Pennsylvania Department of Education’s
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School Climate Survey, which was administered in October 2024. While the original survey
gathered broad, quantitative data from 219 student respondents, this follow-up effort focused on
more detailed, open-ended reflections.
A total of 26 students participated in the interviews, selected randomly from the original
participant pool. The goal was to include 10 representatives from each grade level (6th, 7th, and
8th), but four of the randomly generated students chose not to participate, resulting in slightly
uneven representation across grades. The questions in the interview protocol were designed to
align with the major themes of the PDE School Climate Survey, including perceptions of
physical and emotional safety, peer relationships, student voice, teaching and learning practices,
and cultural inclusivity.
The responses collected during these structured interviews offer a rich, narrative-based
understanding of students’ lived experiences at North East Middle School and complement the
broader trends identified in the quantitative data. What follows is a summary of each interview
question, along with representative responses and recurring themes.
Interview Question 1: Can you describe a specific instance where you felt unsafe at school?
What actions did you or others take in response?
Most students reported that they have never felt unsafe at school. However, several
responses indicated that situations involving fights, verbal threats, or unsupervised areas like
bathrooms made students feel uncomfortable. A few students expressed that they either ignored
the situation or alerted an adult.
Responses included:
•
“I have never felt unsafe at school.”
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“The only time I feel unsafe is when there is a fight in the hallway.”
•
“I felt unsafe when someone threatened to harm the entire school.”
•
“Sometimes the bathrooms feel unsafe because there’s no teacher nearby.”
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Interview Question 2: What kinds of characteristics (e.g., race, religion, weight) do you think
lead to bullying at your school, and how frequently do you witness this happening?
A majority of students indicated that weight is the most common characteristic that leads
to bullying. Some mentioned appearance and differences in personality. While some students see
bullying frequently, others view it as rare or mostly happening under the guise of jokes.
Responses included:
•
“Weight can lead to bullying.”
•
“I think the most common things that lead to bullying are weight, clothing, and
appearance.”
•
“People don’t really bully others here, but if it happens, it’s mostly joking.”
•
“People joke too much and don’t realize they’re hurting someone else.”
•
“People sometimes are teased for the way they speak.”
Interview Question 3: Can you provide examples of how students at your school either support
each other or fail to support each other in learning or social situations?
Students overwhelmingly shared positive experiences, especially in the context of sports
and friendships. Many highlighted emotional support from peers and group work during classes
or events.
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Responses included:
•
“If there is a game or meet, the team supports each other.”
•
“People work really well together in gym class and cheer each other on.”
•
“My friends supported me when I was feeling down.”
•
“We help each other out during assignments.”
•
“Everyone in my friend group comes to each other’s games and claps when someone
scores.”
Interview Question 4: How do you think students can be encouraged to treat each other with
more respect and consideration?
A common suggestion among students was offering rewards or recognition for respectful
behavior. Some proposed PBIS points or shoutouts on our intercom system or morning
announcements. Others believed that modeling and talking about respect more openly could
help.
Responses included:
•
“We could give rewards to people who are nice and respectful.”
•
“More PBIS points for students doing good things.”
•
“Teachers should openly recognize people who are kind.”
•
“People will do [respectful things] if there are rewards.”
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Interview Question 5: In what ways do your teachers connect what you are learning to life
outside the classroom? Can you share a specific example?
Students pointed to career-related assignments, real-life projects, and personal stories
from teachers as helpful connections. While multiple teachers were mentioned by name, one
teacher - Mr. Scutella (Grade 8 Mathematics) - was frequently mentioned for his ability to relate
school to students’ futures.
Responses included:
•
“Future-focused talks with Mr. Scutella.”
•
“We did a budget project that helped with real-life math.”
•
“My math teacher made us research jobs in real life.”
•
“We watch CNN10 in class to stay informed about the world around us.”
•
“Miss Kosslow helped me when I was stressed about something outside of school and
helped me focus on my learning rather than the [issues] outside of school.”
Interview Question 6: How do your teachers encourage you to share your ideas, and how does
this impact your learning experience?
Students felt comfortable sharing ideas when teachers actively listened or used creative
approaches like humor or class discussions. Feeling heard contributed positively to their
learning.
Responses included:
•
“Bellringer fill-outs help us reflect and share.”
•
“My teachers always listen and make me feel like my ideas matter.”
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“[Teachers] tell us not to be afraid to speak up.”
•
“[Our teachers] joke around, so we feel relaxed sharing [information].”
•
“My teachers give time in class for us to share our thoughts.”
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Interview Question 7: How do you see cultural diversity represented in your school’s activities
and curriculum? Can you provide specific examples?
Student responses were mixed. Some felt that cultural diversity was present in classrooms
and extracurricular activities, while others indicated that they had not observed much cultural
representation. A few students expressed a desire to see more intentional celebration of different
cultures.
Responses included:
•
“We have lots of different people in different classes and sports, but we don’t have much
diversity here.”
•
“I think we treat everyone as they would want to be treated.”
•
“I don’t really see any cultural diversity at all.”
•
“Honestly, I don't see [diversity] here.”
•
“We have different types of people in our classes and sports, but we don’t really talk
about it.”
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Interview Question 8: Do you feel that the school provides equal opportunities for all
students? If not, what specific areas need improvement?
Most students responded positively, stating that the school generally provides equal
opportunities. However, some commented on the way classes are grouped or suggested that
certain students receive more attention than others.
Responses included:
•
“Yes, our school provides equal opportunities for all students.”
•
“I feel the school gives equal opportunities for all students.”
•
“I think our daily classes could be arranged better.”
•
“Classes could be put together better. We often have class with the same kids all day.”
•
“Everyone is treated the same, mostly.”
Interview Question 9: How are conflicts typically resolved among students? Can you describe
a recent situation and how it was handled?
Students described a variety of responses to conflicts, including intervention by teachers,
verbal resolutions, and, in some cases, fights. While some noted that adults handled situations
well, others indicated that issues were sometimes ignored or resolved through peer mediation.
Responses included:
•
“A teacher would step in. I can't think of a recent situation.”
•
“The consequences after something happens are usually a referral or detention.”
•
“Fighting or arguing usually lead to suspensions.”
•
“It is usually an argument, but it gets solved [by the students].”
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“I have never really paid attention to students who act like this. I’m here to learn.”
Interview Question 10: What are the most common rules or behavioral expectations that
students struggle with, and why do you think that is?
Responses focused heavily on rules related to talking, phone use, and general respect.
Students explained that these rules are challenging because they either feel overly strict or are
inconsistently enforced.
Responses included:
•
“Not talking or moving in class. It’s hard to sit still!”
•
“Swearing or using cell phones [are the most common rules students break].”
•
“Treat others the way you want to be treated. Some kids don’t do that.”
•
“Talking back and swearing because they think it makes them look cool.”
•
“Being mature - some students act like they're in elementary school.”
Interview Question 11: When you need extra help with schoolwork, what resources or support
systems are most effective for you? Are there any barriers to accessing this help?
Students identified teachers, friends, and hands-on learning as their most valuable support
systems. A few students noted that certain teachers were less willing to help or that after-school
options were limited.
Responses included:
•
“I can ask my teacher, my friend, or my parents.”
•
“Teachers, but some say no when I ask for help.”
•
“Homework help helps a lot, and there’s not a lot of barriers.”
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“Hands-on learning works best for me.”
•
“I usually don’t need extra help since it comes easy to me.”
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Interview Question 12: How has a school counselor or teacher helped you plan for your
future, and what additional support do you think would be beneficial?
Many students mentioned individual teachers who had helped them explore career paths
or encouraged them to pursue personal goals. Once again, Mr. Scutella (Grade 8 Mathematics)
was frequently referenced as someone who offered specific guidance related to students’ futures.
Responses included:
•
“Mr. Scutella has helped me with running, and I want to do that in high school.”
•
“Mr. Scutella has set me on a route in life that I want to travel.”
•
“A teacher helped me when I was struggling with mental health and encouraged me to
think about the future.”
•
“[Teachers] help by telling me what I’m good at and how I can use it to my advantage.”
•
“Mr. Scutella and the budget project helped me understand real-life costs and
challenges.”
Interview Question 13: How involved are you in extracurricular activities, and how do these
activities impact your experience at school?
Students who were involved in extracurricular activities, especially sports, reported that
these experiences positively impacted their time at school. Others shared that they were not
involved due to lack of interest, time, or opportunities.
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Responses included:
•
“I am heavily involved in sports. I play something year-round.”
•
“I’m pretty involved, and it makes school more fun.”
•
“Very involved - it negatively affects me because I’m tired, but I like it.”
•
“I’m not involved with anything. That way I can focus more on school.”
•
“Soccer and cross country make school more fun for me.”
Interview Question 14: What additional extracurricular activities or clubs would you like to
see offered at your school?
Students expressed a wide range of interests, suggesting a desire for both athletic and
non-athletic clubs. Some students were content with what was already offered, while others
wanted more variety.
Responses included:
•
“Flag football or 7v7.”
•
“Maybe a Hot Wheels car club.”
•
“Snowboarding in the winter and maybe a golf team.”
•
“Clubs for gaming or creative writing would be cool.”
Interview Question 15: How does the physical environment of your classroom (e.g.,
cleanliness, organization, displays) affect your ability to learn and feel comfortable?
Many students said the physical environment does not impact them much, while others
noted that neatness and motivational messages helped create a positive atmosphere.
Responses included:
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“It doesn’t affect me, really.”
•
“As long as the teachers are nice, I don’t care what it looks like.”
•
“The little messages in the classroom help encourage me.”
•
“It doesn’t impact me at all, but you can tell who is organized and who isn’t.”
•
“If it’s too messy, it’s hard to focus.”
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Interview Question 16: In what ways do you think the classroom environment could be
improved to better support learning and well-being?
Students suggested small changes such as more supplies, cleaner spaces, and more
welcoming decorations. Others felt that their classrooms were already fine.
Responses included:
•
“Free pencils every class before it starts.”
•
“I think they are just fine.”
•
“Just a little friendlier environment in some cases. Some teachers could be friendlier.”
•
“It can’t really be improved, it’s already good.”
Interview Question 17: How effective do you find the homework assigned by your teachers in
helping you understand the material? Can you give an example of particularly helpful or
unhelpful homework?
Student opinions on homework varied significantly. Some found it effective and aligned
with classroom learning, while others viewed it as stressful, repetitive, or unhelpful. A few
students expressed that homework added unnecessary pressure without deepening understanding.
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Responses included:
•
“I think that the homework is very effective. After school homework help also helps.”
•
“When teachers use it, it connects with what we learn.”
•
“It doesn’t - it just makes school more stressful.”
•
“Not very effective because it just makes me not want to go to school.”
•
“I feel like it adds more stress to me, but it does help a little.”
Interview Question 18: How do your teachers respond when you do poorly on an assignment,
and how does this affect your motivation and learning?
Students described a wide range of teacher responses, from supportive feedback to
indifference. Supportive teachers were often noted for helping students improve or asking what
went wrong. In contrast, some students felt discouraged when their struggles weren’t
acknowledged or addressed.
Responses included:
•
“They tell me I can do better. Sometimes this is motivational, other times it feels like they
put me down.”
•
“They give me a bad grade, and this makes me try harder.”
•
“They just say ‘do better.’”
•
“Some ask what is going on, and some don’t care.”
•
“They say what I could have done better and why it’s important.”
•
“My math teachers usually offer test corrections. I wish all teachers did that.”
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Interview Question 19: How do your teachers make learning engaging and enjoyable for you?
Can you provide an example?
Many students shared positive experiences with teachers who used humor, real-life
connections, games, and hands-on projects. When teachers showed passion or made learning
personal, students were more motivated and involved.
Responses included:
•
“They make jokes and connect [learning] to real life.”
•
“By doing fun projects like the budget simulation.”
•
“Some teachers make it fun, and others just make us take down a bunch of notes.”
•
“We play review games that help me remember [important information].”
•
“When we talk about real-world things, I’m more into that type of learning.”
Interview Question 20: What is one change you think the school could make to improve the
overall student experience?
Students suggested a variety of changes ranging from social-emotional supports to more
student activities and greater teacher consistency. Common themes included better food options,
more clubs, improved discipline procedures, and increased student voice.
Responses included:
•
“Have more clubs for people who don’t do sports.”
•
“Teachers should all follow and enforce the rules the same way.”
•
“More field trips and hands-on learning.”
•
“Give students more of a say in what happens at school.”
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“Better food and more lunch options.”
Student Structured Interviews Summary
The structured student interviews provided a deeper, more personal lens into how
learners at North East Middle School experience school climate, instruction, and peer dynamics.
While survey data from the broader student population revealed general trends, these one-on-one
responses highlighted specific themes - particularly around safety, inclusivity, peer support, and
the influence of teachers on motivation and engagement. Students offered both praise and
constructive criticism, sharing how specific staff members helped shape their future goals, how
PBIS and better student recognition could ultimately promote respectful behavior, and how
certain rules or support systems could be improved for fairness and effectiveness.
Student responses appeared to reflect some of the patterns noted in the October
quantitative survey results, especially in areas such as physical safety, school belonging, and
engagement opportunities both in and out of the classroom. Their feedback may point to the
potential significance of adult-student relationships and the value of offering supports that are
perceived as meaningful and responsive.
To gain a more comprehensive view of the school’s climate and culture, structured
interviews were also conducted with parents and guardians. Their insights provide a valuable
external perspective on communication practices, school involvement, and the extent to which
they believe their children are safe, supported, and academically challenged. What follows is a
summary of those conversations.
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Parent/Guardian Structured Interviews
To complement student perspectives, structured interviews were conducted with a select
group of parents and guardians whose children are enrolled at North East Middle School. These
interviews occurred between March and April 2025 and were designed to provide deeper insight
into the experiences of families and their interactions with the school. All 42 original
respondents were invited to participate, but only total of ten (10) parents and guardians opted to
do so, responding to a range of open-ended questions focused on school climate, communication,
academic expectations, student safety, and inclusivity.
These interviews were aligned with key indicators from the Pennsylvania Department of
Education’s School Climate Survey, originally administered in October 2024, and served to
enhance the district’s understanding of how family engagement, perceptions of fairness, and
academic supports influence overall school culture. This section presents a narrative summary of
parent/guardian responses organized by question, supported by representative quotes and
emerging themes.
Interview Question 1: Can you share specific examples of how the school creates a supportive
and inviting environment for your child?
Many parents mentioned positive interactions with staff, often referencing specific
teachers and support personnel who were described as creating welcoming and respectful
environments. Some parents also referenced extracurricular opportunities and efforts to support
student well-being as factors that may contribute to a sense of safety and engagement at school.
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Responses included:
•
“Mrs. Benson (Librarian and Gifted Coordinator) is absolutely the best person for the role
of leading the Gifted and Talented Education (GATE) students.”
•
“The student assistance program helps children without pulling them from school.”
•
“Most teachers know my child by name, and the nurse creates a respectful environment.”
•
“There are many different clubs, sports, and activities for the kids to be involved in.”
•
“My child is eager to always go to school. Something has to be said to that.”
Interview Question 2: What changes or improvements would you suggest to make the school
even more supportive and inviting for students?
Suggestions focused on improving parent-teacher communication, offering more mental
health support, reducing teacher burnout, and creating more systems for students to safely voice
concerns. Parents appreciated current support but saw room for growth in responsiveness and
inclusivity.
Responses included:
•
“More opportunities for parent/teacher conferences during the year.”
•
“If teachers could follow 504 plans without having to be reminded, it would help a lot.”
•
“Create an anonymous platform where students can report their concerns or problems.”
•
“Teacher burnout is obvious to the students, especially when teachers are subbing every
day.”
•
“I think the school could do a better job of including kids that aren't part of a clique.”
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Interview Question 3: Are there any particular incidents or patterns that have made you
concerned about your child’s safety at school?
Responses varied from strong confidence in current safety measures to concerns about
bullying, aggression, and consistency in addressing behavioral incidents. Some parents also
expressed unease about identification procedures and communication around threats.
Responses included:
•
“No, I appreciate the new Raptor identification program that makes ID checks a
requirement.”
•
“Bullying still occurs regardless of the measures in place.”
•
“I feel bullying could be handled better. There are a few kids who get targeted regularly.”
•
“District-wide I feel parents are often not notified in a timely manner when issues arise.”
•
“Kids these days seem to take on aggressive adult-level problems that schools aren't
prepared for.”
Interview Question 4: What additional measures do you think the school could implement to
enhance safety for all students?
Many parents requested increased mental health services, more visible supervision, or the
use of security technologies. Others suggested communication enhancements and consistent
enforcement of safety policies.
Responses included:
•
“I’d like to see metal detectors. I trust the staff, but things can happen.”
•
“Increase access to mental health services for kids who need them.”
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“Maybe check in with kids individually more frequently to see how they’re doing.”
•
“Providing improved safety guidelines to staff would go a long way.”
•
“I don’t have any safety concerns or suggested improvements right now.”
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Interview Question 5: How does the school make you feel welcome when you visit or interact
with the staff?
The majority of respondents described office staff as kind and welcoming. However, a
few parents felt the school culture could be more openly inclusive of families during regular
school hours.
Responses included:
•
“Mrs. Seth (Attendance Secretary) is amazing—I love seeing her when I walk in.”
•
“Office staff is very personable and kind.”
•
“It is welcoming to see the teachers and staff around the building.”
•
“I do not feel that the school is welcoming of parents—unless it’s an after-school event.”
•
“The office staff who talk are great, but sometimes I feel ignored when checking in.”
Interview Question 6: What could the school do to improve the welcoming atmosphere for
parents and guardians?
Suggestions included having more visible leadership, providing casual engagement
opportunities, and promoting family-involvement activities during school hours.
Responses included:
•
“Maybe make a more welcoming front lobby entrance. It is a very awkward area.”
•
“Create more activities with parent/guardian participation.”
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•
“Have some sort of easy communication access to the principal or staff.”
•
“Encourage more teacher and staff attendance at student events.”
•
“Greet parents as they come in and then get back to your work and have them wait. But
always say ‘hello’ and smile so we know our children are with people that want to be
there.”
Interview Question 7: How effective is the communication between you and your child’s
teachers, and can you provide examples of what works well or what could be improved?
Communication effectiveness varied by teacher. Some parents described prompt and
thoughtful replies, while others felt left out entirely. The inconsistency of communication was a
frequent concern, especially for parents of students with higher needs or multiple teachers.
Responses included:
•
“This completely depends on the teacher. Some are fantastic, others we never hear from.”
•
“I noticed my son was slacking and no one contacted me until it was too late.”
•
“I have had no communication with my child’s teachers since they started sixth grade.”
•
“Communication between my child and teacher is poor. I don’t know what’s going on.”
•
“I don’t feel I get much communication from the school unless there’s a problem.”
Interview Question 8: In what ways do you prefer to receive communication from your child’s
school and teachers?
There was strong consensus that digital communication is best. Email, apps, and text
messages were frequently preferred due to accessibility and convenience.
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Responses included:
•
“Email is best because I can check it anytime.”
•
“Email, app or text is preferred.”
•
“The apps such as ClassDojo and Remind have been great.”
•
“Phone calls are okay, but I’d rather get a text.”
•
“Sapphire (Student Information System/Learning Management System) is too difficult to
use - something simpler would help.”
Interview Question 9: What aspects of the education your child receives do you find most
effective, and are there areas where you feel improvements are needed?
Parents praised real-life applications and interactive teaching styles. Teachers who
engaged students through projects and cross-curricular learning received positive mentions.
Areas for growth included differentiated instruction and increased access to enrichment.
Responses included:
•
“The hands-on, real-life approach makes learning stick.”
•
“You can ask any child and they’ll tell you they remember things from Mr. Scutella’s
class because it’s real-world learning.”
•
“My child learns best when taught using multiple modalities.”
•
“I like [PBIS]; it encourages students to do well.”
•
“Google Classroom access helps us stay in the loop as parents.”
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Interview Question 10: How does the school support your child’s learning and academic
progress at home?
Some parents felt well-informed and equipped to support learning through online tools,
while others struggled to understand expectations or access needed resources.
Responses included:
•
“My child brings home their Chromebook and can complete homework easily.”
•
“Ability to access Google Classroom and IXLs from home has helped.”
•
“This is challenging. Sapphire helps, but not everyone can use it well.”
•
“I don’t feel like there really is much support unless we reach out first.”
•
“I can’t think of an example of how the school supports learning at home.”
Interview Question 11: Can you share an instance where you felt your child was either fairly
or unfairly treated at school?
Responses were mixed. Some parents noted consistent and respectful treatment, while
others described issues related to discipline, IEP/GIEP accommodations, and perceived inequity
in how students are handled.
Responses included:
•
“Many teachers are using rubrics and deducting points without any notes as to why points
are being taken. That is not helpful or fair to students who are trying to do better.”
•
“Blanket discipline is an issue - punishing everyone isn’t fair.”
•
“My child has a GIEP and sometimes expectations aren’t properly adjusted to match his
learning disability.”
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“No concerns—my child feels heard and respected.”
•
“Some teachers have given consequences that match the behavior. That’s fair.”
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Interview Question 12: What steps do you think the school should take to ensure fair
treatment for all students?
Parents called for personalized discipline approaches, greater staff awareness of
individual needs, and communication with families before applying consequences.
Responses included:
•
“Don’t label these kids! Just because a student is loud doesn’t mean they’re bad.”
•
“Remove blanket discipline and do root cause analysis.”
•
“Treat each child as an individual and take time to learn their situation.”
•
“Stricter punishments and greater expectations. We have lowered standards to meet more
needs but, in the process, have taken more students down with it. Allowing poor behavior
shows acceptance, it becomes cool and the new norm.”
•
“Teachers have a lot on their plate, but equity is still important.”
Interview Question 13: How effectively does the school support children with learning
disabilities, and can you share specific examples?
Some parents described successful accommodations and supportive teachers, while others
noted a lack of visibility into services. A few had no direct experience but appreciated knowing
programs were in place.
Responses included:
•
“My son has used the learning support classroom often and it has been a huge help.”
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“In earlier years this is done well—but it’s harder as kids get older.”
•
“Considering my son has a 504 plan, it’s important that teachers follow it - and they
usually do.”
•
“If IEPs are handled as well as GIEPs, then the district is doing a great job.”
•
“I am glad to see that students in the Life Skills program are now being extended the
same opportunities as their non-disabled peers.”
Interview Question 14: What additional resources or programs do you think would help
children with learning disabilities succeed?
Responses included staffing, parent education, and the need to address behavioral and
academic needs holistically. Some parents asked for more inclusive strategies and greater
empathy from staff.
Responses included:
•
“Learning disabilities tend to come with behavior concerns—address both.”
•
“More information for parents on how to help would be great.”
•
“Actually being able to accommodate students the way their plans say.”
•
“Have the staff apply the same expectations consistently.”
•
“Communication between home and school is key.”
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Interview Question 15: How does the school demonstrate respect for cultural diversity, and
can you provide specific examples?
While some noted inclusive curriculum or representation, many admitted that cultural
diversity wasn’t especially visible or emphasized at the school, often citing the region’s limited
racial/ethnic diversity.
Responses included:
•
“Through education of historical events and figures, the school promotes some
awareness.”
•
“North East isn’t exactly diverse, but the school tries.”
•
“I haven’t heard of anything negative, but I’m not sure what’s offered.”
•
“I don’t see an issue, but I also don’t see much celebration of diversity either.”
•
“My child has never had a complaint, so it must be okay.”
Interview Question 16: What additional efforts could the school make to enhance cultural
diversity and inclusion?
Parents recommended deliberate programming like Diversity, Equity, and Inclusion
(DEI) lessons, multicultural events, and greater exposure to different cultures. Others felt treating
everyone fairly should remain the focus.
Responses included:
•
“Discuss current events and DEI.”
•
“Multicultural book studies or assemblies would be great.”
•
“Make everyone feel loved - that’s all that matters.”
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“Personally, I like just treating everyone fairly and respectfully.”
•
“It’s fine as-is, but extra efforts never hurt.”
Interview Question 17: How do the school’s high expectations manifest in your child’s
educational experience, and how do they impact your child’s motivation and performance?
Parents largely agreed that academic expectations start at home and are reinforced by
school. Some felt expectations varied by teacher, with more consistency needed.
Responses included:
•
“I have high expectations for my son, and the school supports them.”
•
“My child understands what’s expected and wants to do well.”
•
“I’m not sure that makes a huge impact - expectations aren’t always clear.”
•
“I think expectations start at home and the school just adds to it.”
•
“Kids with higher needs or gifts should be challenged more.”
Interview Question 18: What suggestions do you have for maintaining or raising academic
expectations for all students?
Ideas ranged from improving parent visibility on progress to teacher collaboration and
consistent enforcement of high standards.
Responses included:
•
“Teacher meetings with each other! If they feel supported, kids will too.”
•
“The reward-based system [PBIS] works well - keep that up.”
•
“We need to teach parents how to use tools like Sapphire.”
•
“Keep reinforcing expectations - it makes a difference.”
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“I’m not sure how to improve upon this without overburdening teachers.”
Interview Question 19: In what ways do you feel actively involved in your child’s education,
and what barriers, if any, prevent greater involvement?
Most parents reported checking online portals, communicating with their child, and
volunteering when possible. Time, work commitments, and lack of invitations were cited as
barriers.
Responses included:
•
“We’re constantly checking in with our kids to stay informed.”
•
“I love volunteering for activities - it keeps me connected to the school and community.”
•
“Work is a huge barrier – I wish more events were in the evening.”
•
“Sapphire helps a lot, but not everyone can use it.”
•
“We are very active in checking progress and attending conferences.”
Interview Question 20: What additional opportunities or resources would help you become
more involved in your child’s education?
Parents asked for more communication, clearer access to progress updates, and increased
outreach from teachers. A few felt they were already as involved as possible.
Responses included:
•
“When a negative comment is added to a report card, please notify me before I see it on
my own. I can’t fix what I don’t know about.”
•
“Updates as to how my child is doing before the quarter ends.”
•
“Increased teacher communication - just more transparency.”
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“I don’t think there is anything more that would help right now.”
•
“It would be great if teachers could get things graded and returned faster. My child
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cannot improve without timely feedback.”
Parent/Guardian Structured Interviews Summary
The responses gathered from parents and guardians offer a multifaceted view of the
school climate from the lens of families. While many participants expressed gratitude for
supportive teachers, welcoming staff, and accessible extracurricular opportunities, others shared
concerns about inconsistent communication, discipline practices, and the need for greater
cultural inclusivity. Across all twenty questions, a consistent theme emerged: Families deeply
value transparency, equity, and meaningful partnerships with school personnel. Their insights
underscore the critical role of home-school collaboration in shaping a positive and productive
educational experience.
To complement these perspectives, the next section will explore structured interview
responses from school staff. These voices, ranging from classroom teachers to support personnel,
offer a valuable internal viewpoint on the systems, challenges, and practices that influence the
school climate and culture. Their feedback will help triangulate the data and deepen the overall
understanding of the learning environment at North East Middle School.
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Staff Structured Interviews
To gain a deeper understanding of school climate and culture from an internal
perspective, eighteen structured interview questions were distributed to teaching and support
staff at North East Middle School between February and March 2025. These questions were
designed to align with themes from the original PA School Climate Survey, including safety,
relationships, academic expectations, equity, and professional support. The staff responses
provided rich qualitative data about the daily lived experiences of educators and their
observations of student needs, systemic challenges, and cultural shifts within the building. Their
reflections offer crucial insight for triangulating findings from students and families and for
informing leadership decisions aimed at sustained school improvement. Ultimately, 22 of the 38
original respondents elected to participate in the structured interview portion of this study.
Interview Question 1: How has crime and violence in the community affected the school
environment and your teaching experience?
Most staff reported minimal direct impact from community violence within the school
walls. However, several acknowledged that the trauma students experience outside school affects
their behavior, engagement, and emotional regulation inside the building.
Responses included:
•
“Crime/violence in the community has affected the classroom by increasing student
anxiety.”
•
“When I worked in [a neighboring school district], this was especially prevalent. Here,
it’s less frequent but still present in students’ home lives.”
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“There have been two separate instances of police involvement with students’ families
just this year that have impacted class dynamics.”
•
“Community influences trickle into the school through student behavior and emotional
responses.”
Interview Question 2: What specific measures do you think the school could take to improve
safety both inside and outside the school building?
Staff generally felt that the school is doing well in this regard but noted areas for
improvement, such as clearer procedures, better enforcement of rules, and enhanced visibility of
leadership.
Responses included:
•
“Transparent rules make a world of difference. Hold students accountable in real time.”
•
“Improve communication from high school to middle school for shared safety info.”
•
“Review morning supervision outside the school.”
•
“We’re doing well with what we have, but more mental health support would help.”
Interview Question 3: In what ways does the school create positive experiences for parents,
and how could these efforts be improved?
Teachers shared appreciation for efforts like open houses, family nights, and
extracurricular events. Several staff noted that these could be enhanced with more regular events
and parent workshops.
Responses included:
•
“Parent communication through newsletters and email blasts keeps families in the loop.”
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“The addition of unified bocce has been a great connector between families of special
needs students and the school.”
•
“We should offer more casual workshops or events during the year.”
Interview Question 4: How do you perceive the impact of parental involvement on student
performance and school climate?
Staff strongly believe that parental involvement positively correlates with student
success. They noted that students with supportive home environments often perform better
academically and behaviorally.
Responses included:
•
“Positive parental involvement is one of the most powerful tools we have.”
•
“When parents check homework and communicate regularly, their kids thrive.”
•
“The parents who are least involved are often the ones who blame the school.”
Interview Question 5: Can you describe specific practices or initiatives that make the school
environment welcoming for staff, students, and visitors?
Staff mentioned greeting practices, hallway supervision, and student-led events as strong
contributors to a welcoming environment.
Responses included:
•
“The first person you see in the office sets the tone. Our front office staff are wonderful.”
•
“Athletics and extracurriculars provide entry points for everyone to feel included.”
•
“We’ve built strong team identities in each grade level. This helps families know we may
have different styles, but we are a unified front in each grade level wing.”
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Interview Question 6: What additional steps could be taken to enhance the welcoming nature
of the school environment?
Suggestions centered around increasing visibility and support for new staff, providing
more mid-year check-ins, and celebrating diverse identities.
Responses included:
•
“Support new teachers more regularly—pair them with a consistent mentor.”
•
“Consider a mid-year open house to spotlight student work.”
•
“We do a nice job welcoming staff, but student representation in school decisions could
be stronger.”
Interview Question 7: What kinds of bullying or threats do students face most frequently, and
how effectively are these incidents addressed?
Bullying was often described as subtle—manifesting as exclusion, gossip, or online
comments. Staff generally agreed that the school takes bullying seriously, but that it’s a
persistent issue.
Responses included:
•
“More threats seem to come from social media and emotional manipulation than physical
aggression.”
•
“Exclusion is the number one tactic used in middle school.”
•
“Students are scared to speak up, even when we have anonymous options.”
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Interview Question 8: How can the school better support students who are victims of bullying
or threats?
Staff recommended increasing emotional supports, improving follow-up procedures, and
engaging bystanders in prevention.
Responses included:
•
“Follow-up is key. Victims need to know they’re being heard.”
•
“Train students to intervene safely - peer influence matters.”
•
“Sometimes it’s ‘he said/she said’ and that complicates responses from administration
and teachers alike.”
Interview Question 9: Can you share examples of how students either support each other or
fail to get along?
Teachers noted both positive and negative patterns, with many referencing peer
mentoring, classroom collaboration, and social cliques.
Responses included:
•
“Verbal praise during sports and class is common.”
•
“Students love helping each other when given structured tasks.”
•
“Cliques can be brutal in 7th and 8th grade - it creates unnecessary divisions.”
Interview Question 10: How do you think student relationships impact the overall school
climate and learning environment?
There was strong consensus that positive peer interactions directly influence academic
and emotional success.
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Responses included:
•
“When students get along, everything flows better - from classroom transitions to group
projects.”
•
“Peer relationships affect whether a student even wants to come to school.”
•
“When students get along with each other, and feel heard, the overall climate is great.
When a few students are loudly negative and disruptive, climate feels more negative.
Once majority learn to ignore the minority, climate will improve again.”
Interview Question 11: How does the administration support staff members in their roles, and
what improvements could be made?
Staff described administrative support as generally strong, though some expressed a
desire for clearer expectations or more consistency across teams.
Responses included:
•
“The administrative team is available and responsive to our needs.”
•
“Support varies by department. Some feel very heard, others less so.”
•
“We would benefit from more clarity on what’s expected for discipline referrals.”
Interview Question 12: Can you provide examples of informal opportunities for staff to
influence school decisions?
Team meetings and department planning time were commonly mentioned, with varied
opinions on their effectiveness.
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Responses included:
•
“Weekly team planning is great. It allows us to brainstorm real solutions.”
•
“The informal moments - like chatting with administration at lunch - build trust.”
•
“We need to move from suggestion boxes to actual changes.”
Interview Question 13: How do you encourage students to share their ideas, and what impact
does this have on their engagement and learning outcomes?
Staff described using reflection activities, discussions, and classroom routines that center
student voice.
Responses included:
•
“Bellringers and journal entries give students a voice within the classroom. How do we
do this building-wide?”
•
“Our students love when their ideas are used in projects or bulletin boards.”
•
“When kids feel heard, they show up more.”
Interview Question 14: What strategies do you use to prepare students for success in the next
grade, college, or a job?
Teachers shared efforts like soft-skill development, goal setting, and progressive rigor as
key components of long-term student success.
Responses included:
•
“I build goal-setting into every unit.”
•
“Life skills and self-advocacy matter more than content sometimes. This is a huge focus
for me.”
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“We talk about future jobs and what real success looks like as they venture into
adulthood.”
Interview Question 15: How does the school ensure that rigorous academic standards are
being implemented?
Benchmarking, pacing guides, and data analysis were common tools staff mentioned,
though student motivation was cited as a major challenge.
Responses included:
•
“We use PSSA and IXL data to track gaps.”
•
“The standards are there, but student effort is harder to guarantee.”
•
“We’re legally compliant, but some kids don’t take it seriously.”
Interview Question 16: What additional resources or support would help staff meet these
academic standards?
Requests included more planning time, targeted instructional tools, and administrative
consistency in academic priorities.
Responses included:
•
“More collaborative time with my Professional Learning Community (PLC) would make
a huge difference.”
•
“Make the PSSA feel more meaningful.”
•
“One-on-one aides and targeted pullouts would help struggling students.”
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Interview Question 17: What aspects of working at this school make you happy, and what
aspects are most challenging?
Community, team collaboration, and student relationships were top sources of joy.
Challenges included burnout, staffing shortages, and student apathy.
Responses included:
•
“I love the people here - students and staff alike.”
•
“Being fully staffed is a major factor in daily happiness.”
•
“The challenge is the emotional load - we carry a lot of invisible stress.”
Interview Question 18: How does the school promote a 'can do' attitude among staff
members?
Positive behavior initiatives, leadership presence, and public recognition were seen as
key contributors to staff morale.
Responses included:
•
“PBIS, shout-outs, and prizes keep things upbeat.”
•
“Small things like snacks in the lounge or handwritten notes help.”
•
“When leaders believe in us, we believe in ourselves.”
Staff Structured Interviews Summary
Staff responses in this section reflect both pride in the school community and a desire for
continuous improvement. While most feel supported and optimistic, they also recognize the
strain that comes with balancing academic rigor, emotional care, and systemic responsibilities.
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Their feedback highlights the need for ongoing collaboration, clarity in expectations, and
enhanced communication at all levels of the organization.
To better understand how the school’s behavioral expectations and positive reinforcement
systems are perceived and applied in daily practice, the next section will examine North East
Middle School Positive Behavioral Interventions and Supports (PBIS) data from the 2024-2025
school year. This includes analysis of student recognition trends, behavioral referrals, and the
perceived effectiveness of Tier I supports. By aligning this data with the qualitative findings
shared by staff, students, and families, the school can better assess the current state of PBIS
implementation and its role in fostering a safe, respectful, and inclusive school environment.
PBIS Data Analysis
The 2024–2025 academic year marked the inaugural implementation of Positive
Behavioral Interventions and Supports (PBIS) at North East Middle School. Grounded in
evidence-based practices, PBIS is a proactive and data-informed framework designed to foster
positive student behavior, improve school climate, and create consistent, equitable discipline
systems. The initiative at NEMS was launched as a multi-tiered system of support, with Tier I
focusing on universal strategies to teach, model, and reinforce behavioral expectations schoolwide.
Planning for implementation began during the fourth quarter of the 2023–2024 school
year, with the formation of a PBIS team, staff and student surveys, and initial resource
development. Over the summer months, significant preparation took place, including stocking
the school store, developing common area lesson plans, creating visual signage, and onboarding
all staff and students into the PBIS Rewards system. The soft rollout began at the start of the
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2024–2025 school year, emphasizing teacher training, student login support, and a building-wide
launch event by the end of the first week of school.
NEMS adopted the core behavioral expectations of Show Class, Show Character, and
Show Integrity, with these themes embedded into posters, lesson plans, and reinforcement
strategies. Expectations were explicitly taught across key settings - classrooms, hallways, and the
cafeteria - through structured lessons and review opportunities. Acknowledgement systems
included positive behavior points via PBIS Rewards, student and staff shoutouts, quarterly
incentive events (e.g., Fall Fest, Reindeer Games, March Madness, and the Spring Spectacular),
and the identification of VIP students each quarter. VIPs were selected based on having zero
behavioral infractions during a quarter, earning all A and B grades, and having positive
attendance (not necessarily perfect, but all absences being excused due to medical purposes
only).
This section analyzes the data collected throughout the first year of PBIS implementation,
including trends in point distribution, referral patterns, teacher participation, and the
effectiveness of acknowledgment systems. By examining both quantitative and qualitative
feedback, this analysis aims to evaluate the initial impact of PBIS on school climate, behavioral
consistency, and student engagement, setting the foundation for future improvements and deeper
tiered interventions.
Total Office Disciplinary Referrals (ODRs) by Disciplinary Action
Notably, the data shows a positive overall trend in reducing more severe disciplinary
actions. While the number of warnings increased from 162 to 216 - indicating earlier
intervention and proactive redirection - the more serious consequences all decreased:
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Detentions dropped from 368 to 319 (a 13% decrease),
•
In-School Suspensions (ISS) decreased from 217 to 169 (a 22% decrease),
•
Out-of-School Suspensions (OSS) fell from 112 to 93 (a 17% decrease).
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These reductions suggest that the school’s behavioral systems, including the first full year
of PBIS implementation, have contributed to better student self-regulation and fewer escalated
disciplinary incidents. The increase in warnings may indicate that staff are addressing behaviors
at earlier stages, reinforcing expectations before more punitive measures are necessary.
Overall, the 2024–2025 data reflects meaningful progress toward a more proactive,
positive, and preventative approach to school discipline. Figure 16 highlights the differences year
over year.
Figure 16
Action Summary (2023-24 vs. 2024-25)
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Note. Warnings went up significantly, while detentions, in-school suspensions, and out-of-school
suspension numbers all decreased in the first year of PBIS implementation at NEMS.
Total Behavior Infractions
The total number of Office Discipline Referrals (ODRs) at North East Middle School
declined from 401 in the 2023–2024 school year to 335 in 2024–2025, marking a 16.5%
reduction following the first year of PBIS implementation. This decrease, as depicted in Figure
17, suggests early progress in reinforcing positive behavior and addressing minor infractions
before they escalate. While continued work is needed to sustain and deepen these gains, the yearover-year improvement reflects a positive shift in school climate and behavior management
practices.
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Figure 17
Total Office Disciplinary Referrals
Note. A 16.5% decrease in total ODRs occurred after the first year of PBIS implementation,
indicating progress in reducing behavioral incidents.
Grade Level ODR Distribution
Figure 18 illustrates the percentage of total behavioral infractions by grade level during
the 2024-2025 school year at North East Middle School. The highest percentage of infractions
occurred in Grade 7, accounting for 44.8% of all incidents. This was followed by Grade 8 with
32.2%, and Grade 6 with the lowest at 23.0%.
The data suggests that middle school students in their second year (Grade 7) may require
additional support in self-regulation, transitions, and adherence to behavioral expectations. While
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some developmental and social challenges are expected during this stage, the significant
difference between Grade 7 and the other two grade levels highlights a potential need for
targeted interventions, reteaching of expectations, and perhaps tiered behavioral supports specific
to this age group.
The relatively lower percentage in Grade 6 is encouraging, particularly given that these
students are in their first year of transition to middle school. It may reflect successful onboarding
practices, clearly communicated routines, and strong early relationships with staff. Grade 8,
while not the highest, still represents nearly a third of infractions and should not be overlooked in
ongoing PBIS planning.
Figure 18
Infractions by Grade Level (%)
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Note. Grade 7 students accounted for the highest share of infractions (44.8%), followed by Grade
8 (32.2%) and Grade 6 (23.0%), indicating a need for additional support and reteaching of
expectations, particularly for the 7th grade cohort.
Grade Level Points Distribution
Figure 19 represents the distribution of PBIS points awarded by grade level during the
2024–2025 school year at North East Middle School. Grade 6 earned the majority of points,
accounting for 50.5% of the total awarded. In contrast, Grade 7 received 24.2% and Grade 8
earned 25.3%.
This significant disparity suggests that Grade 6 students were more consistently
recognized for positive behavior, effort, and engagement. Several factors may have contributed
to this outcome, including higher levels of staff reinforcement, earlier PBIS exposure, and
stronger adherence to expectations by both students and staff. The structured support during the
sixth-grade transition into middle school may have also played a role in fostering this behavior.
The relatively lower percentages in Grades 7 and 8, despite comparable or higher
enrollment, point to a potential lack of consistency in point distribution or staff engagement with
upper-grade cohorts. This misalignment between behavior recognition and student need is
particularly noteworthy when compared to infraction data, which showed Grade 7 had the
highest number of behavioral incidents. It may indicate a missed opportunity to proactively
reinforce expected behaviors among students who would benefit most.
To improve equity and effectiveness, it is recommended that PBIS implementation in
upper grades be strengthened through more frequent reinforcement, targeted recognition
strategies, and ongoing staff coaching to ensure all students are acknowledged consistently.
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Figure 19
Note. Grade 6 received over half of all PBIS points awarded, while Grades 7 and 8 earned
significantly fewer, suggesting a need for increased consistency in reinforcement practices across
all grade levels.
ODR Quarterly Breakdown
ODR data across the year revealed a predictable seasonal pattern. As Figure 20
highlights, referrals were lowest in Quarters 1 (108) and 2 (109), spiked sharply in Quarter 3
(216), and declined to 141 in Quarter 4. The Quarter 3 peak may reflect mid-year fatigue or
seasonal shifts in student behavior, emphasizing the need for re-teaching expectations and
boosting reinforcement systems after winter break. The decrease in Quarter 4 suggests that these
efforts - paired with spring incentives - may have helped course-correct before year’s end.
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Figure 20
Total ODRs by Quarter
Note: ODRs peaked in the third quarter and declined in the fourth, indicating a seasonal pattern
and potential impact of re-teaching behavioral expectations.
Total Quarterly Points Awarded
As seen in Figure 21, there was a steady and notable decline in PBIS Rewards points
awarded over the course of the school year, from 57,601 in Quarter 1 to just 24,802 in Quarter 4.
This drop-off raises concerns about the sustainability of teacher participation and reinforcement
consistency. While enthusiasm was likely highest during initial rollout, the data suggests that
ongoing staff support, mid-year retraining, and system recalibration may be necessary to
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maintain fidelity and effectiveness. It also underscores the importance of leadership modeling
and accountability structures to keep momentum going.
Figure 21
Total PBIS Points Awarded by Quarter
Note. A steady decline in points awarded was observed throughout the school year, suggesting
decreased reinforcement fidelity over time.
Attendance Summary (2023-24 vs. 2024-25)
A year-over-year comparison of building attendance at North East Middle School
revealed a slight but meaningful improvement following the first year of PBIS implementation.
In 2023–2024, the overall building attendance rate was 93.10%, which increased to 93.43% in
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2024–2025. This incremental rise corresponds with a decrease in the average daily absence
percentage from 6.90% to 6.57%.
Notably, Grade 6 attendance improved from 93.59% to 94.17%, and Grade 7 from
92.60% to 93.13%, suggesting a potential positive impact of consistent behavioral expectations
and increased student engagement early in the middle school experience, both of which connect
directly to the PBIS initiative at NEMS. Grade 8 attendance remained relatively stable. While
modest, these gains align with other school climate data indicating strengthened student
connection and improved behavioral outcomes. Figures 22 and 23 showcase the marginal
improvements in building level attendance year-over-year.
Figure 22
2023-2024 Attendance Summary
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Note. The overall attendance rate was 93.10%, with Grade 6 students having the highest
attendance among the middle school cohort.
Figure 23
2024-2025 Attendance Summary
Note. The overall attendance rate improved to 93.43%, with reduced daily absence percentages
across most grade levels, particularly in Grade 6 and Grade 7.
PBIS Conclusions
The data from the first year of PBIS implementation at North East Middle School
demonstrates promising initial outcomes. Behavioral infractions and Office Discipline Referrals
showed measurable declines, and structured incentive systems helped foster engagement across
all grade levels. However, the decreasing distribution of PBIS points over time and notable
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discrepancies in point allocation by grade level suggest that consistency in staff participation and
reinforcement fidelity will be critical areas of focus moving forward.
The next section will analyze findings from structured school climate observation
checklists. These observations offer a real-time, qualitative lens into how expectations, culture,
and engagement manifest in classrooms and common areas—providing valuable insight into how
the PBIS framework has been internalized across the building.
Observation Checklist Analysis
The final piece of anecdotal data for this study came from building-level observations by
the superintendent, assistant superintendent, principal, assistant principal, and our district’s
school resource officers. These structured walkthroughs were conducted across all grade levels
and common areas at North East Middle School during the 2024–2025 school year. The purpose
of these observations was to document real-time indicators of school climate, student
engagement, behavioral consistency, and staff-student interactions. Aligned with the broader
goals of PBIS implementation and school culture reform, each checklist focused on five core
categories: supervision and visibility, student behavior, staff reinforcement, adherence to posted
expectations, and overall classroom tone.
Observers used a standardized checklist tool (Appendix K) developed by the district to
ensure consistency in data collection and rating. While these observations were not intended to
serve as formal evaluations of instruction or discipline, they provided valuable insight into the
fidelity of PBIS implementation, the visibility of behavioral expectations, and the overall
responsiveness of the school environment. This section synthesizes the observational data
collected over the year, highlighting recurring trends and areas for continued improvement.
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Figures 24-27 highlight a few snapshots from throughout the second semester wherein our
school resource officers completed the standardized checklist tool on paper. The researcher
transposed those entries here:
Figure 24
Walkthrough #1 – Hallway (Morning Arrival)
Observer: School Resource Officer
Location: 6th Grade Hallway
Time: 7:55 AM
Date: February 6, 2025
•
Student–Adult Interactions: 4 – Teachers were present and engaged, offering friendly
greetings. Students responded respectfully.
•
Peer Interactions: 4 – Students were calm, kind to one another, and waiting patiently
outside rooms.
•
Volume Level: 3 – Quiet with low-level conversation; appropriate for the setting.
•
Adherence to School Rules and Responsibilities: 4 – Backpacks were stowed properly in
lockers, students looked to be going where they were supposed to, no one lingering in the
hallway or restrooms and followed hallway procedures.
Note. This was a strong representation of morning expectations. Students appeared comfortable,
respectful, and ready to begin the day. Adult presence was strong and positive.
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Figure 25
Walkthrough #2 – Hallway (Class Transition)
Observer: School Resource Officer
Location: 8th Grade Hallway
Time: 10:48 AM
Date: March 19, 2025
•
Student–Adult Interactions: 2 – Limited interactions observed; most teachers stayed
inside classrooms.
•
Peer Interactions: 2 – Pushing, side comments, and one verbal disagreement noted.
•
Volume Level: 2 – Loud and echoed through the hallway; required multiple redirections.
•
Adherence to School Rules and Responsibilities: 2 – Several students out of area,
lingering without passes.
Note. This transition period lacked adult presence and engagement. Students took advantage of
unmonitored spaces. Recommend reteaching expectations and encouraging active hallway
supervision.
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Walkthrough #3 – Cafeteria (6th Grade Lunch)
Observer: School Resource Officer
Location: Cafeteria
Time: 11:23 AM
Date: April 3, 2025
•
Student–Adult Interactions: 4 – Lunch staff and duty teachers were actively engaging
with students using positive language.
•
Peer Interactions: 4 – Students sat in friendly groups; laughter and conversation were
constructive.
•
Volume Level: 3 – Moderate talking, but under control. Staff provided reminders as
needed.
•
Adherence to School Rules and Responsibilities: 4 – Students cleaned up their spaces,
remained seated, and followed all expectations.
Note. This was a well-managed lunch period. Students showed strong social-emotional skills,
and adults were proactive in their monitoring. This cafeteria environment felt safe and
welcoming.
174
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Figure 27
Walkthrough #4 – Cafeteria (8th Grade Lunch)
Observer: School Resource Officer
Location: Cafeteria
Time: 12:54 PM
Date: May 1, 2025
•
Student–Adult Interactions: 2 – Minimal engagement from staff; students mostly selfregulated.
•
Peer Interactions: 2 – Several loud disputes over seating; a few students appeared
isolated.
•
Volume Level: 2 – Excessive noise made it difficult to hear announcements.
•
Adherence to School Rules and Responsibilities: 2 – Students moved between tables
frequently, some stood without purpose, and cleanup was incomplete.
Note. This lunch period was noisy and unstructured. Staff were present but not interactive, which
contributed to low student accountability. A refresher on lunch expectations is recommended,
along with increased adult proximity.
The four walkthroughs conducted by the School Resource Officers revealed stark
contrasts in climate across times of day and grade levels. Morning arrival in the 6th-grade
hallway and 6th-grade lunch showcased highly positive environments, with strong student-adult
engagement, respectful peer interactions, and adherence to school expectations. Conversely, both
8th-grade walkthroughs - during a class transition and lunch - highlighted challenges including
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limited adult visibility, elevated noise levels, peer conflicts, and inconsistent rule-following.
These observations reinforce the importance of proactive supervision, reteaching expectations,
and fostering stronger adult-student relationships in unstructured settings.
Additional Anecdotal Data
For the remainder of this section, the observational data shifts from the structured culture
rubric used during walkthroughs to focus more directly on professional practice. Specifically, the
following insights are drawn from Domain 2 of the Danielson Framework for Teaching, as
implemented within Pennsylvania’s Educator Effectiveness Tool (PA-ETEP). This framework
offers a research-based lens to evaluate the classroom environment, with a particular emphasis
on fostering student engagement, mutual respect, and high expectations.
While all components of Domain 2 are essential, this segment centers on Component 2b:
Culture for Learning, which captures the degree to which teachers convey the importance of
learning, build classroom pride, and promote high levels of student effort. The anecdotal
observations below were gathered across multiple classrooms and grade levels throughout the
school year and offer powerful snapshots of the evolving instructional culture at North East
Middle School.
Component 2b: Culture for Learning Anecdotal Evidence
•
“Most students raised their hands when the teacher asked questions. It was observed that
a student shouted out an off topic comment; the teacher responded, ‘J., please keep
thoughts to yourself.’”
•
“Students were rewarded from candy bin when they complied with 30 second expectation
to gather materials.”
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“Teacher reminded students of classroom routines, including their do now activity.
Students took out their binders and had papers that were already filled out from a prior
class.”
•
“The teacher reminded students (subtly) to raise their hands to get his attention. The
classroom timer was also playing soft jazz music to calm them. The instructor walked
around during the start of class to observe students as they journaled. He checked in with
students as they finished.”
•
“It was noted that students were respectful to each other and the teacher. The learning
target was posted on the board.”
•
“’Very good job’ and ‘That's exactly right’ were responses used to students. Great use of
positive feedback/praise.”
•
“Thank you for the walkthrough. It was great to see your demeanor and ability to calm
the students so quickly because of it. You have this innate quality in the way you speak
to the students that is so respectful that carries through to the students. It is obvious you
have these students well versed in group/partner work as there was not one issue getting
into groups, the location of the groups or during group work time. Wonderful job!”
•
“Students were quiet and respectful during the presentations; however, some put their
heads on the desk during the speakers. Utilize proximity to reinforce expectations.”
•
“Students are joking around quite a bit with the teacher. While this is good rapport, it
needs to lead to positive outcomes/results.”
•
“Students were well behaved, they raised their hands to ask questions, they were on
task.”
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“CNN10 appears to be the bell ringer; students are well behaved during this video and are
completing their notes pages while watching the 10-minute video.”
Anecdotal evidence gathered throughout classroom walkthroughs and observations at
North East Middle School during the 2024–2025 school year reflects a school-wide culture
increasingly aligned with high expectations, mutual respect, and academic engagement. In many
classrooms, students consistently demonstrated appropriate behavior, raised their hands to
participate, and responded positively to established routines. Teachers employed a variety of
strategies to reinforce a positive learning climate, including the use of praise, proximity, group
collaboration, and structured bellringer activities to build routine and rapport.
Classroom norms were clearly established in most settings, with students responding well
to subtle redirections and time-based expectations. Observers frequently noted that students were
calm, respectful, and engaged - whether journaling, participating in group discussions, or
transitioning into learning tasks. In several cases, teacher-student rapport fostered a relaxed yet
productive environment, although a few moments suggested the need for maintaining
instructional focus within that rapport. Overall, the observed classrooms reflected an
instructional culture where students are encouraged to value learning and where teachers are
intentional about fostering respectful, achievement-oriented spaces.
The findings gathered through these classroom observations - alongside student, staff,
and parent interviews, survey data, and PBIS implementation outcomes - serve as a foundation to
revisit and reflect on the study’s three core research questions. The next section will explore how
the evidence aligns with each question, offering insight into the relationships between school
climate, behavioral expectations, and stakeholder perceptions at North East Middle School.
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Discussion
Research Question 1
What are the current perceptions of students, teachers, and parents regarding the climate and
culture at North East Middle School?
Data collected through surveys, structured interviews, and observational tools reflect an
evolving yet largely positive perception of the climate and culture at North East Middle School
(NEMS). Across all stakeholder groups - students, staff, and parents/guardians - a recurring
theme of improvement and emerging consistency was evident. Most students reported feeling
physically safe, supported by teachers, and increasingly proud of their school community. While
isolated concerns related to peer conflict and unsupervised areas like bathrooms were shared,
these were outliers within an otherwise positive trend.
Staff members demonstrated a strong sense of collective responsibility. Through both
survey responses and interviews, they indicated high levels of collegiality, mutual respect, and
increased buy-in for initiatives such as PBIS. Staff climate surveys showed that over 70% of
respondents rated the school as a safe and orderly environment, with strong leadership visibility
and a shared vision for improvement.
Parent/guardian feedback was similarly optimistic. Over 80% reported feeling welcomed
during visits to the building, and many cited positive interactions with front office staff and
teachers. However, some respondents did express concern about inconsistent communication or
uneven enforcement of behavioral expectations. Nevertheless, the majority of families felt
confident in their children’s safety and the school’s investment in student success.
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This shared optimism was supported by anecdotal and observational evidence,
particularly classroom walkthroughs and Danielson-aligned observations (Component 2b:
Culture for Learning). Students were regularly observed following routines, supporting peers,
engaging in academic discussions, and responding to praise. As PBIS structures gained traction,
classroom and common area behaviors reflected a growing respect for established norms and
expectations.
Summary of Research Question 1
Across all data sources, stakeholder perceptions reflect a climate that is becoming
increasingly safe, structured, and student-centered. Teachers feel supported in maintaining
expectations, students feel proud and respected, and families perceive positive momentum. These
perceptions affirm that NEMS is on a trajectory of cultural growth - one driven by consistency,
relational trust, and collective accountability.
Research Question 2
What are the underlying factors contributing to the existing climate and culture?
Analysis of qualitative and quantitative data suggests that relationships, expectations, and
visibility are key drivers of the current climate at NEMS. Stakeholders repeatedly cited the
strength of student-teacher relationships as a core factor contributing to a positive school culture.
Teachers who took the time to build rapport, offer emotional support, or connect lessons to real
life were more likely to foster engagement and cooperation. This trend was reinforced in both
student interviews and observations linked to Domain 2 of the Danielson Framework, where
students were seen responding positively to structured environments and routines.
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In addition to relationships, the successful rollout of PBIS during the 2024–2025 school
year significantly shaped the building’s cultural framework. Initiatives such as the Merch Perch
(school store), quarterly incentive events, point-based reward systems, and PBIS VIP recognition
helped normalize behavior expectations while also celebrating student achievement. Data from
the PBIS Rewards platform illustrated that students responded well to the visibility of
reinforcement systems, particularly when these systems were used consistently by staff.
However, interviews and surveys revealed several underlying challenges. Perceived
inconsistencies in discipline enforcement, the need for reteaching expectations mid-year, and
uneven levels of staff participation in PBIS (especially early on) were noted. Students and
parents expressed frustration when they felt that consequences were not applied equitably or
when certain students appeared to “get away with things.” Likewise, some teachers noted the
tension between maintaining strong relationships and holding students accountable—particularly
in moments of repeated behavior infractions.
Summary of Research Question 2
The underlying factors that shape the climate at NEMS include consistent adult visibility,
meaningful student-teacher relationships, and clearly communicated expectations. PBIS served
as a foundational tool in promoting positive behavior and accountability, but its success hinged
on fidelity of implementation. Where trust, visibility, and high expectations intersected, culture
thrived. Where inconsistency, limited communication, or ambiguity existed, culture was
weakened. The school must continue addressing these root causes to ensure lasting climate
improvement.
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Research Question 3
What potential strategies can be implemented to enhance the climate and culture based on the
perceptions and underlying factors identified?
Triangulating data across surveys, interviews, PBIS analytics, and observational tools
yields several actionable strategies for enhancing the climate and culture at NEMS.
Strengthen Communication and Feedback Loops. While many families reported
satisfaction with communication, others desired more proactive updates, particularly concerning
behavior and academic performance. Streamlining tools like Remind, ClassDojo, and parent
emails - alongside improved Sapphire use - can ensure families feel better informed and
included.
Expand Stakeholder Involvement in PBIS. As PBIS transitions from its first full year
into sustained implementation, efforts should focus on maintaining high staff buy-in and
expanding student voice. Student-led PBIS committees, co-created reward systems, and gradelevel expectation reviews could improve buy-in and refine accountability.
Ensure Equitable Enforcement of Expectations. Interview and survey data revealed
concerns about perceived inconsistent discipline. A continued focus on fair and transparent
processes - including clearer referral protocols, peer mediation programs, and ongoing teacher
training in restorative practices - can help address this issue.
Celebrate Success and Foster Belonging. Students and parents alike responded
positively to school spirit events, quarterly celebrations, and classroom recognitions. Sustaining
and expanding these opportunities - while ensuring they remain inclusive and accessible - will
support a climate where students feel valued and connected.
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Invest in Professional Learning and Reflection. Embedding Danielson-based selfreflection (particularly in Domain 2b) into professional development allows staff to assess and
grow their cultural impact. Sharing best practices from effective classrooms—such as those
observed in walkthroughs—can build collective efficacy.
Summary of Research Question 3
The data underscores the importance of consistency, communication, and celebration in
enhancing school climate. Strategies rooted in transparency, equity, and student-centered
engagement are essential to maintaining momentum and deepening cultural transformation. By
focusing on these priorities, North East Middle School can continue cultivating an environment
where all students and stakeholders feel seen, supported, and inspired to grow.
Summary
Chapter IV presented a comprehensive analysis of the climate and culture at North East
Middle School through a mixed-methods approach that included student, parent/guardian, and
staff survey data; structured interviews; observation walkthroughs; and behavioral and
participation data linked to the first-year implementation of Positive Behavior Interventions and
Supports (PBIS). The results offered triangulated insight into stakeholder perceptions, underlying
influences, and emerging strategies for school improvement.
Overall, stakeholder perceptions of the school’s climate and culture were generally
positive, with students, staff, and families acknowledging recent improvements in consistency,
safety, and student engagement. The implementation of PBIS served as a significant driver of
cultural change, reinforcing behavioral expectations and celebrating student success through
structured recognition systems and schoolwide events. Classroom observations and walkthroughs
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supported these findings, revealing strong teacher-student relationships, clear behavioral
expectations, and increasingly positive peer interactions.
Nonetheless, the data also illuminated challenges, particularly around communication
consistency, equitable discipline practices, and the continued need for relationship-building
among all stakeholder groups. Stakeholders expressed a desire for more inclusive opportunities,
more frequent updates on student progress and behavior, and a stronger sense of connection
across grade levels and between home and school.
Findings from the Danielson Framework walkthroughs reinforced the importance of
cultivating a culture for learning, where respect, engagement, and clear routines support
academic and social-emotional growth. Staff and administrators were viewed positively across
stakeholder groups, and their influence on school climate was evident throughout the study.
Chapter V will interpret these findings in greater detail and offer actionable
recommendations for sustaining and strengthening the school climate and culture at North East
Middle School, including strategies for enhancing stakeholder communication, deepening PBIS
fidelity, and fostering a more inclusive, equitable learning environment.
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CHAPTER V
Conclusions and Recommendations
School climate and culture remain central to student success and stakeholder engagement.
At North East Middle School (NEMS), efforts to assess and improve climate have become
increasingly intentional, particularly with the rollout of Positive Behavior Interventions and
Supports (PBIS) during the 2024–2025 school year. This study sought to examine perceptions of
climate and culture from students, staff, and parents/guardians; identify the underlying factors
shaping those perceptions; and offer data-informed strategies for schoolwide improvement.
Chapter V provides an extensive reflection on the key findings, situating them within
current educational research and practical considerations. It also addresses limitations inherent in
the study and offers detailed recommendations for ongoing school improvement. Finally, it
outlines future research directions that can build on this foundational work to enhance
understanding and practice related to school climate and culture in middle school settings.
Conclusions
Positive Climate with Areas for Growth
Stakeholders across all groups consistently described a school climate marked by strong
interpersonal relationships, a shared sense of safety, and emerging consistency in behavioral
expectations. Students expressed feeling increasingly supported by their teachers and staff,
fostering a growing pride in their school community. This sense of belonging is foundational, as
research consistently links student connectedness with positive academic and social outcomes.
For instance, Wang and Degol (2016) emphasize that “students who feel safe, supported, and
connected to their peers and teachers are more likely to engage actively in learning and exhibit
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prosocial behaviors” (p. 330). Similarly, staff members reported high morale and collegiality,
underscoring the value of a collaborative professional culture in sustaining positive climates
(Grissom et al., 2013). Families, too, felt predominantly welcomed and generally confident in the
safety and support provided to their children, which is critical given the influential role of family
engagement on student success (Epstein & Sanders, 2021).
Despite these encouraging perceptions, the study uncovered concerns that warrant
continued attention. Inconsistent communication emerged as a recurring theme, with families
seeking clearer, more timely updates about student progress and behavioral expectations. This
aligns with findings from other districts indicating that communication gaps can undermine
family trust and engagement (Castro et al., 2015; Epstein & Sanders, 2021). Furthermore, uneven
enforcement of discipline policies led some stakeholders to perceive inequities, which can erode
trust and foster disengagement (Blake et al., 2011). Finally, opportunities to deepen family
engagement - particularly through culturally responsive outreach - present a critical area for
growth. These findings suggest that while foundational elements of a positive climate exist at
North East Middle School, sustained and focused efforts are essential to address gaps and
promote greater consistency and equity.
The complexity of school climate is such that even positive environments must be viewed
as dynamic systems subject to ongoing challenges. This underscores the importance of
continuous dialogue, feedback loops, and adaptive leadership practices to respond to emerging
needs and sustain continued momentum toward excellence.
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Role of Leadership and Visibility
Leadership emerged as a central driver in shaping the school climate. The consistent
presence and visibility of principals and administrators were repeatedly cited by stakeholders as
a factor that cultivated trust, accountability, and a shared vision for improvement. This reflects
findings from Marzano, Waters, and McNulty (2005), who assert that “principal visibility
communicates genuine interest and engagement, providing opportunities to interact substantively
with teachers and students” (p. 61). At North East Middle School, principals’ active involvement
in classrooms, hallways, and extracurricular events fostered a sense of connectedness and
responsiveness that grounded the school community.
Moreover, leadership practices that modeled relational trust, fairness, and empathy were
instrumental in establishing a culture conducive to collaboration and mutual respect. Bryk and
Schneider (2003) observe that “social trust among school professionals and parents is a key
resource that supports school improvement” (p. 40). By emphasizing relational leadership,
school leaders at North East Middle School created an environment where staff felt supported
and empowered, which research links to reduced teacher turnover and improved student
outcomes (Kraft et al., 2016).
However, leadership challenges remain, particularly regarding sustaining visibility during
non-instructional periods and ensuring consistent communication of expectations. Strengthening
leadership capacity through professional development and distributed leadership models can
provide avenues for addressing these challenges and embedding a culture of continuous
improvement.
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Effectiveness of PBIS Implementation
The first year of PBIS implementation at North East Middle School demonstrated
promising initial outcomes. Quantitative data revealed measurable declines in behavioral
infractions, including significant reductions in both in-school and out-of-school suspensions.
These findings echo national research indicating that PBIS frameworks are effective in
promoting positive behavior and reducing exclusionary discipline (Närhi et al., 2017).
Particularly notable was the increased recognition of students through structured incentive
systems, which research suggests fosters motivation and reinforces behavioral expectations
(McIntosh et al., 2018).
The data also highlighted disparities in point distribution by grade level, with younger
students receiving more consistent positive reinforcement. This finding points to a critical area
for enhancement - ensuring fidelity and equity of implementation across all grade levels.
Sustained staff training, coaching, and inclusion of student leadership in PBIS can help maintain
momentum and inclusivity, ensuring that all students benefit equally from the system.
Qualitative observations supported these trends, with classroom walkthroughs and staff
interviews illustrating increased adherence to behavioral norms, improved adult supervision, and
growing student engagement. These multifaceted data sources affirm the role of PBIS not only as
a behavior management tool but as a catalyst for cultural change within the school.
Importance of Relationships and Equity
Central to fostering a positive school climate are strong, trusting relationships among
students, staff, and families. The study underscored that student–teacher relationships serve as a
foundation for engagement, behavior regulation, and perceptions of fairness. Wang and Degol
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(2016) highlight that “positive interpersonal relationships between teachers and students are
consistently linked to reduced behavioral problems and better adjustment across diverse student
populations” (p. 330). Moreover, culturally responsive practices and family partnerships
emerged as vital components for addressing disparities and building an inclusive, equitable
climate.
The data revealed that fostering empathy, understanding, and respect across diverse
student groups strengthens the social fabric of the school. This relational emphasis aligns with
the work of Casas (2017), who asserts that “relationships are the foundation of culture, and
without trust, it’s impossible to create a culture where students and staff feel safe, respected, and
motivated” (p. 23). Prioritizing equity through culturally responsive engagement and inclusive
discipline practices can mitigate bias and promote fairness, critical for narrowing achievement
and behavioral gaps.
Equity and Support for Diverse Learners
While not the most prominent concern, issues of equity and inclusivity within classroom
practices emerged as an important area for growth. Some staff and parents expressed worries
about favoritism or inconsistent treatment of students, signaling the need for ongoing efforts to
foster fairness and inclusivity in daily instructional and behavioral interactions. As Wang and
Degol (2016) note, “positive interpersonal relationships between teachers and students are
consistently linked to reduced behavioral problems and better adjustment across diverse student
populations” (p. 330), underscoring the importance of equitable, respectful treatment. In
addition, there were some concerns over the implementation of special education documentation
such as Individualized Education Plans (IEPs) and 504 plans. Although perceptions of support
for students with special needs were generally positive, feedback revealed challenges in fully
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meeting the diverse learning and behavioral needs of these students. Parents and staff called for
enhanced resources, clearer communication, and more consistent implementation of
individualized education plans to ensure all learners receive the support necessary to thrive.
Addressing these areas is vital for cultivating a truly inclusive school climate where every
student feels valued and supported.
Data Triangulation
One of the study’s major strengths was the triangulation of quantitative and qualitative
data from multiple stakeholder groups. Surveys provided broad, generalizable insights into
perceptions of climate and culture, while interviews offered depth, capturing nuanced
experiences and contextual factors. Classroom observations and behavioral data grounded these
perceptions in concrete practices and outcomes.
This mixed-methods, multi-source approach enhanced the reliability of findings by
confirming patterns across data types and revealing areas of convergence and divergence. For
example, students’ reported feelings of safety and engagement were corroborated by
observations of adult visibility and positive peer interactions. Similarly, concerns about
inconsistent discipline enforcement were echoed in both staff interviews and office referral data.
This triangulated evidence provided a more comprehensive and actionable understanding of
school climate, informing targeted improvement strategies.
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Recommended Areas for Growth
To summarize, the primary areas for cultural growth at North East Middle School are as
follows:
1. Enhance Communication: Develop consistent, transparent communication channels
among staff, students, and families using multiple accessible platforms such as email,
apps, and in-person meetings. Training staff in culturally responsive communication can
deepen family engagement.
2. Strengthen PBIS Fidelity: Invest in ongoing staff professional development, coaching,
and student leadership opportunities to maintain equitable and consistent implementation
of PBIS across all grade levels.
3. Promote Equity and Inclusion: Implement culturally responsive family engagement
strategies and inclusive discipline policies to address disparities and foster a welcoming
climate for all students.
4. Sustain Leadership Visibility: Encourage principals and administrators to maintain
frequent, authentic presence in classrooms, common areas, and at community events to
build trust and model positive behaviors.
5. Leverage Data: Continue triangulating perceptual data with behavioral and academic
outcomes to identify strengths and areas of need, guiding targeted interventions and
resource allocation.
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Limitations
Sample Size
While this study produced valuable insights into the perceptions of school climate at
North East Middle School, several limitations must be acknowledged to accurately contextualize
the findings. First, the sample size, though adequate for descriptive analysis, limits the overall
generalizability of the results to wider populations. The response rates across stakeholder groups
varied: 219 students, 38 staff members, and 42 parents completed the survey instruments.
Although these numbers provide a useful cross-section of opinions, they may not fully capture
the diversity of experiences or views present within the entire school community. For instance,
parents who are more engaged or connected to the school may be overrepresented, while those
who are less involved - perhaps due to language barriers, work schedules, or prior negative
experiences - may not have participated. Similarly, staff members who feel particularly invested
in climate-related initiatives may be more likely to respond, potentially skewing the data toward
a more favorable view of school culture.
Self-Reported Data and Validity Concerns
Andrade (2018) distinguishes between types of validity that are critical in understanding
this limitation. While internal validity ensures that a study’s design permits meaningful
interpretation of relationships between variables, ecological validity refers to the extent to which
findings can be generalized to real-life settings beyond the specific sample studied. As Andrade
notes, “ecological validity… depends on a broader, more diverse sample” (p. 499). In the context
of this research, broader participation, especially from underrepresented or marginalized voices,
would have strengthened the ecological validity and ensured that conclusions drawn from the
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193
data more accurately reflected the full school community. Future studies should prioritize
intentional strategies to increase participation rates, such as targeted outreach to specific
subgroups, translated materials, and multiple modalities for survey access (e.g., paper, digital, inperson sessions). Doing so will not only enhance representativeness but also contribute to a more
inclusive and authentic portrait of school climate.
Secondly, the study relied primarily on perceptional data. While these perspectives are
critical for understanding the lived experiences of students, staff, and parents, relying solely on
self-report surveys and follow-up interviews can limit the depth and reliability of findings. To
strengthen future evaluations of school climate, perceptional data from individual students and
parents should be triangulated with specific quantitative behavioral and academic indicators such as their own attendance rates, office discipline referrals, course failures, and GPA trends.
This would provide a more holistic and actionable understanding of climate and reliability of the
anecdotal responses. Similarly, if students report feeling unsafe in certain areas of the building,
comparing that perception with actual incident data from those zones could either validate
concerns or reveal misinterpretations. Moreover, while many teachers and parents may report
satisfaction with school culture, elevated levels of absenteeism or declining academic
performance could signal underlying issues not captured through surveys alone. Bryk et al.
(2010) emphasized this multidimensional approach by asserting that “effective school
improvement strategies combine hard data with perceptual insight” (p. 54). In the context of
North East Middle School, this type of triangulation could have included individualized analysis
of discipline data, benchmark academic trends, and building attendance dashboards. Integrating
these metrics with survey findings would allow for more accurate diagnosis of problem areas and
more targeted intervention planning. Additionally, it would provide school leadership with a
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194
clearer picture of whether reported perceptions are reflected in observable behaviors and
outcomes. This is an essential step for designing responsive and equitable improvement efforts.
Time Constraints
A third limitation lies in the timing of the data collection. Much of the survey data for this
study was gathered during the spring semester, a period commonly marked by a unique set of
challenges and environmental pressures within the school setting. Spring is often characterized
by end-of-year fatigue, looming standardized testing, final assessments, and transitional stress for
both students and staff. These factors can significantly shape stakeholder perceptions, potentially
skewing responses toward frustration, exhaustion, or disillusionment that may not be as prevalent
during other times of the academic year. For instance, students nearing the conclusion of the
school year might report higher levels of stress, disengagement, or dissatisfaction, not
necessarily due to sustained issues with school climate, but rather because of cumulative
academic pressures or social anxieties about the approaching summer or next school year.
Similarly, teachers and staff may feel emotionally drained during this period, especially
after enduring months of instructional demands, behavior management, and additional
responsibilities associated with spring activities (state testing coordination, send-off preparations,
and curriculum pacing). As a result, their survey responses may reflect temporary burnout rather
than consistent perceptions of school culture. This situational influence can obscure a more
balanced or comprehensive understanding of climate dynamics.
To mitigate these seasonal distortions, future research should consider implementing a
two-point data collection approach: One baseline administration in the fall, when stakeholders
are typically more rested and optimistic, and another follow-up in the spring. This longitudinal
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195
model would allow for comparison of climate perceptions across the school year, providing a
richer understanding of when and how certain climate dimensions fluctuate. Thapa et al. (2013)
support this approach, noting that “school climate is not a fixed condition but an evolving
construct that responds to internal and external pressures throughout the academic cycle” (p.
360). Accounting for these temporal variables will lead to more nuanced insights and betterinformed interventions tailored to the rhythms of the school year.
Demographics
Additionally, while the study examines climate as a whole, it does not disaggregate data
by subgroup (e.g., race, socioeconomic status, special education). Future efforts should consider
how different populations within the school experience climate differently. Gregory et al. (2016)
noted that "restorative practices and equity-focused interventions often reveal important
discrepancies between subgroups" (p. 326). While the scope of this action research project did
not include demographic breakdowns, they could be important to future research.
PBIS Implementation Stage
A notable limitation of this study is that data were collected during the inaugural year of
full Positive Behavioral Interventions and Supports (PBIS) implementation at North East Middle
School. As Närhi et al. (2017) explain, “the variability of implementation fidelity is common
during the early phases of PBIS adoption, affecting consistency in staff practices and student
experiences” (p. 1193). Staff members inevitably had differing levels of familiarity and buy-in
with PBIS expectations, reward systems, and intervention protocols, potentially influencing
student perceptions and, therefore, survey responses. This inconsistency may have introduced
bias into the data, complicating firm conclusions about PBIS’s impact on school climate. Future
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research should assess climate perceptions once PBIS implementation is more mature and staff
training is more standardized across all grade levels.
Observation Bias
Another limitation involves potential observation bias during climate walkthroughs.
These walkthroughs were primarily conducted by school administrators and the school resource
officers, whose presence may have unintentionally altered student and staff behavior. As
Marzano et al. (2005) note, “the visibility of school leaders communicates interest and
expectations, which can temporarily influence behaviors during observations” (p. 61).
Consequently, data from these observations may not fully capture typical school climate
conditions, particularly regarding student interactions, hallway behavior, and behavioral
adherence. Incorporating peer observers or external evaluators in future walkthroughs could
mitigate this bias and yield a more authentic representation of school climate.
Recommendations for Future Research
This study underscores the complexity and evolving nature of school climate and culture,
particularly within middle school settings. To deepen contextual understanding, future research
should employ longitudinal designs that capture climate trajectories over multiple years,
examining how interventions like PBIS sustain or shift school culture over time. Annual studies
tracking climate evolution, especially as new staff join and programs adapt, would provide
valuable insights into mechanisms of change and durability.
Exploring student perceptions in greater depth is also essential. While student interviews
provided valuable insights, future studies could incorporate journaling, focus groups, or digital
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197
response platforms to collect more frequent and nuanced feedback on climate experiences. These
methods will better capture the true realities of students and inform responsive interventions.
Continued analysis is critical to understand how students with overlapping identities such as race, gender, disability, and language proficiency - experience school climate differently.
Such research can guide the development of equity-centered practices that address diverse needs
and promote inclusivity. Extending this, investigations into equity in school recognition systems
should analyze demographic and behavioral data to ensure reward programs are fair and
inclusive, mitigating disparities that may undermine positive climate efforts.
In addition, the integration of new and innovative technologies offers promising avenues
for advancing school climate research and practice. Digital engagement platforms, social media,
student information systems, notification apps, and virtual learning environments warrant study
to understand their impact on student connection, climate responsiveness, and overall school
dynamics in today’s educational landscape. Further research on communication effectiveness is
needed to identify which platforms most successfully engage families and correlate with
participation and satisfaction.
Moreover, further inquiry into leadership development and systemic reforms will provide
actionable knowledge about sustaining positive climates. Examining the long-term effects of
distributed leadership models, policy shifts, and capacity-building initiatives can inform
strategies to cultivate inclusive, collaborative school cultures. Measuring PBIS implementation
fidelity alongside staff beliefs about its effectiveness will clarify factors influencing program
success and sustainability.
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Finally, expanding multi-source data collection - including physiological and behavioral
metrics alongside perceptual data - can enrich understanding of how school climate influences
well-being and achievement. Employing the aforementioned qualitative methods - journaling,
focus groups, and digital response tools - will allow more frequent and detailed student feedback,
supporting the design of targeted, culturally responsive strategies that foster thriving, equitable
school communities.
These research extensions collectively will strengthen both short-term implementation
efforts and long-term cultural transformation, empowering educators and policymakers to create
inclusive, supportive learning environments where all students can flourish.
Summary
This study revealed that school climate and culture at North East Middle School are
viewed positively overall, particularly in areas related to relationships, structure, and recognition
systems. Through structured data collection across multiple sources - including surveys,
interviews, observations, and PBIS metrics - it became evident that consistency, communication,
and visibility are key drivers of success.
The implementation of PBIS provided structure and accountability, helping reduce major
infractions while increasing proactive engagement. Still, disparities across grade levels in both
infractions and recognition emphasized the need for fidelity and equity in implementation.
Stakeholders voiced optimism and investment in improving the school’s culture and offered
valuable suggestions that have already informed building-level decisions.
Moving forward, North East Middle School will focus on refining its climate practices
through stakeholder feedback, improved communication, and a stronger PBIS framework. These
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findings offer not only a blueprint for future internal development but also contribute
meaningfully to broader conversations on middle-level school climate reform.
199
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200
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APPENDECIES
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Appendix A
IRB Approval
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Appendix B
District Approval Letter
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Appendix C
Student Climate Survey
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211
Appendix D
Faculty/Staff Climate Survey
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Appendix E
Parent/Guardian Climate Survey
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Appendix F
Informed Participant Consent Form
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Appendix G
Assent to Participate in Research Study Form
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Appendix H
Student Structured Interview Questions
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Appendix I
Staff Structured Interview Questions
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Appendix J
Parent/Guardian Structured Interview Questions
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Appendix K
School Climate/Culture Observation Rubric
Cultivating Community: A Comprehensive Examination of School Climate and Culture
at North East Middle School
A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education
In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Education
Corey Joseph Garland
PennWest University of Pennsylvania
July 2025
ii
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© Copyright by
Corey Joseph Garland
All Rights Reserved
July 2025
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iv
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Dedication
I dedicate my Doctoral Capstone Project work to everyone who has supported me
throughout this ambitious and arduous journey. To my wife, Jordyn, you have spent the last
twenty years supporting me to be the best partner, father, educator, and leader that I can be.
Thank you for being my Excel wizard, my rock, my confidante, and my constant reminder of
what truly matters. Your strength, patience, and unwavering belief in me have been the
foundation of everything I have accomplished to this point. I love you.
To my children, Rowan and Scarlett, thank you for providing me with the smiles and joy
that I needed throughout this process. My goal was to never let my professional pursuits get in
the way of my personal commitments. As a leader, I prescribe to the notion that family always
comes first. The late nights and early mornings were all worth it because I never wanted to miss
a single moment that mattered… Creating a culture at work was never worth ruining what your
mother and I have worked so hard to build at home. I love you crazy kids.
To my staff, students, community stakeholders, and colleagues - thank you for your
encouragement, wisdom, and faith in me every step of the way. Your support, whether through a
simple word of reassurance or a timely act of kindness, meant more than you’ll ever know. This
journey has been one of growth, reflection, and relentless perseverance. I am proud of this work,
but I am even more grateful for the people who stood beside me through it all. This capstone is
not just the culmination of my academic pursuit - it is a tribute to the love, sacrifice, and
community that made it possible. Go Pickers!
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Acknowledgements
I would like to thank my grandfather, James Jay Garland, for inspiring me to become an
educational leader. His work as a principal within the Pymatuning Valley School District
inspired my own journey, and I will be forever grateful for the knowledge, skills, and
dispositions I possess today that can only be attributed to him. I hope I have made him proud.
I would also like to thank the North East School District, specifically Dr. Michele
Hartzell (Superintendent) and Mr. Brian Emick (Assistant to the Superintendent), for investing in
me by allowing me to pursue this doctoral degree. On that note, I would like to specifically thank
the following individuals for their guidance and support:
Dr. Stephanie Williams, for all of your assistance as my Capstone Faculty Chair. Thank
you for your leadership, patience, guidance, and support during my many revisions. I truly
appreciate your support through this process and would not have finished without you.
Mr. Greg Beardsley, for being the original visionary leader of the North East Middle
School. Our district will forever be indebted to you for your 35 years of service and commitment
to excellence. I hope this study – and the work that went into it – will help the middle school
build upon the foundation of greatness you left behind.
Dr. William Renne, for so many things. You are the barometer. After working with you
for the last four years, I often find myself asking “What would Bill do?” I value your friendship,
mentorship, and your leadership more than I can put on paper. Thank you for your guidance
through this process and for inspiring me to pursue my Ed.D. while I was your Assistant
Principal.
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Table of Contents
Dedication
iv
Acknowledgements
v
List of Tables
xiii
List of Figures
xiv
Abstract
xvi
CHAPTER I. Introduction
1
Background
1
Capstone Focus
2
Research Questions
3
Expected Outcomes
3
Fiscal Implications
4
Summary
5
CHAPTER II. Review of the Literature
6
Defining School Climate and Culture
7
Definition of School Climate and Culture Within the Middle School Context
7
Importance of Fostering a Positive and Productive Learning Environment
8
Overview of the Role of School Leadership in Shaping School Climate and Culture
9
Leadership and School Climate
10
Critical Role of Principals in Establishing a Positive School Climate
10
Principal Actions that Impact School Climate
12
Evidence-Based Learning Strategies to Enhance Climate
14
How Principals Model Positive Learning Behaviors for Both Students and Teachers
15
School Climate and Student Achievement
16
Impact of Positive Climate on Student Outcomes
16
Social-Emotional Learning as a Factor in Fostering Academic Success
17
Engagement and Dropout Prevention
18
Engaging At-Risk Students Through Improved School Climate
19
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Teacher Turnover and School Climate
20
Influence of School Leadership on Teacher Morale
21
Impact of Teacher Morale on Student Achievement
22
School Climate and Equity
23
Discipline Disparities
23
Restorative Practices
24
Trusting Relationships
25
Cultivating Culture Through Positive Relationships
26
Strategies for Building Trust Between Teachers and Marginalized Students
27
Middle School Restructuring and Achievement
27
Impact of Equitable Leadership Practices on Student Achievement
28
School Climate with Regard to PBIS and Student Behavior
29
Improving School Climate
29
Discipline Practices’ Effects on School Climate
30
Facility Design and School Climate
31
Influence of Facility Design on School Climate and Learning Outcomes
31
How Modern, Flexible Learning Spaces Impact Student Behavior and Attitudes
32
The Role of Physical Safety and School Structure in Creating a Positive Climate
33
The Impact of School Security Measures on Student Perceptions of Safety
and Belonging
34
Family-School Partnerships and School Climate
35
The Role of School Leadership in Promoting Family Involvement to Enhance
School Climate
35
Fostering Family and Community Involvement
36
Culturally Responsive Engagement Strategies
36
Comprehensive School Reforms
37
Multi-Tiered Systems of Support (MTSS) as a Framework for Improving
School Climate
38
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School Climate and Risk Behaviors
39
Risk Behavior Prevention
39
Preventing Bullying and Promoting Prosocial Behavior Through Climate Interventions
40
Administrative Recognition of Prosocial Behaviors
41
Leadership’s Role in Ensuring Student Safety and Well-Being Through
Climate Initiatives
42
Effectiveness of Social-Emotional Learning Programs in Reducing Student
Risk Behaviors
43
Summary
43
CHAPTER III. Methodology
46
Purpose of the Study
47
Research Questions
48
Setting and Participants
50
Setting
50
Student Participation
52
Consent
53
Staff Participation
53
Parent Participation
58
Research Plan
60
Foundation in Literature
60
Description of Research Plan
61
Research Methods and Data Collection
63
Description of Research Design
63
Quantitative Data Collection
63
Qualitative Data Collection
64
Document Analysis
64
Integration of Data Sources
65
Data Collection Timeline
65
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Fiscal Implications
Validity
ix
66
66
Types of Validity Considered
67
Methods to Increase Validity
68
Triangulation of Data
70
Summary
71
CHAPTER IV. Data Analysis and Results
72
Data Analysis
73
Quantitative Data Analysis
72
Qualitative Data Analysis
74
Results
75
Student Survey Summary
75
Student Survey Section 1: Bullying and Its Implications on School Safety
77
Student Survey Section 2: Perceptions of School Safety
79
Student Survey Section 3: Perceptions of Peers
81
Student Survey Section 4: Perceptions of Instructional Practices and
Teacher Support
86
Student Survey Section 5: Perceptions of Staff Availability
88
Student Survey Section 6: Teacher Responsiveness and Fairness
91
Student Survey Section 7: Student Engagement and Classroom Experience
93
Student Survey Results
95
Parent/Guardian Survey Summary
95
Parent/Guardian Survey Results
102
Faculty/Staff Survey Summary
102
Staff Survey Section 1: Perceptions of School Safety
107
Staff Survey Section 2: Perceptions of Contextual School Safety
110
Staff Survey Section 3: Perceptions of Student Behavior and Peer Culture
111
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Staff Survey Section 4: Instructional Practices and Beliefs About Student Learning
116
Staff Survey Section 5: Leadership, School Climate, and Academic Expectations
119
Staff Survey Results
123
Student Structured Interviews
123
Student Structured Interviews Summary
136
Parent/Guardian Structured Interviews
137
Parent/Guardian Structured Interviews Summary
149
Staff Structured Interviews
150
Staff Structured Interviews Summary
158
PBIS Data Analysis
159
Total Office Disciplinary Referrals (ODRs) by Disciplinary Action
160
Total Behavior Infractions
162
Grade Level ODR Distribution
163
Grade Level Points Distribution
165
ODR Quarterly Breakdown
166
Total Quarterly Points Awarded
167
Attendance Summary (2023-24 vs. 2024-25)
168
PBIS Conclusions
170
Observation Checklist Analysis
171
Additional Anecdotal Data
176
Component 2b: Culture for Learning Anecdotal Evidence
176
Discussion
179
Research Question 1
179
Summary of Research Question 1
180
Research Question 2
180
Summary of Research Question 2
181
Research Question 3
182
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Summary of Research Question 3
xi
183
Summary
183
CHAPTER V. Conclusions and Recommendations
185
Conclusions
185
Positive Climate with Areas for Growth
185
Role of Leadership and Visibility
187
Effectiveness of PBIS Implementation
188
Importance of Relationships and Equity
188
Equity and Support for Diverse Learners
189
Data Triangulation
190
Recommended Areas for Growth
191
Limitations
192
Sample Size
192
Self-Reported Data and Validity Concerns
192
Time Constraints
194
Demographics
195
PBIS Implementation Stage
195
Observation Bias
196
Recommendations for Future Research
196
Summary
198
References
200
APPENDECIES
207
APPENDIX A. IRB Approval
208
APPENDIX B. District Approval Letter
209
APPENDIX C. Student Climate Survey
210
APPENDIX D. Faculty/Staff Climate Survey
211
APPENDIX E. Parent/Guardian Climate Survey
212
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APPENDIX F. Informed Participant Consent Form
213
APPENDIX G. Assent to Participate in Research Study Form
214
APPENDIX H. Student Structured Interview Questions
215
APPENDIX I. Staff Structured Interview Questions
216
APPENDIX J. Parent/Guardian Structured Interview Questions
217
APPENDIX K. School Climate/Culture Observation Rubric
218
xiii
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List of Tables
Table 1. Student Responses to PA Climate Questions 2-6 (Bullying)
76
Table 2. Student Responses to PA Climate Questions 7-9 (Safety)
79
Table 3. Student Responses to PA Climate Questions 10-25 (Perceptions of Students)
80
Table 4. Student Responses to PA Climate Questions 26-30 (Perceptions of Teachers)
86
Table 5. Student Responses to PA Climate Questions 31-36 (Equity and Inclusivity)
88
Table 6. Student Responses to PA Climate Questions 37-39 (Perceptions of Teachers’
91
Practices)
Table 7. Student Responses to PA Climate Questions 40-42 (Perceptions of Classes)
93
Table 8. Results of Parent/Guardian Climate Survey (Questions 3-16)
97
Table 9. Results of Staff Climate Survey (Questions 5-10)
107
Table 10. Results of Staff Climate Survey (Questions 11-13)
109
Table 11. Results of Staff Climate Survey (Questions 14-29)
111
Table 12. Results of Staff Climate Survey (Questions 30-36)
116
Table 13. Results of Staff Climate Survey (Questions 37-47)
118
xiv
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List of Figures
Figure 1. North East School District Demographics
50
Figure 2. North East Middle School Demographics
52
Figure 3. Faculty and Staff Roles
54
Figure 4. Faculty and Staff Placement(s)
55
Figure 5. Faculty and Staff Experience in Education
55
Figure 6. Faculty and Staff Experience at North East Middle School
56
Figure 7. Adult Relationship to North East Middle School Student
58
Figure 8. Current Grade Level of Student Attributed to Respondent
58
Figure 9. Grade Level Breakdown of PA School Climate Survey
75
Figure 10. Relationship to Student(s)
95
Figure 11. Current Grade Levels of Respondents’ Children
96
Figure 12. Role of Staff Respondents
103
Figure 13. Building Level of Staff Respondents
104
Figure 14. Overall Experience of Staff Respondents
105
Figure 15. Contextual Experience of Staff Respondents
106
Figure 16. Action Summary (2023-24 vs. 2024-25)
160
Figure 17. Total Office Disciplinary Referrals
161
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xv
Figure 18. Infractions by Grade Level (%)
163
Figure 19. PBIS Points Awarded by Grade Level (%)
165
Figure 20. Total ODRs by Quarter
166
Figure 21. Total PBIS Points Awarded by Quarter
167
Figure 22. 2023-2024 Attendance Summary
168
Figure 23. 2024-2025 Attendance Summary
169
Figure 24. Walkthrough #1 – Hallway (Morning Arrival)
171
Figure 25. Walkthrough #2 – Hallway (Class Transition)
172
Figure 26. Walkthrough #3 – Cafeteria (6th Grade Lunch)
173
Figure 27. Walkthrough #4 – Cafeteria (8th Grade Lunch)
174
xvi
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Abstract
This capstone research project explored stakeholder perceptions of school climate and culture at
North East Middle School during the 2024–2025 academic year. A positive school climate is
linked to stronger student engagement, achievement, and social-emotional growth. Using a
mixed-methods design, the study collected data through surveys, structured interviews,
walkthrough observations, and PBIS implementation results. Three research questions guided the
analysis: Stakeholder perceptions of climate and culture, underlying factors contributing to
current conditions, and strategies for improvement. Quantitative data were analyzed using
descriptive statistics, while qualitative responses were coded thematically. Results indicated
generally positive perceptions across students, staff, and families, particularly in areas of safety
and relationships. However, concerns included inconsistent communication, uneven adult
supervision in hallways and lunchrooms, and the need for stronger behavior expectations. PBIS
data revealed early signs of progress, particularly through recognition systems and targeted
reteaching of expectations. Overall, findings suggest that improving visibility of adults, refining
behavior systems, and enhancing stakeholder engagement will help strengthen the overall
climate and culture of the school.
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CHAPTER I
Introduction
The climate and culture of a learning environment play a critical role in shaping the
academic, social, and emotional outcomes of students and educators. North East Middle School,
situated within the North East School District in Erie County, Pennsylvania, is currently at a
crossroads where cultivating a positive and productive school climate aligns directly with the
district’s overarching Vision 2028 initiative (Hartzell, 2024). As the newly-appointed leader of
this institution, the researcher recognizes the pressing need to address the existing challenges that
hinder the school’s ability to foster an environment of safety, collaboration, and excellence. This
chapter introduces the focus of this doctoral capstone project: Understanding and improving the
current school climate and culture at North East Middle School.
Background
The importance of a positive school climate is well-documented in educational research.
Effective learning environments promote student engagement, academic success, and emotional
well-being. As Thapa et al. (2013) note, “school climate is defined as ‘the quality and character
of school life,’ shaped by the shared experiences of students, teachers, and staff through
relationships, values, norms, and attitudes” (p. 358). Conversely, schools with negative climates
often face higher rates of disciplinary issues, disengagement, and turnover among staff and
students. Research by Wang and Degol (2016) emphasizes that “positive school climates reduce
achievement gaps by fostering equitable learning environments” (p. 63). The researcher’s role as
the principal of North East Middle School provides a unique vantage point to assess and address
these issues comprehensively. Guided by the North East School District’s belief in the mantra
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2
“Maslow before Bloom” (Berger, 2020, para. 1), the researcher prioritizes meeting the basic
social-emotional needs of all students and staff as the foundation for any academic success.
According to teacher survey data from February 2024 and anecdotal notes from
conversations with students and families, the challenges facing North East Middle School
include inconsistent perceptions of safety and belonging among stakeholders, disciplinary
disparities, and a lack of cohesion by past administration in fostering a collaborative culture
(Garland, 2024). Addressing these concerns aligns directly with the researcher’s professional
responsibility to lead a school where every individual feels valued and supported.
Capstone Focus
The purpose of this capstone project is to explore and address the factors that influence
the school climate and culture at North East Middle School. The researcher’s reflections,
grounded in both personal experience and initial contextual observations, reveal a pressing need
for targeted interventions that address disparities in student engagement, teacher morale, and
collaborative practices. As research highlights, fostering a positive school climate requires
intentional strategies to bridge these gaps. For instance, Grissom et al. (2013) emphasize that
effective leadership, characterized by promoting collaboration and professional development,
directly impacts teacher satisfaction and student outcomes (p. 444). Similarly, Louis and
Wahlstrom (2011) emphasize that principals who model continuous learning and foster
collaboration among staff create environments that support both teacher satisfaction and student
success (p. 27). These evidence-based insights have been instrumental in shaping the focus of
this research, highlighting the transformative potential of strategic, targeted approaches to culture
building.
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3
This capstone study is grounded in a mixed-methods research approach, combining
quantitative surveys with qualitative interviews, observations, and document analysis. By
engaging with the perspectives of students, teachers, staff, parents, and community members, the
researcher aims to identify strengths, challenges, and actionable strategies for school
improvement. Ultimately, this work seeks to align the school’s practices and procedures with the
district’s vision, mission, and shared values in order to ensure a supportive and inclusive
environment.
Research Questions
To guide this investigation, the following research questions have been formulated and
refined to fit this contextual analysis:
1. What are the current perceptions of students, teachers, and parents regarding the
climate and culture at North East Middle School?
2. What are the underlying factors contributing to the existing climate and culture?
3. What potential strategies can be implemented to enhance the climate and culture based
on the perceptions and underlying factors identified?
These questions are integral to uncovering the root causes of current challenges and seeking
evidence-based strategies for sustainable school improvement.
Expected Outcomes
The desired outcomes of this capstone project include:
•
A detailed understanding of stakeholder perceptions and experiences regarding
school climate and culture.
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•
4
Identification of key factors that influence the current environment, including
both strengths and areas for improvement.
•
Development of targeted strategies and interventions to foster a more positive,
equitable, and productive school climate.
•
Enhanced alignment with the district’s aforementioned Vision 2028 goals of
creating a culture of caring citizens who respect themselves, others, and their
community.
Initial actions include implementing the Pennsylvania School Climate Survey (Pennsylvania
Department of Education, n.d.-b) to capture comprehensive data and then conducting stakeholder
interviews to gain qualitative insights. These actions will provide a foundation for informed
decision-making and targeted interventions.
Fiscal Implications
Improving school climate and culture inevitably involves financial considerations.
Investments in professional development, social-emotional learning (SEL) programs, incentives
for positive behavior, and updated resources for both students and staff are anticipated. For
instance, training sessions on trauma-informed practices and inclusive leadership may require
additional funding. Similarly, the implementation of PBIS (Positive Behavioral Interventions and
Supports), restorative practices, and SEL curricula will necessitate the allocation of resources.
However, the benefits of these investments are far-reaching and can be adapted to diverse
educational contexts.
Districts with varying levels of resources can scale these initiatives to suit their budgets
by leveraging grant opportunities, community partnerships, and state or federal funding
CULTIVATING COMMUNITY
5
programs. For example, PBIS frameworks have been successfully implemented in schools across
socioeconomic contexts by utilizing tiered approaches that match the resources available
(McIntosh et al, 2018). Similarly, restorative practices and SEL programs can be customized to
align with the unique cultural and demographic needs of different districts, promoting equity and
inclusivity regardless of location (Osher & Kendziora, 2017).
Furthermore, the modular nature of these strategies makes them applicable across a range
of educational environments, from urban to rural settings. Professional development on traumainformed practices, for instance, addresses the universal challenges faced by students and staff,
making it a valuable investment for any district. By sharing best practices and collaborating with
other schools, districts can create networks of support that solidify the impact of these initiatives.
Ultimately, the strategies outlined in this research project are not only evidence-based but also
adaptable, ensuring their relevance and effectiveness in varied educational contexts.
Summary
This chapter has outlined the foundational aspects of this doctoral capstone research
project, emphasizing the importance of understanding the current school climate and culture of
North East Middle School. By exploring stakeholder perceptions, identifying underlying factors,
and proposing actionable strategies for improvement, this research seeks to have a transformative
impact on the school and community at large. The next chapter, the Literature Review, delves
into the theoretical frameworks and empirical evidence that support the importance of school
climate and culture, providing a robust foundation for this inquiry.
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6
CHAPTER II
Review of the Literature
Middle Schools represent a pivotal crossroads in the academic journey of students,
shaping not only their educational outcomes but also their social and emotional trajectories. This
period of development is profoundly influenced by the climate and culture of the schools in
which students are immersed. Research has consistently underscored the critical role of school
climate and culture in fostering environments where students and educators can thrive. For
instances, studies have shown that positive school climates are associated with academic
performance, higher levels of student engagement, and reduced behavioral issues (Wang &
Degol, 2016). Similarly, research highlights that schools with strong, inclusive cultures promote
equity, collaboration, and a sense of belonging, essential elements for student success during
adolescence (Thapa et al., 2013).
The intersection of school climate, culture, and leadership further illuminates how these
elements can be leveraged to address the unique challenges of middle school settings. Empirical
evidence suggests that effective leadership, particularly in fostering social-emotional learning
(SEL) and implementing frameworks like Positive Behavioral Interventions and Supports
(PBIS), plays a vital role in creating environments that nurture both students and teachers
(McIntosh et al., 2018). Furthermore, studies examining family-school partnerships and equitydriven reforms emphasize the importance of collaboration, student-centered approaches in
building climates where all learners feel safe, valued, and empowered (Bryk et al., 2010).
This body of evidence forms the cornerstone of Chapter II, which aims to bridge
theoretical frameworks with practical insights. By grounding this chapter in robust research, it
not only establishes the importance of school climate and culture, but also highlights their
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7
multifaceted impacts on academic achievement, student behavior, and educator engagement.
Through this lens, Chapter II sets the stage for a deeper exploration of the dynamics shaping
modern middle schools, serving as an essential foundation for understanding and addressing the
critical issues discussed in the overall dissertation.
Defining School Climate and Culture
Definition of School Climate and Culture Within the Middle School Context
According to Thapa et. al. (2013), “School climate is based on patterns of people’s
experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching
and learning practices, and organizational structures” (p. 357). This climate is not static; it
reflects the ongoing interactions within the school community. In middle schools, where students
undergo significant developmental changes, a positive climate plays a crucial role in fostering
their growth. Mitchell et al. (2010) argue, “school climate is… the shared beliefs, values, and
attitudes that shape interactions between the students, teachers, and administrators” (p. 271).
From the perspective of Deal and Peterson (2016), school culture, however, delves
deeper into the values, traditions, and rituals that define a school’s identity. These deeper, often
unspoken, aspects of the school environment shape the long-term norms and behaviors that
define how members of the school community interact and learn. Gruenert and Whitaker (2015)
further explain the difference:
If culture is a school's personality, climate is its attitude. The biggest difference between
the two is that an attitude is far easier to change than a personality. Need proof? Simply
announce to the school that tomorrow is a snow day and you might notice a sudden
change in climate as educators' and students' attitudes suddenly lift. The promise of a
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8
snow day doesn't change the school's personality (i.e., culture), but the collective shift in
attitude (i.e., climate) allows the school to reveal what it values. In this case, the school
climate reveals that the culture values not being in school. Of course, changing a
personality requires a more purposeful and sustained effort than does changing an
attitude. (p. 15)
Although often used interchangeably, as much of the educational research in this section
will show, school climate and culture serve different functions in shaping the overall school
experience. School climate, according to Gruenert and Whitaker (2015) is based on perceptions
and easy to change, focusing on the day-to-day atmosphere, while school culture encompasses
the deeply ingrained practices that “take years to evolve” and is based on the values and beliefs
present within leadership (p. 15). Together, they play complementary roles in creating an
environment conducive to both learning and personal development; however, for the purposes of
this paper, the primary focus will be on school climate as this study is predicated on assessing the
current context of a middle school in hopes of soon improving said context.
Importance of Fostering a Positive and Productive Learning Environment
A positive school climate is essential to promoting student success in terms of
engagement, achievement, and well-being. Bryk and Schneider (2003) note that when schools
build strong relational networks, students feel safe and connected, raising both their commitment
to learning and their achievement. The overall environment within a school can greatly impact
how students interact with their peers and educators, influencing their desire to participate and
succeed in their educational pursuits.
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9
Research also suggests that an inclusive school climate can mitigate the adverse effects of
social challenges and academic pressures, which are especially prevalent during middle school
years. Konold et al. (2017) argue that “a positive school climate may enhance engagement by
helping students feel more connected to school and less vulnerable to peer victimization and
other social stressors” (p. 1290). This is crucial as middle school students face developmental
changes that make them particularly vulnerable to these pressures, which can negatively impact
their academic performance and social interactions if not properly addressed.
In addition, fostering a productive learning environment helps students develop key
social-emotional skills such as empathy, self-regulation, and resilience. As Zins et al. (2004)
emphasize, “the interrelated nature of academic achievement, social-emotional learning, and
behavior supports the view that an emphasis on SEL can positively impact student success”
(p. 7). A school climate that prioritizes mutual respect, inclusivity, and academic rigor leads to
improved academic outcomes and reduced disciplinary issues, reinforcing the critical role of
leadership in shaping these dynamics (Kraft et al., 2016).
Overview of the Role of School Leadership in Shaping School Climate and Culture
School leadership is pivotal in shaping the climate and culture of a school. Principals, in
particular, serve as the key drivers of the school environment by setting the vision and values
that influence daily operations. School leaders, particularly principals, play a central role in
determining the culture of collaboration and respect within a school, which in turn impacts
student learning and teacher retention. According to Kraft et al. (2016), “when teachers strongly
agree that their administrator encourages and acknowledges staff, communicates a clear vision,
and generally runs a school well, their turnover rate is more than half compared to teachers who
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10
disagree” (p. 1412). By guiding the overall tone of the school, principals directly affect how both
staff and students experience the school environment.
Effective principals not only cultivate a positive climate but also make strategic decisions
related to school safety, discipline, and teacher support. Marzano et al. (2005) emphasize that a
“safe and orderly environment” is a critical school-level factor directly linked to student
achievement. The principal’s leadership in these areas significantly impacts school climate by
promoting a stable and organized environment where academic and social growth can flourish.
Moreover, successful principals foster positive relationships between staff and students
and ensure that inclusive and equitable practices are implemented school-wide. Grissom et al.
(2013) highlight that principals who support and challenge their teachers improve teaching
quality and, consequently, student learning. By building collaborative teams among teachers and
encouraging professional development, principals create a culture of continuous improvement.
This collaborative approach helps to establish a climate where teachers feel supported and
students are more likely to engage positively with their learning environment, thus enhancing
both academic and social-emotional development.
Leadership and School Climate
Critical Role of Principals in Establishing a Positive School Climate
Principals play an essential role in establishing and maintaining a positive school climate.
As noted in the Wallace Foundation report, “Leadership is second only to classroom instruction
among all school‑related factors that contribute to what students learn at school” (Leithwood et
al., 2004, p. 7). This finding underscores the important influence that principals have—not
merely through policy, but also through presence, support, and the educational leadership they
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11
provide. By shaping collaborative cultures, maintaining safety and expectations, and prioritizing
professional development, principals create the conditions necessary for both student success and
teacher retention.
The climate is not solely the result of administrative decisions; it also stems from how
principals interact with staff, students, and parents. Marzano et al. (2005) emphasize the need for
principal visibility. They argue “the proposed effect of visibility is twofold: First, it
communicates the message that the principal is interested and engaged in the daily operations of
the school; second, it provides opportunities for the principal to interact with teachers and
students regarding substantive issues” (p. 61). Their research demonstrates that principals who
engage in direct communication with students and staff are more likely to promote a climate of
inclusivity and belonging. Therefore, principals must not only create policy but also be hands-on
in their leadership approach. To illustrate, the principal exemplifies the responsibility of visibility
when he/she attends school football, basketball, and baseball games as frequently as possible.
This responsibility is also demonstrated when the principal makes daily visits to classrooms
simply to ask teachers and students how things are going.
A key element in fostering a positive school climate is building relationships. Marzano et
al. (2005) explain that:
A case can be made that effective professional relationships are central to the effective
execution of many of the other responsibilities. In the context of our meta-analysis, the
responsibility of Relationships refers to the extent to which the school leader
demonstrates an awareness of the personal lives of teachers and staff. (p. 58)
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12
When principals demonstrate empathy, fairness, and respect in their daily interactions, it sets the
tone for the rest of the school, encouraging positive relationships across the board. This relational
aspect of leadership is foundational to creating a safe and supportive climate where students and
teachers can thrive concurrently.
Principal Actions that Impact School Climate
Principals impact school climate through key actions such as decision-making and
instructional leadership. Ultimately, they influence climate through their strategic choices,
especially when it comes to the physical environment. According to Maxwell (2016), “the
quality of the school’s physical environment appears to be an important factor influencing social
climate, which in turn can impact student attendance and academic achievement” (p. 213). These
environmental decisions—ranging from cleanliness and maintenance to classroom
organization—are largely under the principal’s purview. By ensuring a safe, welcoming, and
well-maintained school setting, leaders promote not only physical security but also a climate of
respect and trust essential for learning. These decisions influence everything from the learning
environment to the professional growth opportunities available to teachers, which in turn affects
the overall school climate. For example, a principal who invests in professional development
creates a culture of continuous learning, benefiting both teachers and students.
One of the most significant actions a principal can take is fostering instructional
leadership. For instance, He et al. (2024) determined that “principals’ instructional leadership is a
significant predictor of teachers' professional development” (p. 1). Instructional leadership
involves working closely with teachers to ensure that classroom practices align with the school’s
educational goals. When principals actively participate in these processes, they enhance both
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13
teacher efficacy and student engagement, contributing to a more productive and positive learning
environment.
Moreover, decision-making related to school discipline and safety is another critical
aspect of how principals shape school climate. Maxwell (2016) indicates that school climate is
enhanced when “students feel that their schools are clean, in good repair, and safe” (p. 209),
which is often tied to principal decisions. By prioritizing student safety and equitable discipline,
principals can ensure that students feel safe and respected, which is essential for maintaining a
positive climate.
Instructional leadership goes beyond policy and decision-making; it also includes
modeling desired behaviors that reflect the values of the school. As He et al. (2024) note,
"Administrators’ instructional leadership has a significant impact on teachers’ teaching abilities.
As teachers are primarily responsible for delivering instruction in the classroom, instructional
leaders’ influence on enhancing the quality of teaching can affect student learning" (p. 6). When
principals lead by example - demonstrating effective teaching strategies, engaging in reflective
practice, and committing to growth - they help cultivate a culture where teachers feel motivated
and empowered. This leadership approach strengthens the professional climate by reinforcing
collaboration, innovation, and continuous improvement.
Lastly, the role of the principal in communication and conflict resolution significantly
affects school climate. Marzano et al. (2005) identify communication as a key leadership
responsibility and note that effective leaders “are adept at handling conflict and promoting
cohesion within the school community” (p. 50). Effective communication not only prevents
misunderstandings but also builds trust among staff and students. Principals who excel in conflict
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14
resolution and maintain transparency in their leadership further enhance the school climate by
ensuring that all members of the school community feel heard and valued.
Evidence-Based Learning Strategies to Enhance Climate
Principals who implement evidence-based learning strategies can greatly enhance school
climate. Hattie (2012) emphasizes that “visible learning” strategies, such as feedback and clear
instructional goals, lead to significant improvements in student outcomes (p. 1). These strategies
are data-driven and allow principals to identify the most effective teaching practices, creating an
environment where learning is truly prioritized. Hattie’s research highlights that schools with
leaders who use these evidence-based approaches are more likely to foster climates that promote
high student engagement and achievement.
One key aspect of Hattie’s (2012) approach is the use of formative assessment and
feedback to drive student learning. He notes, “When teaching and learning are “visible” – that is,
when it is clear what teachers are teaching and what students are learning, student achievement
increases” (p. 1), and when principals encourage teachers to provide meaningful feedback, it
contributes to a culture of continuous improvement. This approach empowers both students and
teachers by making the learning process more transparent, enhancing overall school climate by
promoting clarity, accountability, and collaboration.
Hattie’s (2012) model also stresses the importance of setting high expectations for all
students. Schools with clear, evidence-based strategies that are aligned with the school’s goals
foster environments that value learning. “Teaching (students) to have high, challenging,
appropriate expectations is among the most powerful influences in improving their achievement”
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15
(p. 5). By promoting this strategy, principals directly contribute to a positive climate where
students feel both challenged and supported.
How Principals Model Positive Learning Behaviors for Both Students and Teachers
Principals not only influence climate through decision-making but also through modeling
positive learning behaviors, including shared leadership. Louis and Wahlstrom (2011) argue that
“changing a school's culture requires shared or distributed leadership, which engages many
stakeholders in major improvement roles, and instructional leadership, in which administrators
take responsibility for shaping improvements at the classroom level” (p. 52). When principals
engage in professional learning, reflect on their practices, build capacity within others in their
organization, and demonstrate a commitment to growth, they set a powerful example for both
teachers and students.
Effective principals model behaviors that encourage a culture of learning by actively
participating in professional development and engaging with the latest educational research.
Louis and Wahlstrom (2011) explain that “Neither organizational learning nor professional
community can ensure without trust – between teachers and administrators, among teachers, and
between teachers and parents” (p. 53). Building principals leading this charge not only benefits
teachers, who feel supported in their own professional growth, but also students, who see their
principal’s active engagement with learning as a signal that education is a lifelong process.
Furthermore, when principals demonstrate these positive learning behaviors, they help
cultivate a climate of respect and motivation. Louis and Wahlstrom (2011) assert that principals
who lead by example and show a commitment to personal and professional growth inspire
similar behaviors in staff and students. By being visible in their learning and open to feedback,
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16
principals encourage a culture of continuous improvement, where mistakes are seen as learning
opportunities, thereby enhancing the overall school climate.
School Climate and Student Achievement
Impact of Positive Climate on Student Outcomes
A positive school climate is strongly correlated with student achievement. Lee and Smith
(1993) found that school restructuring efforts which foster more personalized and communal
school climates were associated with increased student learning gains (p. 164). They emphasize
that when students feel safe, respected, and supported, they are more likely to engage in their
learning, which in turn boosts academic outcomes. Wang and Degol (2016) also support this
view, noting that positive school climates are associated with increased equity, noting that
“schools that foster safe, supportive, and responsive environments promote both academic
achievement and psychological well-being, which may be especially important for disadvantaged
populations” (p. 323). The research suggests that a well-managed climate not only enhances
student performance but also promotes equity.
Additionally, Wang and Degol (2016) highlight that “There is consistent evidence that
school climate is associated with a wide range of academic, behavioral, and socio-emotional
outcomes” (p. 323). This demonstrates that factors such as emotional well-being and social
connectedness, which are nurtured by a positive climate, directly affect students’ ability to focus
and perform well academically. Schools with inclusive and supportive climates tend to see
improvements in standardized test scores and overall academic performance.
Moreover, Lee and Smith (1993) indicate that schools fostering strong teacher-student
relationships have higher rates of academic success. They found that “Students in schools with
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more personalized environments and stronger teacher-student relationships experienced higher
gains in achievement” (p. 168). This underscores the importance of the principal’s role in
shaping the climate, as they influence teacher behaviors and practices that are crucial for
building these positive relationships.
Social-Emotional Learning as a Factor in Fostering Academic Success
Social-emotional learning (SEL) plays a critical role in fostering academic success,
especially in schools with a positive climate. According to Osher et al. (2016), SEL promotes
“self-awareness, self-management, social awareness, relationship skills, and responsible
decision-making” (p. 646), all of which support academic performance. When students develop
these skills, they are better able to manage emotions, build healthy relationships, and stay
engaged in academic tasks. Schools that embed SEL into their climate strategies create
environments that nurture both emotional well-being and learning.
In addition, Osher et al. (2016) note that SEL enhances student engagement and
connection. The authors explain that “learning is enhanced when students feel a sense of
belonging and connection to school” (p. 648), which is central to maintaining student motivation
and academic persistence. Schools that intentionally foster inclusive climates help ensure that
students feel valued and are more likely to participate actively in their education.
Furthermore, integrating SEL into school climate initiatives helps reduce behavioral
issues and strengthen focus on academics. Osher et al. (2016) report that effective SEL programs
result in “reductions in conduct problems, emotional distress, and improved attitudes about self
and others” (p. 646). These improvements lead to more supportive classrooms, where disruptions
are minimized and students can concentrate on learning.
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Engagement and Dropout Prevention
A positive school climate is crucial for reducing dropout rates and enhancing student
engagement. Bridgeland et al. (2006) found that a majority of surveyed dropouts felt that their
schools did not provide a supportive or motivating environment, which contributed to their
decision to leave. Specifically, they note, “Nearly half (47 percent) said a major reason for
dropping out was that classes were not interesting” (p. 4). These former students reported being
bored and disengaged from high school. When schools cultivate engaging and supportive
climates, students are more likely to stay connected to their academic journey and find interest in
their coursework.
Additionally, the report emphasizes that strong relationships and support systems are vital
to improving student engagement. Bridgeland et al. (2006) write, “Four out of five (81 percent)
said that there should be more opportunities for real-world learning and more experiential
learning” (p. 4). Creating an environment where students can connect classroom learning to
practical applications enhances motivation and retention.
Moreover, the role of school leadership in fostering a positive climate cannot be
overstated. While the report does not directly cite principals, it does highlight the importance of
adults showing concern and involvement: “70 percent of students said they were not motivated
or inspired to work hard, and two-thirds would have worked harder if more had been demanded
of them” (p. 4). This underscores the need for school leaders to set high expectations and actively
cultivate an environment where students feel challenged, supported, and cared for.
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Engaging At-Risk Students Through Improved School Climate
Engaging at-risk students remains one of the most pressing challenges for educators, and
cultivating a positive school climate is a powerful lever in addressing this issue. Pendergast et al.
(2018) found that:
Students who are at risk of disengaging from learning and schooling may experience
lower levels of a sense of belonging at school (SOBAS). Furthermore, they are likely to
be affected, both negatively and positively, by disparities in levels of SOBAS compared
to students who are actively engaged and achieving in school. (p. 3)
This connection plays a crucial role in supporting students who might otherwise feel
marginalized or overlooked. A climate that promotes belonging and emotional support helps atrisk students remain invested in their academic journey.
Additionally, a supportive environment provides students with essential stability and
encouragement. As Pendergast et al. (2018) allude, a positive school climate may act as a
protective factor for students experiencing adversity, buffering against disengagement and
dropout, while also increasing the sense of belonging at school (SOBAS). When students feel
that their school values them as individuals and is responsive to their needs, they are more likely
to build trusting relationships with teachers and peers. This environment fosters academic
persistence, especially among vulnerable populations.
Furthermore, the study highlights the importance of targeted interventions in promoting
success for at-risk students. According to Pendergast et al. (2018):
The inclusion of SOBAS as a characteristic of emotional engagement points to its
importance in enabling engagement of learning for all young adolescent learners. As
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20
increasing levels of investment and commitment to learning move from behavioral
through to emotional and then cognitive, it is evident that SOBAS plays a key role in
enabling engagement in learning. (p. 3)
These findings underscore the critical role that principals and educators play in developing and
maintaining a school climate where all students—especially those facing challenges—feel
empowered to thrive both socially and academically.
Teacher Turnover and School Climate
School climate plays a critical role in teacher job satisfaction and overall retention.
Johnson et al. (2011) found that teachers are more likely to remain in schools where they
experience supportive relationships with both colleagues and principals. Their study highlights
that a positive school climate - characterized by strong interpersonal relationships, shared values,
and effective leadership - directly contributes to teacher job satisfaction and reduces turnover
rates. A positive school climate, characterized by strong interpersonal relationships, shared
values, and effective leadership, directly contributes to job satisfaction, reducing turnover rates.
Teachers who perceive the school as a collaborative and supportive environment are more likely
to remain engaged and committed to their roles.
In addition to interpersonal support, organizational aspects of school climate—such as
teacher involvement in decision making and professional growth opportunities—play a key role
in teacher morale. Collie et al. (2012) highlight that “teachers are frequently asked to participate
in decisions” as an important element of school climate that relates to reduced stress and greater
job satisfaction (p. 1194). The ability to have input in decision making, along with consistent
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leadership support, helps foster a school climate that encourages teacher retention and reduces
burnout.
Moreover, a positive school climate not only impacts retention but is also linked to
greater teacher effectiveness. Johnson et al. (2011) show that schools with better working
conditions - especially supportive leadership and collegial relationships - demonstrate higher
student achievement growth, indicating that teachers working in supportive environments tend to
be more effective in their teaching. When teachers feel supported and valued, they are more
motivated to invest in their professional development, which enhances their instructional
practices and positively impacts student outcomes.
Influence of School Leadership on Teacher Morale
School leadership is one of the most important factors in shaping teacher morale.
Grissom et al. (2013) found that principals spend time “informally coaching teachers to improve
their instruction” and “developing the educational program” at their schools, activities that are
positively associated with student achievement gains (p. 438; Table 3). Principals described
walkthroughs as opportunities to “provide input and (redirection)” and emphasized the
importance of being “visible throughout (their) building throughout the day” to “see what’s
going on with the instruction” (pp. 438–439). Such instructional support and visibility foster a
school environment where teachers receive feedback and recognition, which can help them
remain motivated and engaged.
Furthermore, Day et al. (2007) highlight the critical importance of distributed leadership
in promoting teacher morale. They summarize that principals who encourage shared leadership
and decision-making create a sense of ownership among teachers, which positively impacts their
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commitment to the school. By involving teachers in the decision-making process and valuing
their input, school leaders can foster a collaborative climate that enhances teacher morale and
reduces feelings of isolation.
In addition to shared leadership, principals who prioritize teacher professional
development contribute to a positive climate. Grissom et al. (2013) allude that principals who
provide ongoing opportunities for professional growth and learning create a climate of
continuous improvement, which is key to maintaining high levels of teacher satisfaction.
Specifically, Grissom et al. note that principals spend time “developing the educational program”
and “planning or participating in teachers’ professional development,” activities linked to
improvements in student achievement and school effectiveness (p. 438; Table 1). When
principals actively support ongoing learning, teachers are better equipped to succeed, which can
enhance their morale and contribute to improved outcomes for both teachers and students. When
teachers feel that they are growing professionally and are given the tools to succeed, their morale
improves, leading to better outcomes for both teachers and students.
Impact of Teacher Morale on Student Achievement
Teacher morale is not only important for job satisfaction and retention but also has a
direct impact on student achievement. Skaalvik and Skaalvik (2016) found that “Time pressure
predicted emotional stress very strongly” among teachers, while other stress factors were less
directly related (p.1786-1793). Teachers’ belief in their own abilities - called self-efficacy - was
lower when they experienced value conflicts, poor support from supervisors, or low student
motivation. These factors together explained a significant part of teachers’ confidence in their
teaching, which strongly influenced how engaged they felt in their work.
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In addition, Hargreaves and Fullan (2012) hypothesize that teacher morale is a key factor
in fostering a collaborative school culture that supports student achievement. Schools with
positive climates where teachers feel valued and supported tend to have higher levels of student
engagement and academic performance. This is because teachers who are satisfied with their
work are more likely to collaborate with their colleagues, share best practices, and create a
cohesive learning environment that benefits all students.
Furthermore, teacher morale, closely linked with self-efficacy, influences instructional
quality and student outcomes. Skaalvik and Skaalvik (2016) emphasize that “teachers with
higher self-efficacy tend to be more engaged in teaching, which is associated with positive
outcomes for students” (pp. 1786–1793). When teachers feel supported and motivated, they are
more willing to adopt innovative teaching strategies and provide personalized support, fostering
a school climate conducive to student achievement. Thus, maintaining high teacher morale is
essential for both teacher well-being and student success.
School Climate and Equity
Discipline Disparities
School climate significantly affects disciplinary outcomes for minority students,
especially black students, who often face disproportionately more severe disciplinary
consequences/actions. Blake et al. (2011) emphasize that the school climate, including the
relationships between students and staff and the school’s approach to discipline, plays a critical
role in influencing disciplinary outcomes. In schools where the climate is hostile or lacks
inclusivity, black students are more likely to receive punitive measures, which can affect their
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long-term academic and social outcomes. Addressing the climate can help mitigate these
disparities.
Moreover, disparities in discipline for black students are often linked to perceptions and
biases that affect how behavioral issues are interpreted. Blake et al. (2011) point out that implicit
biases among educators may lead to harsher discipline for black students, even for minor
infractions. When school climates fail to foster equity and understanding, these biases can
manifest in unequal disciplinary practices. A positive, inclusive school climate can help reduce
the negative impact of these biases by promoting fair treatment of all students.
A school climate that prioritizes equity and inclusivity can significantly reduce
disciplinary disparities. Blake et al. (2011) suggest that when schools actively work to create an
environment where all students feel respected and supported, the rates of disproportionate
discipline decrease. By fostering a climate where relationships, understanding, and support
systems are emphasized, schools can create a more equitable approach to discipline and reduce
the adverse effects on bias on minority students.
Restorative Practices
Implementing restorative practices in schools has proven effective in addressing racial
and ethnic disparities in discipline. Gregory et al. (2016) explain that restorative practices “shift
the focus from punishment to relationship-building, emphasizing repair and understanding rather
than exclusion” (p. 326). In schools where restorative practices are part of the climate, all
students, particularly minority students, are less likely to face suspensions or expulsions for
minor infractions, as these practices promote dialogue and understanding.
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Restorative practices also enhance school climate by fostering stronger relationships
between students and staff. Gregory et al. (2016) note that “restorative approaches create
opportunities for students to feel valued and understood, which in turn supports a more equitable
and supportive school environment” (p. 328). When students feel they are respected and treated
fairly, they are more likely to engage positively within the school community, reducing conflict
and promoting a collaborative atmosphere.
Furthermore, by incorporating restorative practices, schools can address underlying
issues contributing to behavior, rather than merely punishing students. Gregory et al. (2016)
emphasize that restorative practices “help students learn from their mistakes and develop
essential social-emotional skills, reducing repeat offenses and disciplinary disparities” (p. 335).
This approach not only creates a more equitable school climate but also supports the
development of essential skills that students need for success beyond school one day.
Trusting Relationships
Trusting student-teacher relationships are fundamental to fostering an equitable school
climate. Wang and Degol (2016) highlight that “positive student–teacher relationships are
associated with better academic engagement and fewer disciplinary problems” (p. 324). When
students, especially from marginalized groups, feel connected and understood by their teachers,
they are more likely to succeed academically and engage positively within their school
environment.
Building these relationships is particularly important for minority students, who often
face unique challenges in school environments. Blake et al. (2011) contend that teachers who
actively seek to understand and connect with their students’ backgrounds and experiences are
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more likely to create a climate where all students feel valued. By fostering empathy and
understanding, teachers can build trust and help create a supportive and inclusive school climate
that benefits all students.
Positive student–teacher relationships also contribute to reducing biases in disciplinary
practices. Wang and Degol (2016) explain that “positive interpersonal relationships between
teachers and students are consistently linked to reduced behavioral problems and better
adjustment across diverse student populations” (p. 330). Thus, the quality of relationships in a
school significantly influences the fairness and equity of its climate.
Cultivating Culture Through Positive Relationships
Building trusting relationships within a school community is fundamental to fostering
equity and ensuring that every student feels valued. Casas (2017) argues that “relationships are
the foundation of culture, and without trust, it’s impossible to create a culture where students and
staff feel safe, respected, and motivated” (p. 23). When educators prioritize building authentic
connections with students, particularly those from marginalized groups, they lay the groundwork
for a school climate where all individuals feel supported and empowered to succeed.
Casas (2017) emphasizes the role of educators in cultivating a sense of belonging and
inclusion, stating that “every student deserves a champion who believes in them, even when they
don’t believe in themselves” (p. 45). This perspective highlights the importance of relational
leadership in addressing disparities and creating opportunities for all students to thrive. By
demonstrating genuine care and high expectations, educators can foster a climate of equity where
students feel encouraged to rise above challenges and reach their fullest potential.
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In addition, school leaders need to model equity and inclusivity in their daily interactions.
Casas (2017) states, “Leaders must intentionally create an environment where every individual
feels seen, heard, and valued” (p. 89). This requires leaders to listen actively to the voices of
students and staff, and to act on their feedback to improve the school climate. By championing
these values, principals and educators can create a culture that empowers all members of the
school community to contribute meaningfully and achieve excellence.
Strategies for Building Trust Between Teachers and Marginalized Students
Establishing trust between teachers and marginalized students requires intentional
strategies that promote equity and inclusivity. Bryk and Schneider (2003) further emphasize that
trust is built when teachers consistently demonstrate respect, integrity, and competence. For
marginalized students, who may feel disconnected from the broader school culture, it is essential
that teachers work actively to create an inclusive environment where they feel seen and
respected.
One effective strategy for building trust is engaging in culturally responsive teaching
practices. Bryk and Schneider (2003) state that “Even when people disagree, individuals can feel
valued if others respect their opinions” (p. 43). Not everyone in a given classroom will feel or
think the same way; however, everyone’s opinions and beliefs matter. This mindset not only
enhances students’ sense of belonging but also fosters a more equitable and inclusive
environment where they feel valued.
Additionally, regular and open communication between teachers and students is essential
for building trust. Bryk and Schneider (2003) note that “Although conflicts frequently arise
among competing individual interests within a school community, a commitment to the
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education and welfare of children must remain the primary concern” (p. 44). This approach helps
to break down barriers that may exist between teachers and their marginalized students, creating
a school climate where all students feel supported and understood.
Middle School Restructuring and Achievement
School restructuring, particularly in middle schools, can significantly impact
marginalized student groups and the overall school climate. Lee and Smith (1993) found that
restructuring efforts that prioritize small learning communities and personalized support
positively influence both student outcomes and school climate. For marginalized students,
smaller learning environments provide more individualized attention, which contributes to a
sense of belonging and support within the school community.
These restructuring efforts are particularly beneficial for students who come from
difficult backgrounds, as they often face additional challenges in traditional school settings. Lee
and Smith (1993) argue that “less differentiated instructional environments and more communal
organizational structures foster greater student engagement and achievement” (p. 167). By
fostering environments that are responsive to students’ unique needs, schools can create a more
equitable climate that promotes success for all students.
Furthermore, restructuring middle schools to promote collaboration and inclusivity can
help mitigate the academic achievement gap. Lee and Smith (1993) suggest that “schools with
less rigid departmental structures and with heterogeneous grouping demonstrate less social-class
stratification in achievement” (p. 168). This approach not only benefits individual students but
also contributes to a school climate that values equity and inclusivity.
Impact of Equitable Leadership Practices on Student Achievement
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Equitable leadership practices are crucial in promoting student achievement, particularly
for marginalized students. Theoharis (2009) states that “principals who make equity a priority in
their leadership create school climates where all students have the opportunity to succeed” (p.
56). When school leaders actively work to dismantle barriers for marginalized students, they
foster environments that support academic achievement and student engagement.
Equitable leadership also involves advocating for policies and resources that address
disparities. Theoharis (2009) highlights that “effective equity-minded leaders allocate resources
to meet the specific needs of marginalized students, ensuring access to supports necessary for
success” (p. 58). This commitment promotes an inclusive school culture where every student’s
academic needs are recognized and met.
Finally, equitable leadership fosters collaboration among school stakeholders. Theoharis
(2009) emphasizes that “leaders who prioritize equity build strong partnerships with teachers,
families, and community members to create a unified support system for students” (p. 60). By
engaging all stakeholders in equity efforts, principals cultivate a school climate that values
inclusivity and advances academic outcomes, especially for marginalized students.
School Climate with Regard to PBIS and Student Behavior
Improving School Climate
Positive Behavioral Interventions and Supports (PBIS) play a significant role in
improving school climate by fostering a structured, supportive environment. Närhi et al. (2017)
state, “Earlier research shows that clear behavioral expectations, monitoring students’ adherence
to them and behavior-specific praise are effective practices to reduce disruptive behavior”
(p. 1186). This framework helps schools create an atmosphere where positive behaviors are
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encouraged and rewarded, leading to a more respectful and collaborative school environment.
PBIS is particularly effective in schools that struggle with disruptive behaviors, as it shifts the
focus from punitive measures to positive reinforcement.
Furthermore, PBIS contributes to a supportive school climate by encouraging staff and
students to work together toward shared behavioral goals. Närhi et al. (2017) highlight that
“positive feedback for students who succeed in following the behavioral goals increases
students’ engagement and connectedness to the school community” (p. 1187). This sense of
connection fosters a climate where students feel valued and supported, which in turn reduces
negative behaviors and enhances overall student engagement.
Additionally, implementing PBIS can improve relationships among students and staff,
contributing to a more positive climate. According to Närhi et al. (2017), “classroom
management refers to the actions teachers take to create environments supporting academic and
social/emotional learning” and that “teachers’ systematic classroom management practices
reduce problem behaviors in classrooms” (pp. 1186–1187). They further explain that “teachers
were guided to give the praise in a simple and concrete manner, telling the students exactly what
they had done right” (p. 1189). When students experience positive reinforcement from their
teachers, they are more likely to develop trust and respect for their instructors, which is essential
for a supportive school climate.
Discipline Practices’ Effects on School Climate
Discipline practices significantly shape school climate, especially when emphasizing
positive and restorative approaches. Gregory et al. (2021) explain that “overreliance on
exclusionary discipline fosters alienation and disengagement, whereas restorative and supportive
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discipline practices cultivate trust and belonging among students” (p. 112). Schools using
punitive measures often see declines in student connectedness and increases in behavioral
challenges linked to a climate of fear.
In contrast, Gregory et al. (2021) report schools that implement restorative justice and
social-emotional learning report “improvements in school climate, characterized by mutual
respect, dialogue, and shared responsibility” (p. 115). These practices promote student
accountability and empathy by encouraging reflection on the impact of their behavior,
contributing to a culture of care and support.
Moreover, Gregory et al. (2021) highlight that Positive Behavioral Interventions and
Supports (PBIS) that emphasize clear behavioral expectations and consistent reinforcement
“reduce disruptive behaviors and enhance student engagement, fostering a constructive and
respectful school environment” (p. 118). Focusing on positive reinforcement rather than
punishment helps build a cohesive school community where students are motivated to meet
behavioral standards, strengthening overall school climate.
Facility Design and School Climate
Influence of Facility Design on School Climate and Learning Outcomes
The design of school facilities significantly impacts school climate and student learning
outcomes. Maxwell (2016) explains that:
School buildings are public places and therefore represent the communities where they
are located. A well-designed and well maintained public building usually indicates that
society values the activities that take place in the building and, by extension, the people
who use the building. (p. 206)
31
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Facilities that are clean, well maintained, and thoughtfully designed communicate value to
students and staff, supporting a positive school climate that can enhance engagement and focus.
Facility design also affects the interactions among students, staff, and the broader school
community. Maxwell (2016) emphasizes that “relationships amongst a school’s users (students,
teachers, staff and parents) are a fundamental part of a school’s social environment (also referred
to as the social climate)” and that “the activities, social interactions, and physical places are all
part of the school as a micro-system” (pp. 206–207). Designing spaces to encourage
collaboration and social interaction can strengthen relationships, fostering community and
belonging which improve both emotional and academic experiences.
In addition, the physical environment influences teacher satisfaction and overall
effectiveness. Maxwell (2016) notes that “teachers work in classrooms that may be properly
equipped or lacking in appropriate resources and spaces, which can affect their motivation and
productivity” (p. 214). Flexible teaching spaces and adequate resources enable educators to
implement innovative strategies, positively impacting teaching quality and student outcomes.
Thus, facility design plays a crucial role in shaping the overall climate and effectiveness of
schools, especially middle schools.
How Modern, Flexible Learning Spaces Impact Student Behavior and Attitudes
Modern, flexible learning spaces have transformative effects on student behavior and
attitudes. Barrett et al. (2015) found that “the design and quality of physical spaces directly
influence cognitive function and learning outcomes” (p. 118) and that “the naturalness design
principle accounts for around 50% of the impact on learning, with individuality and stimulation
accounting for roughly a quarter each” (p. 119). Flexible spaces enable students to adapt their
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learning environments to suit their needs, fostering a sense of ownership and control which
positively affects their engagement and satisfaction.
These spaces also encourage collaboration and active learning. Barrett et al. (2015)
highlight that “classrooms with multiple, well-defined learning zones and spaces that support
group work enhance student participation and social interaction” (p. 125). Such environments
promote teamwork and communication among students, essential components of a positive
school climate that can reduce behavioral issues by fostering a sense of belonging and purpose.
Moreover, features such as natural lighting, ergonomic furniture, and well-controlled
acoustics contribute to better concentration and reduced student stress levels. Barrett et al. (2015)
note that “adequate daylighting, thermal comfort, and air quality are significant contributors to
improved pupil learning progress” (p. 128). These physical environment factors create a school
climate that supports both emotional well-being and academic achievement.
The Role of Physical Safety and School Structure in Creating a Positive Climate
Physical safety and structural integrity are foundational to a positive school climate.
Coulton et al. (2021) state that “students who perceive their school environment as physically
safe are more likely to engage academically and socially” (p. 112). A secure and well-maintained
facility not only reduces risks of accidents and external threats but also communicates to students
and staff that their well-being is a core priority.
The structure of the school further influences perceptions of safety. Coulton et al. (2021)
explain that “clear signage, controlled access points, and well-monitored communal areas
contribute to feelings of order and security among students” (p. 115). When students view their
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school as a safe and organized space, anxiety diminishes, creating a climate more conducive to
learning and positive behavior.
Additionally, the physical environment shapes how teachers and staff interact with their
students. Coulton et al. (2021) emphasize that “educators who feel secure and supported in their
environment are better able to build trusting relationships and foster a collaborative school
climate” (p. 118). Such a safe learning environment benefits both students and staff, nurturing a
school climate characterized by trust, respect, and cooperation.
The Impact of School Security Measures on Student Perceptions of Safety and Belonging
While security measures are essential, their implementation can significantly affect
students’ perceptions of safety and belonging. Mowen and Freng (2019) report that “findings
from multi-level models indicate that school security measures are, generally, related to
decreased perceptions of safety by both parents and students” (p. 376). They further explain,
“more school security measures in place at a school relate to lower student and parental
perceptions of safety” (p. 382). Students in schools with heavy security may feel criminalized,
which can harm their sense of belonging and engagement.
On the other hand, Mowen and Freng (2019) note that students in schools with more
security measures do not perceive the presence or absence of gangs differently than students in
schools with fewer security measures, suggesting that security measures may not influence all
aspects of safety perception equally.
Additionally, the authors emphasize that “parents, as important stakeholders, represent a
strong influence on school policy and they often advocate for increased security” but “our
findings highlight that security measures do not necessarily guarantee that perceptions of safety
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among parents improve” (p. 390). They conclude that “increased security might relate to
decreased parental perceptions of safety” (p. 389). This approach not only affects perceptions of
safety but also has implications for school climate by influencing trust and collaboration.
Family-School Partnerships and School Climate
The Role of School Leadership in Promoting Family Involvement to Enhance School Climate
School leadership plays a vital role in fostering family involvement, which is essential for
cultivating a positive school climate. Epstein and Sanders (2021) emphasize that “effective
principals actively invite and support families to participate in all aspects of the educational
process, thereby strengthening the critical home-school connection” (p. 112). Such leadership
approaches build inclusive communities that encourage collaboration and support student
success.
Leadership practices that encourage family involvement include organizing regular
family engagement events, maintaining open and respectful communication, and incorporating
parents’ voices in school decision-making. Epstein and Sanders (2021) note that “when families
feel genuinely included and their contributions are valued, they are more likely to engage in
school activities, fostering a climate of shared responsibility and mutual respect” (p. 115). This
involvement not only reinforces the importance of education but also deepens students’ sense of
belonging within the school community.
Moreover, strong family-school partnerships directly influence student engagement and
positive behavior. According to Epstein and Sanders (2021), “students whose families are
involved in their education demonstrate higher attendance rates, exhibit more positive behaviors,
and achieve better academic outcomes” (p. 118). By prioritizing family involvement, school
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leaders create a supportive climate that nurtures holistic student development and bridges the
home-school divide.
Fostering Family and Community Involvement
Building strong connections between schools and their communities is essential for
creating a climate that supports student success. Castro et al. (2015) summarize that “parental
involvement is a multifaceted and multidimensional phenomenon that positively relates to
children’s academic achievement” (p. 34). The authors emphasize that “parental expectations,
communication about school activities, and support for learning are among the most strongly
linked aspects of involvement to academic outcomes” (p. 41). Such involvement helps students
connect their education to their family and community contexts, fostering engagement and
belonging.
Effective leadership plays a key role in mobilizing family and community involvement.
Although the Castro et al. (2015) article focuses on parental behaviors, it highlights the
importance of “parent participation as a catalyst for other relevant causes that promote academic
achievement” (p. 34). This suggests that school leaders who promote and facilitate family
engagement contribute to a culture of shared responsibility and support for student success.
Moreover, culturally responsive engagement is vital for effectively reaching diverse
families. Castro et al. (2015) note that “parental involvement varies by ethnic group and context,
and culturally tailored approaches are necessary to build trust and sustained cooperation” (p. 35).
Recognizing and valuing family diversity strengthens relationships and promotes a collaborative
school climate that benefits students, families, and educators alike.
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Culturally Responsive Engagement Strategies
Culturally responsive engagement strategies are essential for building strong relationships
with families from diverse backgrounds. Epstein and Sanders (2021) assert that “effective family
engagement requires schools to honor and incorporate the cultural values and traditions of the
families they serve” (p. 89). By tailoring outreach efforts to the cultural diversity of their
communities, schools foster an inclusive climate where all families feel respected.
Effective strategies include providing communication in families’ native languages,
organizing culturally meaningful events, and collaborating with community leaders. Epstein and
Sanders (2021) emphasize that “when schools acknowledge and value cultural differences,
families experience a greater sense of belonging and are more likely to participate in school
activities” (p. 91). Such practices nurture a welcoming environment that supports family
involvement regardless of cultural or linguistic background.
Additionally, culturally responsive engagement strengthens schools’ capacity to meet
students’ unique needs. Epstein and Sanders (2021) highlight that “engaging diverse families
provides critical perspectives that enhance schools’ abilities to design supports tailored to their
students’ realities” (p. 93). This approach not only deepens family-school partnerships but also
promotes a school climate grounded in equity and inclusion.
Comprehensive School Reforms
Systemic reform initiatives are critical for improving school climate, especially in middle
schools where adolescent developmental needs require special attention. Osher and Kendziora
(2017) explain that “effective school reform addresses academic instruction alongside social,
emotional, and behavioral supports, creating learning environments where students can thrive”
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(p. 31). Such comprehensive reforms recognize that students’ academic success is deeply
interconnected with their social and emotional well-being. These reforms emphasize the
integration of curriculum, teaching practices, and behavior management to build a unified and
supportive climate that nurtures all aspects of student development.
One approach shown to enhance school climate is the use of interdisciplinary teams and
smaller learning communities. Osher and Kendziora (2017) note that “middle schools employing
team-based teaching and small learning communities foster closer relationships between students
and educators, resulting in improved engagement and a reduction in behavioral challenges” (p.
34). By creating more personalized and stable environments, these settings allow educators to
better understand and respond to students’ individual needs, which promotes stronger
connections and a sense of belonging.
Additionally, systemic reforms commonly prioritize professional development for
educators. The authors highlight that “training teachers in social-emotional learning and
inclusive instructional strategies equips them to better support students’ holistic development and
promotes a positive school climate” (p. 36). Ongoing professional learning enables teachers to
implement practices that foster equity and inclusivity, helping all students feel valued and
supported. By equipping staff with these tools, reforms cultivate environments where both
teachers and students succeed academically, socially, and emotionally.
Multi-Tiered Systems of Support (MTSS) as a Framework for Improving School Climate
Multi-Tiered Systems of Support (MTSS) offer a structured framework for improving
school climate and promoting academic success. McIntosh and Goodman (2016) define MTSS
as “a proactive, comprehensive framework that integrates academic and behavioral supports to
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improve outcomes for all students” (p. 48). By addressing students’ academic as well as socialemotional and behavioral needs, MTSS helps schools establish a climate conducive to every
student’s success.
One key element of MTSS is its focus on early identification and intervention. McIntosh
and Goodman (2016) explain that “schools implementing MTSS use data-driven problem
solving to identify and address student needs before challenges escalate, thereby preventing
academic and behavioral difficulties” (p. 50). This proactive approach fosters a supportive school
climate where students receive timely assistance, reducing stress and increasing engagement.
In addition to supporting individual students, MTSS promotes collaboration among
educators. McIntosh and Goodman (2016) note that “MTSS structures facilitate teamwork and
shared responsibility through data-informed decision making, which cultivates a cohesive and
trusting school environment” (p. 53). This collective effort strengthens the school culture,
benefiting students, staff, and families alike.
School Climate and Risk Behaviors
Risk Behavior Prevention
A positive school climate plays a crucial role in reducing risk behaviors among middle
school students. Wang and Degol (2016) emphasize that “a school environment characterized by
safety, support, and connectedness serves as a protective factor against risk behaviors such as
substance use, violence, and absenteeism” (p. 330). In schools where students feel safe,
respected, and connected to peers and teachers, they are less likely to engage in behaviors that
jeopardize their academic and social development.
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One key way school climate influences risk behaviors is by fostering a sense of belonging
and community. Wang and Degol (2016) state that “students who perceive a strong sense of
connectedness and belonging at school tend to display fewer problem behaviors and are more
likely to adopt prosocial norms consistent with the school’s values” (p. 330). This connection not
only discourages negative behaviors but also encourages positive social engagement aligned with
the school’s mission.
Moreover, schools with positive climates often prioritize early interventions and
prevention strategies, which help mitigate risk behaviors. Wang and Degol (2016) note that
“social and emotional learning programs and positive peer relationships are promising proactive
approaches to reduce problem behaviors before they escalate” (p. 330). By addressing these
issues holistically and fostering a climate of trust and accountability, schools create an
environment where students are less likely to engage in harmful behaviors.
Preventing Bullying and Promoting Prosocial Behavior Through Climate Interventions
Preventing bullying and promoting prosocial behavior are integral aspects of cultivating a
positive school climate. Espelage and Holt (2018) state that “effective bullying prevention
programs emphasize respect, inclusivity, and the emotional safety of students as foundational
components” (p. 126). These programs aim to create environments where students feel valued
and supported, reducing behaviors rooted in aggression and exclusion.
One effective approach to bullying prevention is implementing school-wide
programming that fosters empathy and emotional intelligence. The authors explain that
“restorative practices and peer support initiatives promote students’ abilities to manage conflicts
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constructively and establish positive peer relationships” (p. 130). Such interventions not only
decrease bullying incidents but also encourage prosocial behaviors that enhance school climate.
In addition to reducing bullying, climate interventions promote a culture of kindness and
cooperation. Espelage and Holt (2018) emphasize that “schools nurturing prosocial behaviors
such as altruism and teamwork foster an atmosphere where positive social interactions become
normative” (p. 132). By recognizing and rewarding such behaviors, schools build climates that
discourage negativity and motivate students to contribute positively to their community, creating
safer and more inclusive environments.
Administrative Recognition of Prosocial Behaviors
Bollar (2020) emphasizes the pivotal role of school leadership in fostering a positive
climate that mitigates risk behaviors among students. He asserts that “effective leaders set the
tone for the entire school, influencing the behaviors and attitudes of both staff and students”
(p. 45). By modeling respect, inclusivity, and proactive engagement, leaders can create an
environment where negative behaviors are less likely to thrive.
Bollar (2020) also discusses the importance of consistent and clear communication in
establishing behavioral expectations. He notes that “when students understand the standards and
see them consistently upheld, they are more inclined to adhere to them” (p. 67). This clarity
reduces ambiguity and helps prevent misunderstandings that could lead to misconduct.
Furthermore, Bollar (2020) highlights the significance of recognizing and celebrating
positive behaviors: “Acknowledging students’ positive actions reinforces desired behaviors and
contributes to a supportive school climate” (p. 89). Such recognition not only encourages
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individual students but also sets a precedent for others, promoting a culture where prosocial
behaviors are valued and emulated.
Leadership’s Role in Ensuring Student Safety and Well-Being Through Climate Initiatives
School leadership plays a critical role in fostering student safety and well-being by
shaping a positive and inclusive school climate. Thapa et al. (2013) state, “effective school
leaders establish clear norms and expectations for safety and respect, creating climates where
students feel both physically and emotionally secure” (p. 367). By prioritizing safety and
inclusivity, leaders help students develop a strong sense of belonging essential for academic and
social success.
A key responsibility of school leaders is to implement comprehensive policies addressing
both physical security and emotional health. According to Thapa et al. (2013), “schools with
proactive leadership are more likely to enact coordinated strategies to prevent bullying, violence,
and support mental health, thereby reducing risk behaviors” (p. 368). This approach fosters a
culture of trust and shared accountability beneficial to the whole school community.
Furthermore, leaders must ensure ongoing professional development focused on traumainformed practices and equity-centered supports. Thapa et al. (2013) emphasize that “leadership
commitment to staff training and resources equips educators to identify and respond effectively
to students’ diverse needs, reinforcing a climate conducive to learning and well-being” (p. 371).
Through these efforts, school leaders promote a cohesive environment where both students and
staff thrive.
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Effectiveness of Social-Emotional Learning Programs in Reducing Student Risk Behaviors
Social-emotional learning (SEL) programs are highly effective in reducing student risk
behaviors and promoting a positive school climate. Durlak et al. (2015) explain that “SEL
programs provide students with the skills to manage emotions, build positive relationships, and
make responsible decisions, all of which contribute to reducing risk behaviors” (p. 405). By
addressing underlying skills related to aggression, bullying, and substance use, SEL fosters safer
and more supportive school environments.
The integration of SEL into school climate initiatives also enhances student engagement
and academic outcomes. Durlak et al. (2015) found that “students participating in SEL programs
demonstrated higher levels of academic achievement and lower levels of disruptive behaviors
compared to their peers in non-SEL schools” (p. 408). This dual impact highlights the
importance of SEL in supporting both emotional well-being and educational success.
Furthermore, SEL programs are particularly effective in promoting prosocial behaviors,
which contribute to a healthier school climate. Durlak et al. (2015) highlight that “students who
develop skills such as empathy and conflict resolution are more likely to engage in positive
interactions with peers and less likely to exhibit risky or harmful behaviors” (p. 410). By
embedding SEL into the fabric of school climate, educators and leaders foster cultures
prioritizing safety and well-being, thereby reducing risk behaviors and supporting student
success.
Summary
School climate serves as the foundation for academic, behavioral, and emotional success
in middle schools. A supportive climate fosters a sense of safety, belonging, and engagement,
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which are essential during the transitional middle school years. Research consistently
underscores the impact of a positive climate on improving academic achievement, reducing risk
behaviors, and promoting social-emotional well-being (Osher & Kendziora, 2017; Wang &
Degol, 2016). From facility design and family-school partnerships to PBIS frameworks and
comprehensive reforms, prioritizing a healthy school climate equips students and staff with the
tools to thrive.
The pivotal role of school leadership, particularly that of principals, cannot be overstated
in creating and sustaining positive school climates. Murphy and Louis (2018) assert that
“effective principals shape environments where students feel valued, teachers feel supported, and
learning thrives” (p. 203). Marzano et al. (2017) emphasize that by focusing on equity, safety,
and collaboration, principals set the tone for climates that empower all stakeholders to succeed.
Through strategic actions, modeling of positive behaviors, and fostering a shared vision,
principals influence the culture and climate of their schools, ensuring inclusivity and support for
all.
As we move forward, future research should explore innovative strategies and emerging
challenges in advancing school climate and culture. Areas for investigation include integrating
technology into climate initiatives, enhancing culturally responsive practices for diverse
populations, and examining the long-term effects of social-emotional learning programs.
Additionally, understanding how leadership development programs and systemic reforms
influence school climate over time could yield actionable insights for educators and even
policymakers. Such research will inform the next generation of practices to create even more
inclusive and effective learning environments.
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This chapter and its exploration of school climate research sets the stage for Chapter III:
Methodology, which outlines the research design, tools, and processes used to investigate these
dynamics further. By employing a robust methodological framework, this study seeks to deepen
the understanding of how school climate initiatives are implemented and their measurable
impacts on academic, behavioral, and emotional outcomes in middle school. Through this lens,
the next chapter will examine the strategies and approaches that contribute to creating and
sustaining a positive climate conducive to success for all stakeholders at the North East Middle
School.
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CHAPTER III
Methodology
School climate and culture significantly impact student learning, staff morale, and overall
school success. Research by Wang and Degol (2016), Osher and Kendziora (2017), and Grissom
et al. (2013) affirmed the foundational role of climate in shaping both cognitive and noncognitive outcomes for students, while reinforcing the importance of inclusive, supportive, and
equitable environments. The literature review provided a direct justification for each research
question and supported the design of the study. Research emphasized the importance of
stakeholder perceptions, the influence of systemic factors, and the value of collaborative
strategies in fostering positive school environments. Additionally, the literature underscored that
strategic school leadership, evidence-based interventions, and intentional relationship-building
practices contribute to sustainable improvements in school climate (Grissom et al., 2013;
Johnson et al., 2011). This connection between evidence and practice served as the backdrop for
this study, which sought to examine stakeholder perceptions of climate and culture at North East
Middle School to inform actionable strategies aligned with the district’s Vision 2028 goals.
Further research affirmed these foundational studies’ findings that a collectively positive
school climate and strong cultural coherence contribute to enhanced student learning outcomes
and institutional effectiveness. Thapa et al. (2013) asserted that “a sustained, positive school
climate is associated with fewer behavioral problems, increased academic achievement, and
greater emotional well-being” (p. 361). Similarly, Wang and Degol (2016) emphasized that “a
positive school climate fosters equitable learning environments that can reduce achievement gaps
and improve student motivation” (p. 67). These findings support the design of this study, which
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sought to explore school climate and culture holistically through multiple stakeholder
perspectives in order to inform data-driven strategies for sustainable school improvement.
Purpose of the Study
The purpose of this study was to explore the perceptions of students, staff, and
parents/guardians regarding the climate and culture at North East Middle School. Informed by
the literature on school climate and culture (Louis & Wahlstrom, 2011; Thapa et al., 2013; Wang
& Degol, 2016), this study used a mixed-methods research design that included surveys,
structured interviews, observations, and document analysis to collect a comprehensive set of
data. These tools supported the study by offering a triangulated and layered understanding of
stakeholder perspectives, echoing findings from Osher and Kendziora (2017), who emphasized
the importance of multi-source data in developing equitable learning environments.
This study was relevant to all stakeholders in the North East Middle School, including the
researcher, who also served as the building principal. Understanding stakeholder perceptions was
essential for the identification of both strengths and areas for growth within the current school
climate. As the district embraces a vision centered on cultivating caring, respectful, and
collaborative citizens, it became increasingly important to ensure that the experiences of
students, staff, and families reflect those ideals. Persistent concerns regarding inconsistent
disciplinary practices, gaps in student engagement, and perceived inequities – echoed both in
staff feedback and survey data – underscored the need for targeted investigation and
improvement. As the building leader, the researcher ultimately sought to develop a
comprehensive understanding of the building’s climate and culture to inform meaningful, datadriven strategies that align with the district’s Vision 2028 initiative (Hartzell, 2024).
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Research Questions
Through the lens of practitioner research, this study sought to better understand how
students, staff, and families perceive the current school climate, identify the factors contributing
to those perceptions, and explore potential pathways to cultivate a more positive and inclusive
school culture. Once again, these are the research questions that guided this study:
1. What were the (then) current perceptions of students, teachers, and parents regarding
the climate and culture at North East Middle School?
Understanding how these groups view the overall school climate was essential to
assessing the health of the learning environment. This question focused on gathering
honest and diverse feedback from those most directly impacted by school climate and
culture. Student engagement, feelings of safety and belonging, teacher morale, and parent
satisfaction were among the dimensions explored to form a holistic picture of the current
state of the school.
2. What were the underlying factors contributing to the existing climate and culture at
North East Middle School?
This question aimed to move beyond surface-level perceptions and explore the root
causes influencing stakeholder experiences. Factors such as leadership practices,
communication norms, disciplinary policies, teacher collaboration, and student behavior
were analyzed to identify systemic contributors to the existing school environment. The
responses provided a framework for understanding why the current climate and culture
exist as they do.
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3. What potential strategies could be implemented to enhance the climate and culture at
North East Middle School based on the perceptions and underlying factors identified?
With the data collected from surveys, interviews, observations, and document review,
this question sought to identify actionable recommendations for systemic improvement.
By analyzing patterns in stakeholder responses and cross-referencing them with best
practices in the literature, the study generated context-specific strategies for
improvement. These included enhancing relational trust, refining disciplinary practices,
increasing communication and collaboration, and aligning school initiatives with shared
values and goals.
The North East Middle School community faced a number of socioeconomic challenges.
Over half (55.5%) of all students classify as having experienced financial hardship, possibly
limiting access to educational resources, technology, and extracurricular opportunities. These
factors create a dynamic where educators must balance rigorous academic expectations with
compassion and individualized support. Without targeted interventions, opportunity gaps
negatively impact school climate and culture. According to Kraft et al. (2016):
Safe and orderly learning environments appear to be particularly salient for supporting
student achievement. The large achievement gaps associated with measures of school
safety in Chicago schools illustrate the value of environments where teachers and
students are able to concentrate on teaching and learning. (p. 1416)
Understanding the nuances of stakeholder experiences within this environment is essential for
developing targeted supports and sustainable improvements.
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Setting and Participants
Setting
The research took place at North East Middle School in North East, Pennsylvania. The
school serves students in grades six through eight (plus Autistic and Life Skills Support
classrooms), with a total enrollment of 310 students. The North East Middle School is one of
three schools within the North East School District (NESD), which is located along the shores of
Lake Erie, just fifteen miles from Erie, Pennsylvania. North East School District lies within a
rural, viticultural community with a population of approximately 10,600 people. The geographic
size of the district is 43.69 square miles. The district serves 1,496 students in grades kindergarten
through twelve across three schools – North East Elementary School, North East Middle School,
and North East High School.
Figure 1 shows the racial diversity of students enrolled in the North East School District.
District-wide, our student population is 89.8% White, 4.3% Hispanic, 4.2% are Two or More
Races, 1.3% Black, 0.2% Asian, 0.1% American Indian/Alaskan Native, and 0.1% Native
Hawaiian or other Pacific Islander.
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Figure 1
North East School District Demographics
NESD Percent Enrollment by Race/Ethnicity
American Indian/Alaskan Native
Asian
Black
Native Hawaiian or other Pacific
Islander
Hispanic
White
2 or More Races
White, 90%
Note. From “District Fast Facts” by Pennsylvania Department of Education (2025).
(https://futurereadypa.org/District/FastFacts?id=081160056145249177206041190242094155111
070203129)
The gender breakdown across the North East School District is 54.8% male, 45.3%
female. 55.5% of the population of students are deemed economically disadvantaged, 17.3% of
the student body are identified as Special Education students, 1.7% of students are identified as
homeless, 0.5% are military connected, and 0.3% are English Language Learners (ELL). In
addition, 2.2% of North East students are identified as Gifted Students and 95 total students
attend the Erie County Technical School to receive training in areas outside of a traditional
educational setting (Pennsylvania Department of Education, n.d.-a).
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Student Participation
Initial participation was offered to all North East Middle School students in grades six
through eight, all North East Middle School faculty and staff members, and parents and
guardians of all enrolled students. As seen in Figure 2, the student demographic population was
as follows: 88% White (not Hispanic), 5.7% Hispanic, 3.9% Two or More Races, 2.1% Black or
African American (not Hispanic), and 0.3% Native Hawaiian or Pacific Islander. Gender
demographics reflected 44.8% female and 55.2% male students (Pennsylvania Department of
Education, n.d.-a).
Figure 2
North East Middle School Demographics
NEMS Percent Enrollment by Race/Ethnicity
American Indian/Alaskan Native
Asian
Black
Native Hawaiian or other Pacific
Islander
Hispanic
White
2 or More Races
White, 88%
Note. From “District Fast Facts” by Pennsylvania Department of Education (2025).
(https://futurereadypa.org/District/FastFacts?id=081160056145249177206041190242094155111
070203129)
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Consent
In total, 219 North East Middle School students completed the initial school climate
survey. Informed consent procedures (Appendix F) were implemented in accordance with the
ethical standards outlined by the Pennsylvania Western University Institutional Review Board
(IRB) and federal guidelines for research involving human subjects. Prior to data collection, all
adult participants received detailed information about the study’s purpose, procedures, potential
risks and benefits, confidentiality measures, and their rights as participants. Participants were
informed that their involvement was entirely voluntary and that they could withdraw at any time
without penalty.
For all student participants (all under 18), a formal parental/guardian consent process was
conducted. Informed Participant Consent Forms (Appendix F) were distributed through
Sapphire, the district’s student information system. Only students with documented written
consent from a parent or guardian were permitted to participate in this study. Student assent was
also obtained to ensure minors understood the study and agreed to take part.
All consent and assent materials clearly outlined the purpose of the study, described the
data collection instruments (surveys, interviews, observations), and addressed the protection of
participant privacy and data confidentiality. Participants had opportunities to ask questions and
were reassured that identifying information would be removed or coded to maintain
confidentiality.
Staff Participation
Additionally, all faculty and staff members employed at the North East Middle School
during the 2024-2025 academic year were invited to participate in the study. Invitations were
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extended via district email with a link to an electronic version of the Pennsylvania Department of
Education’s School Climate Survey. Participation was entirely voluntary, and respondents were
informed of their rights under IRB-approved consent protocols, including confidentiality and the
ability to withdraw from the research at any time.
A total of 38 teachers and staff members completed the initial survey via Google Forms,
offering diverse insights across grade levels, subject areas, and professional roles. The data
collected from this group provided valuable context for understanding faculty perceptions of
climate, culture, and leadership at the school.
To better understand the background and perspectives of those who participated, the
following figures (Figures 3-6) summarize key demographic and perceptional data from the
faculty and staff survey respondents:
Figure 3
Faculty and Staff Roles
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Note. Figure 3 illustrates that the majority of survey respondents (68.4%) were classroom
teachers. The remaining participants included administrators, classified staff, other certified staff,
and “other” to mean instructional aides, janitorial staff, etc.
Figure 4
Faculty and Staff Placement(s)
Note. Figure 4 illustrates that the majority of survey respondents (84.2%) work exclusively at
North East Middle School; however, there were some respondents who work across buildings or
departments, including the other two brick-and-mortal buildings – North East Elementary School
and North East High School.
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Figure 5
Faculty and Staff Experience in Education
Note. Figure 5 shows the breakdown of educational experience across the North East Middle
School faculty and staff. 26.3% of respondents have more than fifteen years of experience, 7.9%
have eleven to fifteen years of experience, 26.3% have between six and ten years of experience,
18.4% have three to five years of experience, and 21.1% of all employed participants have been
in an educational setting for less than two years.
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Figure 6
Faculty and Staff Experience at North East Middle School
Note. Figure 6 highlights one of the major reasons for this study – staff transiency. Among all
participants, 39.5% have worked at the North East Middle School for less than two years. An
additional 31.6% have between three and five years in the building. Only 7.9% of all participants
have between six and ten years at the school, while 13.2% have eleven to fifteen years of
experience in the building and only 7.9% have worked at the school for fifteen years or more.
These results collectively reflected a faculty and staff of varied experience levels that is
generally supportive of the school’s mission and leadership. While the findings highlighted
numerous strengths within the staff culture, they also point to areas where continued dialogue
and collaboration could further enhance the school environment. In addition to staff input,
understanding the perspectives of parents and guardians was critical to developing a wellrounded view of the school’s climate and culture. To capture a comprehensive understanding of
additional stakeholder perspectives, the following section details the participation levels and
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critical feedback provided by parents and families within the North East School District
community.
Parent Participation
Parents and guardians of students enrolled at North East Middle School during the 20242025 school year were also invited to participate in the study. Invitations were distributed
through the school district’s communication system, Sapphire, and included a link to an
electronic version of the Pennsylvania Department of Education’s School Climate Survey for
families. Participation was entirely voluntary, and respondents were informed of their rights
under IRB-approved consent protocols, including confidentiality and the option to withdraw
from the study at any point without consequence.
A total of 42 parents and guardians completed the survey via Google Forms. These
participants represented a diverse range of family backgrounds and experiences within the school
community. Their responses provided important insights into the family-school relationship,
perceptions of school safety, communication practices, and the overall climate and culture of
North East Middle School.
To further contextualize these perspectives, the following figures - Figures 7 and 8 summarize two key data points – relationship and grade level of their student(s).
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Figure 7
Adult Relationship to North East Middle School Student
Note. Figure 7 shows that nearly all (97.6%) of participants were parents. No legal guardians
completed this survey. One participant listed themselves as “Other adult in the household”.
Figure 8
Current Grade Level of Student Attributed to Respondent
59
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Note. Figure 8 shows the breakdown of parent participation by grade level. 31% of participants
were parents/guardians of sixth graders, over half (54.8%) were parents/guardians of seventh
graders, and 14.3% of all participants were parents/guardians of eighth graders. No parents of
high school aged students enrolled in either autistic support or life skills support programming at
North East Middle School elected to participate.
The perspectives shared by parents and guardians helped illuminate how families
experience and interpret the climate and culture of the North East Middle School. Their input,
alongside that of students and staff, provided a more comprehensive understanding of the current
school environment. These collective insights directly informed the development and execution
of the research plan, which is outlined in the following section.
Research Plan
Foundation in Literature
The research plan for this study was informed by a broad and compelling body of
literature that underscores the critical role school climate and culture play in shaping the
experiences and outcomes of all stakeholders. A positive school climate has been consistently
linked to improved student engagement, academic achievement, emotional well-being, and lower
rates of behavioral incidents (Thapa et al., 2013). These findings suggest that when students feel
safe, supported, and connected to their school community, they more likely to attend regularly,
participate actively in the learning process, and exhibit prosocial behaviors. Similarly, when staff
members experience a collegial and respectful work environment, they are more likely to
collaborate effectively, remain in the profession, and contribute to a culture of continuous
improvement (Voight & Nation, 2016).
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In addition to the well-documented academic and behavioral benefits, the literature also
highlights the influence of systemic and environmental factors – such as leadership practices,
equity and inclusion efforts, communication strategies, and stakeholder voice – on overall school
climate. Effective school leaders are shown to play a key role in establishing shared norms and
expectations, building trust, and fostering a sense of belonging among all members of the school
community. This body of research provided a theoretical framework for this study and informed
both the structure and focus of the research questions.
Importantly, the literature also supports the need for contextually grounded inquiry.
While national trends provide important benchmarks, school climate is inherently local and
influenced by the unique history, demographics, relationships, and culture of each school. Thus,
to meaningfully improve the climate and culture at North East Middle School, it was essential to
gather localized data directly from the students, staff, and families within the community.
Description of Research Plan
After gaining approval to conduct research at the North East School District, specifically
the North East Middle School, the researcher began to distribute surveys to three critical
stakeholder groups: Faculty/staff, students, and parents/guardians.
For staff, the email communication included a brief description of the survey, the district
approval letter (Appendix B), the informed consent form (Appendix F), and the IRB approval
letter (Appendix A). The staff survey consisted of 50 questions for participants to answer to
gather staff perspective related to the (then) current school climate and culture. The survey
included four questions to gather background on the participants. The survey included 43 Likert
scale questions regarding school safety, culture, and their experiences. The survey concluded
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with one optional open-ended “Additional Comments” question and two final questions asking
the staff members to check their district name and school name to confirm accuracy.
For students, the communication occurred via Google Classroom and a subsequent email.
This communication also included the district approval letter (Appendix B), the student assent
form (Appendix G), and the IRB approval letter (Appendix A). The student survey consisted of
45 total questions for participants to answer to gain their perspectives related to their perceptions
of (then) current school climate and culture. The survey only asked one demographic question
regarding their current grade level. In addition, the survey included 41 Likert scale questions
regarding school safety, culture, and their experiences. The survey concluded with one optional
open-ended “Additional Comments” question and two final questions asking students to check
their district name and school name to confirm accuracy.
Finally, for parents and guardians, the communication occurred via the Sapphire
notification system which pushed out the researcher’s request for participation through a pinned
post on the Sapphire parent portal, via email, a phone call, and a brief text message. Within the
pinned post on Sapphire and the parent email that was sent out, there was a flyer containing
separate Quick Response (QR) codes to each of the surveys – student, staff, and parent/guardian.
The communication with parents once again included the district approval letter (Appendix B),
the informed consent form (Appendix F), and the IRB approval letter (Appendix A). The survey
consisted of nineteen total questions. There were only two demographic questions regarding the
participants’ relation to the North East Middle School student and what that student’s current
grade level was. There were then fourteen Likert scale questions regarding school safety, culture,
and their experiences with the school. The survey concluded with one optional open-ended
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“Additional Comments” question and two final questions asking parents/guardians to check their
district name and school name to confirm accuracy.
Research Methods and Data Collection
Description of Research Design
The researcher designed and structured this study as an action research project using a
mixed-methods design. Action research was chosen for its alignment with the researcher’s dual
role as both a practitioner and investigator. As the building principal at North East Middle
School, the researcher sought not only to understand current perceptions but to use the findings
to inform ongoing improvement efforts in alignment with the district’s Vision 2028 strategic
plan. Action research allows school leaders to investigate problems of practice in real time,
develop contextualized solutions, and engage stakeholders in cycles of reflection and growth.
The mixed-methods model provided a comprehensive approach to data collection,
integrating both quantitative and qualitative sources. Surveys, interviews, observations, and
document analysis were used to triangulate findings and provide a multidimensional view of the
school’s climate and culture. This approach allowed for broad stakeholder engagement while
also capturing in-depth narratives that could inform decision-making.
Quantitative Data Collection
The quantitative portion of the research included the administration of the Pennsylvania
Department of Education’s School Climate Survey (Pennsylvania Department of Education, n.d.b), which was customized for students, faculty/staff, and parents/guardians. The surveys
(Appendix C, Appendix D, and Appendix E, respectively) consisted of both Likert scale and
multiple choice questions, covering domains such as safety, teaching and learning, relationships,
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school leadership, and community engagement. The standardized format allowed for consistent
data collection across groups, while additional questions added by the researcher provided more
localized insights.
Qualitative Data Collection
To supplement the quantitative data, qualitative information was gathered through semistructured interviews with a representative sample from all three stakeholder groups – students,
staff, and parents/guardians (Appendix H, Appendix I, and Appendix J). These interviews
allowed participants to elaborate on their survey responses and share personal experiences that
illustrated the complexities of school culture. Observations conducted by school leaders provided
additional insight into student-staff interactions, building routines, and the overall atmosphere of
the school during regular instructional time and non-instructional settings such as lunch or
hallway transitions.
Document Analysis
The final data source included a review of school-based documents such as disciplinary
referrals, attendance records, academic performance trends, and data from the first year of
Positive Behavioral Interventions and Supports (PBIS) implementation at the North East Middle
School. These documents were analyzed to identify patterns and contextualize the perception
data collected from surveys and interviews. For example, survey concerns about behavior were
compared with actual office disciplinary referral rates, and feedback on student recognition was
reviewed alongside PBIS Rewards data that showcased specific praise and feedback as students
were awarded points for showing class, character, and/or integrity for actions in the classroom,
hallways, and/or cafeteria.
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Integration of Data Sources
Each of the four data sources – surveys, interviews, observations, and document review –
was used to address the study’s three central research questions. The use of multiple data streams
ensured that findings were cross-validated and reliable, while also allowing for the identification
of both consensus and divergence among stakeholder groups. This integrative approach also
supported the development of actionable strategies grounded in evidence and reflective of the
lived experiences of those within the school.
Data Collection Timeline
The data collection process for this study followed a structured timeline aligned with the
academic calendar and research goals. Planning and preparation began in June 2024 with the
development of the survey instruments, interview protocols, and observation tools. During this
phase, the researcher also obtained IRB approval and secured permission from the school district
to proceed with the study.
Data collection occurred between October 2024 and April 2025. During this time,
electronic surveys were administered to students, parents/guardians, and staff members via
Google Forms. Additionally, interviews with randomly selected participants were conducted to
gather qualitative data. Observations of school routines and student-staff interactions were
conducted throughout the building, and relevant documents – including disciplinary records and
attendance data – were compiled for analysis.
From December through June 2025, the data analysis phase began, including the coding
of qualitative data and the statistical analysis of survey responses. This process led to the
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identification of emerging themes and patterns. Findings were drafted between June and July
2025, with final results and recommendations shared in August 2025.
Fiscal Implications
The research study was conducted with minimal financial burden. The primary costs
associated with data collection were related to incentivization. To encourage higher response
rates and participation across all stakeholder groups, the researcher offered a small raffle
incentive. One student, one parent/guardian, and one staff member were each randomly selected
to receive a $25 Amazon gift card, totaling $75 in total incentives.
Other additional costs associated with data collection were related to printing hard copies
of consent forms and surveys for participants without internet access, totaling approximately
$10. Observer training materials – including copies of observation checklists and brief
instructional guides – incurred a cost of approximately $25.
All other research activities, including data collection and analysis, were completed by
the researcher using free or institutionally provided software (Google Forms, Google Docs, etc.)
The total estimated cost of the study was $110, which was covered personally by the researcher.
Validity
Ensuring the credibility, accuracy, and trustworthiness of the data collected was a central
priority throughout the research process. Given the use of a mixed-methods, action research
model, multiple forms of validity were considered to ensure the study’s findings were both
meaningful and applicable to the context of the North East Middle School. This section describes
the types of validity emphasized in the study, the strategies used to enhance each form, and the
triangulation utilized to reinforce the integrity of the data.
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Types of Validity Considered
The study focused on three primary forms of validity: Construct validity, internal
validity, and ecological validity. Locke (2012) defines construct validity as “validating (one’s)
constructs based on their pattern of correlations with other variables assumed to be indicators of
or theoretically related to the construct of interest” (p. 146). Therefore, construct validity refers
to the extent to which a test or measurement accurately reflects the concept or construct it intends
to measure. In addition, internal validity examines whether “the manner in which a study was
designed, conducted, or analyzed allows trustworthy answers to the research questions in the
study” (Andrade, 2018, p. 71). This method of validity examines the extent to which bias is
present. If internal validity is compromised, then the entire study can become unreliable. Finally,
“ecological validity examines whether the results of a study can be generalized to real-life
settings… ecological validity specifically examines whether the findings of a study can be
generalized to naturalistic situations, such as clinical practice in everyday life” (Andrade, 2018,
p. 72). One key point of ecological validity is that this is ultimately a research-based judgement,
not a computed statistic.
Construct validity was of particular importance due to the study’s reliance on survey
instruments to assess perceptions on school climate and culture. The Pennsylvania Department of
Education (PDE) School Climate Survey, which served as the core data instrument for students,
parents, and staff, is a research-based tool designed to measure well-established dimensions of
school climate such as safety, relationships, teaching and learning, and institutional environment.
Utilizing a validated and publicly accessible instrument helped ensure that the constructs being
measured accurately reflected the intended concepts.
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Internal validity, often associated with trustworthiness of findings within the context of
the study, was supported through consistent research protocols, careful implementation of data
collection instruments, and alignment of the research design with the study’s questions. This
included piloting interview questions, following standardized administration procedures for the
surveys, and adhering to IRB-approved ethical guidelines for all interactions with participants.
Additionally, internal validity was supported through allowing participants to clarify or expand
upon their statements during both the initial survey and follow-up interview process; these openended questions allowed participants to clarify or expand upon their statements to ensure
accuracy in representation.
Ecological validity was also considered, especially given the action research nature of
this study. This form of validity refers to the degree to which research findings reflect real-world
conditions. Because this study was conducted within the school where the researcher serves as
principal, special care was taken to ensure that findings were grounded in the lived experience of
stakeholders. Data collection occurred during a regular academic year in naturalistic settings
such as classrooms, hallways, and common areas. The inclusion of everyday school documents –
such as discipline records and attendance reports – further strengthened the ecological relevance
of the study’s findings.
Methods to Increase Validity
To enhance construct and internal validity, multiple steps were taken throughout the
planning and implementation phases of the research. First, the use of a state-developed survey
instrument provided a strong foundation for reliability and content validity. While these surveys
were standardized, they also allowed for limited customization, which enabled the researcher to
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include questions relevant to the unique programs and goals of North East Middle School, such
as the implementation of the Profile of a Graduate and Road to Gold initiatives.
For interviews, the researcher created a semi-structured interview protocol aligned to the
study’s three research questions. These interviews were reviewed by professional peers and the
IRB before being conducted. The researcher also kept detailed field notes during and after the
interviews to document tone, emphasis, and non-verbal cues that could inform the interpretation
of responses. Participants were given opportunities to review their transcripts and clarify or
revise any points – a process known as member checking, which increases the credibility of
qualitative data.
In addition, ethical safeguards were employed to protect participant anonymity and
reduce bias. The use of digital surveys through Google Forms with authentication settings helped
ensure that responses were genuine and submitted only once per participant. Furthermore,
participant incentives were provided equitably across stakeholder groups (students, staff, and
parents/guardians) to encourage honest and voluntary participation, not skewed by coercion or
pressure.
The researcher was also cognizant of the dual role as school principal and lead
investigator. To mitigate any potential power dynamics or conflicts of interest, survey
participation was confidential, and interviews were conducted in a manner that emphasized
voluntary participation and personal privacy. This effort to separate the researcher’s
administrative role from the research process further supported the internal and ethical validity of
the study.
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Triangulation of Data
A major strength of this study was the use of data triangulation, a key feature of mixedmethods research that enhances validity by comparing multiple data sources to identify
consistent patterns or discrepancies. Triangulation was accomplished by collecting data from
four distinct methods: Surveys, interviews, observations, and document analysis.
Surveys were administered to students, staff, and parents/guardians, providing a board
quantitative overview of stakeholder perceptions. These were backed by follow-up semistructured interviews with selected representatives from each group, allowing for deeper
exploration into specific experiences and concerns raised in the surveys. The interview data
helped explain “why” participants responded in certain ways, adding meaning and context to the
numerical findings.
Observational data served as a third layer of validation, as the researcher and trained
observers recorded interactions and behaviors in real-time across various school settings. This
included lunch periods, hallway transitions, and unstructured time where climate and culture
often manifest visibly. Observations were conducted using structured checklists to ensure
consistency and limit observer bias.
Document analysis rounded out the data sources, including a review of discipline logs,
attendance records, and overall student performance data. These documents provided a historical
and procedural lens, offering additional evidence for validating patterns found in the surveys and
interviews.
By comparing findings from across these sources, the researcher was able to identify
areas of convergence and divergence. For example, if students reported feeling disconnected
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from adults in the survey, and the sentiment also appeared in interview narratives and
observation field notes, it strengthened the credibility of that conclusion. Similarly, if
disciplinary data reflected a disproportionality that was also echoed in staff or parent concerns,
the triangulation of evidence underscored the need for targeted intervention.
Together, these approaches to validity supported the development of a credible,
trustworthy, and context-specific portrait of the school climate and culture of North East Middle
School.
Summary
This chapter presented the full methodology used to conduct a comprehensive, mixedmethods action research study examining school climate and culture. The purpose of the study,
its alignment with the district’s goals, and the rationale for the research design were described in
detail. The chapter included a thorough overview of the research setting and participant groups students, staff, and parents - and outlined how data were collected through surveys, interviews,
observations, and document analysis.
To ensure the integrity of the study, multiple forms of validity were emphasized and
reinforced through a range of methodological and ethical safeguards. The triangulation of data
sources enabled a rich, multi-layered understanding of stakeholder perceptions and experiences,
which strengthened the relevance and applicability of the findings.
The following chapter will present the results of the data analysis, organized around the
study’s three research questions. These findings will provide insight into both the strengths and
challenges currently present at North East Middle School and offer guidance for data-driven
improvements in climate and culture.
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CHAPTER IV
Data Analysis and Results
In recent years, North East Middle School has faced growing concerns related to school
climate and culture. Feedback from students, staff, and families has revealed a disconnect
between stakeholders and the broader school environment, marked by inconsistent disciplinary
practices, limited engagement opportunities, and varying perceptions of safety and belonging.
These challenges have contributed to a sense of fragmentation within the school community and
highlighted the need for renewed efforts to strengthen relationships, foster inclusivity, and
rebuild trust.
In response to these concerns, this study sought to investigate stakeholder perceptions of
the current climate and culture at North East Middle School. As outlined in Chapter III, a mixedmethods design was employed to capture a holistic view of the school environment using
surveys, structured interviews, observations, and document analysis. Grounded in the literature
explored in Chapter II, the goal of this chapter is to present the findings of that data collection in
a manner that highlights both the strengths and areas for growth as identified by the school
community.
The results are organized around the three research questions that guided this inquiry:
1. What are the current perceptions of students, teachers, and parents regarding the
climate and culture at North East Middle School?
2. What are the underlying factors contributing to the existing climate and culture?
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3. What potential strategies can be implemented to enhance the climate and culture based
on the perceptions and underlying factors identified?
Through the analysis of stakeholder feedback and contextual evidence, this chapter seeks
to provide a data-driven foundation for future school improvement planning, with a focus on
fostering a more positive, connected, and equitable school climate.
Data Analysis
The data analysis for this study employed a mixed-methods approach, integrating
quantitative and qualitative data to provide a comprehensive understanding of the school climate
and culture at North East Middle School. The researcher followed a systematic, multi-phased
process to analyze data collected from surveys, structured interviews, classroom observations,
and behavioral records related to PBIS implementation.
Quantitative Data Analysis
1. Data Preparation and Organization:
Survey data from students, staff, and parents/guardians were first compiled and
organized. This involved checking for missing responses, invalid entries, and ensuring
consistency across respondent groups. The researcher used software tools such as Google
Forms and Google Sheets for data collection and exported datasets for further analysis.
2. Descriptive Statistics:
The initial analysis involved running descriptive statistics to summarize demographic
characteristics and key survey variables. Frequencies and percentages were calculated to
establish baseline patterns of perceptions across stakeholder groups.
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3. Reliability and Validity Checks:
The researcher assessed the internal consistency of the data gained from student, staff,
and parent/guardian surveys. Additionally, construct validity was supported by utilizing
standardized, a research-based instrument such as the Pennsylvania School Climate
Survey, which had already been tested for many years.
4. Triangulation with Behavioral Data:
Quantitative survey results were triangulated with school administrative data including
office disciplinary referrals, attendance records, and PBIS Rewards data. This enabled the
researcher to link perceptions with observable behaviors, enhancing the applicability of
findings.
Qualitative Data Analysis
1. Transcription and Organization:
Semi-structured interviews conducted with students, staff, and parents were transcribed
verbatim, and organized for coding. Field notes from classroom and school walkthroughs
supplemented these transcripts.
2. Thematic Coding:
Using qualitative analysis, mostly manual review, the researcher employed thematic
coding to identify recurring patterns, themes, and categories related to school climate,
culture, relationships, safety, and equity.
3. Integration with Quantitative Findings:
Qualitative themes were integrated with quantitative results to provide contextualized
explanations for survey patterns and behavioral data. This mixed-methods integration
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allowed for a more holistic understanding of stakeholder experiences and informed
practical recommendations.
Results
Student Survey Summary
A modified version of the Pennsylvania School Climate Survey (Pennsylvania, n.d.) was
administered to students in October 2024 as part of the initial data collection process. The
instrument, created using Google Forms, consisted of 45 questions, the majority of which
utilized a Likert-scale format to measure students’ perceptions across various dimensions of
school climate. A total of 219 students participated in this baseline administration, providing a
robust initial dataset for analysis.
Survey Question 1 asked participants to indicate their current grade level. The grade level
distribution was as follows: 102 sixth grade students, 82 seventh grade students, and 35 eighth
grade students. Figure 9 displays the grade level breakdown of the initial data collection process.
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Figure 9
Grade Level Breakdown of PA School Climate Survey
Note. Figure 9 shows the breakdown of parent participation by grade level. 102 participants (or
46.6%) were sixth graders, 82 participants (or 37.4%) were seventh graders, and 35 participants
(or 16%) were eighth graders. No high school aged students enrolled in either autistic support or
life skills support programming at North East Middle School elected to participate.
To address the remaining research questions, the study continued to utilize a Likert-style
survey format to capture students’ perceptions related to school climate and culture. This
approach allowed for the quantification of student attitudes, experiences, and observations across
key areas such as safety, relationships, teaching and learning, and institutional environment. By
utilizing a consistent response scale, the data collected provided meaningful insight into patterns
and trends within the student body, supporting a deeper analysis of how students perceive the
overall climate and culture of the school.
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Student Survey Section 1: Bullying and Its Implications on School Safety. The next
set of survey items, specifically Questions 2 through 6, concentrated on the topic of bullying and
its implications for school safety. These questions were designed to assess students’ perceptions
of how frequently bullying occurs within the school setting, the forms it may take, and whether it
contributes to feelings of insecurity or discomfort during the school day. By examining student
responses to these items, the survey aimed to capture both the prevalence of bullying behaviors
and their broader impact on the emotional and psychological wellbeing of the student body.
Students were asked to respond using a Likert-style scale, indicating the degree to which they
agreed or disagreed with statements related to bullying and safety concerns.
Table 1 presents a summary of the data collected from this section of the survey. The
findings offer insight into how students experience and interpret the presence of bullying in their
school environment, and whether they feel safe from peer aggression in various school settings.
This information is critical in evaluating the overall climate of the school and identifying areas in
which additional support, intervention, or preventive measures may be necessary to ensure that
all students feel safe, valued, and protected.
Table 1
Student Responses to PA Climate Questions 2 Through 6 (Bullying)
Survey Statement
2. Students at this
school are often
bullied.
3. Students at this
school are often
threatened.
Strongly
Disagree
Disagree
Agree
Strongly Agree
9.6%
(21)
48.9%
(107)
28.8%
(63)
12.8%
(28)
17.8%
(39)
46.6%
(102)
29.2%
(64)
6.4%
(14)
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4. Students at this
school are often teased
or picked on.
5. Students at this
school are often bullied
because of certain
characteristics (ex:
race, religion, or
weight).
6. I sometimes stay
home because I don't
feel safe at school.
78
3.2%
(7)
24.7%
(54)
48.4%
(106)
23.7%
(52)
13.7%
(30)
28.3%
(62)
37.4%
(82)
20.5%
(45)
49.8%
(109)
37.0%
(81)
11.4%
(25)
1.8%
(4)
Survey Question 2 asked respondents to indicate whether students at the school are often
bullied. Of the total responses, 9.6% (21 participants) strongly disagreed, while 48.9% (107
participants) disagreed. Meanwhile, 28.8% (63 participants) agreed with the statement, and
12.8% (28 participants) strongly agreed. This suggests that although a majority of students do not
believe bullying is prevalent, a notable portion - over 40% - acknowledged its occurrence.
Survey Question 3 focused on whether students at the school are often threatened. Here,
17.8% (39 participants) strongly disagreed and 46.6% (102 participants) disagreed. Another
29.2% (64 participants) agreed with the statement, while 6.4% (14 participants) strongly agreed.
This indicates that most students do not perceive threats as common, though nearly a third
acknowledged some level of threat.
Survey Question 4 asked if students at the school are often teased or picked on. Only
3.2% (7 participants) strongly disagreed, and 24.7% (54 participants) disagreed. However, 48.4%
(106 participants) agreed with the statement and 23.7% (52 participants) strongly agreed. These
results show that a significant majority - over 70% - experience or witness their fellow students
being teased or picked on.
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Survey Question 5 inquired whether students are often bullied because of specific
characteristics such as race, religion, or weight. Of the respondents, 13.7% (30 participants)
strongly disagreed and 28.3% (62 participants) disagreed. Meanwhile, 37.4% (82 participants)
agreed, and 20.5% (45 participants) strongly agreed. These results suggest that identity-based
bullying may be an issue at North East Middle School.
Survey Question 6 asked students if they ever stay home from school because they do not
feel safe. Nearly half - 49.8% (109 participants) - strongly disagreed with this statement, and
37.0% (81 participants) disagreed. Only 11.4% (25 participants) agreed, and 1.8% (4
participants) strongly agreed. These findings demonstrate the impact of both attendance and
school safety.
Student Survey Section 2: Perceptions of School Safety. The subsequent section of the
student survey was designed to assess students’ perceptions of safety within various areas of the
school environment. Specifically, students were asked to evaluate how safe they feel in three
distinct contexts: (1) outside around the school grounds, (2) within the hallways and bathrooms,
and (3) in their individual classrooms. These areas were intentionally selected to capture a
comprehensive view of perceived safety across both supervised and less-supervised settings.
Students responded to items using a Likert-style scale, indicating the degree to which they felt
safe or unsafe in each location. Their responses provide valuable insight into the physical and
emotional security experienced by students throughout the school day. Table 2 presents a
summary of the data collected from this section, offering a clear depiction of trends in perceived
safety across the three school settings. This information is critical for identifying potential areas
of concern and for informing strategies aimed at improving the overall school climate and
student well-being.
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Table 2
Student Responses to PA Climate Questions 7 Through 9 (Safety)
Survey Statement
7. Outside around the
school.
8. In the hallways and
bathrooms of the
school.
9. In your classes.
Not Safe
Somewhat Safe
Mostly Safe
Very Safe
4.1%
(9)
21.5%
(47)
44.3%
(97)
30.1%
(66)
3.2%
(7)
24.7%
(54)
36.1%
(79)
36.1%
(79)
1.8%
(4)
16.4%
(36)
25.6%
(56)
56.2%
(123)
Survey Question 7 asked students how safe they feel outside and around the school. A
small percentage, 4.1% (9 participants), indicated that they do not feel safe in this area.
Meanwhile, 21.5% (47 participants) felt only somewhat safe. The majority of students reported
feeling either mostly safe at 44.3% (97 participants) or very safe at 30.1% (66 participants),
indicating that over 74% of students generally feel secure in the outdoor areas around the school.
Survey Question 8 addressed students’ sense of safety in the hallways and bathrooms of
the school. Only 3.2% (7 participants) indicated that they do not feel safe in these locations,
while 24.7% (54 participants) felt somewhat safe. A total of 36.1% (79 participants) reported
feeling mostly safe, with another 36.1% (79 participants) stating that they feel very safe. These
results reflect that over 70% of students perceive hallways and bathrooms as safe environments.
Survey Question 9 asked students to rate their sense of safety in their classrooms. The
responses showed that only 1.8% (4 participants) felt unsafe and 16.4% (36 participants) felt
somewhat safe. Meanwhile, 25.6% (56 participants) felt mostly safe, and the largest group -
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56.2% (123 participants) - felt very safe in their classrooms. This data shows that over 80% of
students felt mostly or very safe in their classroom environments.
Student Survey Section 3: Perceptions of Peers. The third section of the survey
focused on eliciting student perceptions of their peer group and the overall student-to-student
dynamic within the school environment. Specifically, students were presented with a series of
statements related to the behaviors, attitudes, and interpersonal relationships among their
classmates. Using a Likert-style response format, participants were asked to indicate the extent to
which they agreed or disagreed with each statement. This format ranged from "Strongly
Disagree" to "Strongly Agree," allowing for a nuanced understanding of students’ perceptions.
The items in this section were designed to gauge key aspects of school climate as it pertains to
peer interaction, such as empathy, mutual respect, social inclusion, and the presence of negative
behaviors like exclusion or peer conflict. This data, depicted in Table 3, provided valuable
insight into how students perceive the culture among their peers, which is a critical dimension of
the overall school climate.
Table 3
Student Responses to PA Climate Questions 10 Through 25 (Perceptions of Students)
Strongly
Disagree
Survey Statement
10. Don't really care
about each other.
Disagree
Agree
Strongly Agree
21.0%
(46)
44.7%
(98)
29.2%
(64)
5.0%
(11)
11. Like to put others
down.
24.7%
(54)
37.9%
(83)
28.3%
(62)
9.1%
(20)
12. Don't get along
together well.
9.1%
(20)
40.6%
(89)
43.8%
(96)
6.4%
(14)
13. Just look out for
themselves.
9.6%
(21)
38.4%
(84)
40.2%
(88)
11.9%
(26)
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14. Treat each other
with respect.
8.7%
(19)
28.3%
(62)
42.5%
(93)
20.5%
(45)
15. Stop and think
before doing anything
when they get angry.
19.2%
(42)
35.6%
(78)
32.9%
(72)
12.3%
(27)
16. Do their share of
the work when we have
group projects.
9.1%
(20)
26.0%
(57)
47.9%
(105)
16.9%
(37)
17. Give up when they
can't solve a problem
easily.
14.6%
(32)
44.7%
(98)
28.3%
(62)
12.3%
(27)
18. Get into arguments
when they disagree
with people.
9.6%
(21)
28.8%
(63)
40.6%
(89)
21.0%
(46)
5.0%
(11)
27.9%
(61)
46.6%
(102)
20.5%
(45)
27.9%
(61)
37.4%
(82)
23.7%
(52)
11.0%
(24)
15.1%
(33)
35.2%
(77)
33.8%
(74)
16.0%
(35)
22. Say mean things to
other students when
they think the other
students deserve it.
21.9%
(48)
29.7%
(65)
33.3%
(73)
15.1%
(33)
23. Try to work out
their disagreements
with other students by
talking to them.
12.8%
(28)
33.8%
(74)
41.1%
(90)
12.3%
(27)
35.2%
(77)
40.2%
(88)
18.7%
(41)
5.9%
(13)
5.5%
(12)
27.9%
(61)
47.5%
(104)
19.2%
(42)
19. Do their best, even
when their school work
is difficult.
20. Think it's OK to
fight if someone insults
them.
21. Do all their
homework.
24. Think it's OK to
cheat if other students
are cheating.
25. Try to do a good
job on school work
even when it is not
interesting.
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Survey Question 10 asked students whether they believe students at the school care about
each other. A majority of respondents expressed skepticism, with 21.0% (46 participants)
strongly disagreeing and 44.7% (98 participants) disagreeing. Meanwhile, 29.2% (64
participants) agreed, and only 5.0% (11 participants) strongly agreed. These results suggest that
most students perceive a general lack of empathy among their peers.
Survey Question 11 explored whether students like to put others down. A total of 24.7%
(54 participants) strongly disagreed and 37.9% (83 participants) disagreed. However, 28.3% (62
participants) agreed and 9.1% (20 participants) strongly agreed, indicating that while a majority
reject this behavior, over a third acknowledge that it happens within the school day.
Survey Question 12 asked whether students get along well. Only 9.1% (20 participants)
strongly disagreed and 40.6% (89 participants) disagreed, while a larger proportion—43.8% (96
participants)—agreed and 6.4% (14 participants) strongly agreed. These responses suggest that
many students observe positive peer relationships, though a sizable minority see otherwise.
Survey Question 13 asked students if they believe others just look out for themselves. A
total of 9.6% (21 participants) strongly disagreed and 38.4% (84 participants) disagreed.
Meanwhile, 40.2% (88 participants) agreed and 11.9% (26 participants) strongly agreed. Nearly
52% of students acknowledged self-centered behavior among their peers.
Survey Question 14 assessed whether students treat each other with respect. Responses
were more positive, with 8.7% (19 participants) strongly disagreeing and 28.3% (62 participants)
disagreeing. A majority agreed - 42.5% (93 participants) - and 20.5% (45 participants) strongly
agreed, indicating that over 60% of students perceive a respectful school climate as it relates to
peer interactions.
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Survey Question 15 asked if students stop and think before doing anything when they get
angry. Results were mixed: 19.2% (42 participants) strongly disagreed and 35.6% (78
participants) disagreed, while 32.9% (72 participants) agreed and 12.3% (27 participants)
strongly agreed. These findings suggest that impulsivity may be a concern in emotionally
charged moments.
Survey Question 16 focused on whether students do their share of the work in group
projects. A combined 64.6% of students agreed or strongly agreed - 47.9% (105 participants) and
16.9% (37 participants), respectively - while 26.0% (57 participants) disagreed and 9.1% (20
participants) strongly disagreed. This suggests that most students perceive fairness in
collaborative tasks.
Survey Question 17 addressed whether students give up easily when facing challenges. A
total of 14.6% (32 participants) strongly disagreed and 44.7% (98 participants) disagreed.
Meanwhile, 28.3% (62 participants) agreed and 12.3% (27 participants) strongly agreed,
indicating that nearly 60% of students report perseverance in the face of difficulty.
Survey Question 18 explored whether students get into arguments when they disagree.
While 9.6% (21 participants) strongly disagreed and 28.8% (63 participants) disagreed, 40.6%
(89 participants) agreed and 21.0% (46 participants) strongly agreed. These results indicate that
interpersonal conflict remains relatively common within the middle school context.
Survey Question 19 asked if students try their best, even when schoolwork is difficult.
Only 5.0% (11 participants) strongly disagreed and 27.9% (61 participants) disagreed. A
significant 46.6% (102 participants) agreed and 20.5% (45 participants) strongly agreed, showing
that nearly 67% of students maintain strong academic effort despite challenges.
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Survey Question 20 addressed whether students think it is acceptable to fight if insulted.
A majority of students—27.9% (61 participants) strongly disagreed and 37.4% (82 participants)
disagreed, and thus rejected violence. However, 23.7% (52 participants) agreed and 11.0% (24
participants) strongly agreed, showing a notable minority condoning retaliation.
Survey Question 21 asked whether students do all of their homework. Just over half of
respondents said they do: 33.8% (74 participants) agreed and 16.0% (35 participants) strongly
agreed. On the other hand, 35.2% (77 participants) disagreed and 15.1% (33 participants)
strongly disagreed, indicating inconsistency in homework completion.
Survey Question 22 focused on whether students say mean things when they think others
deserve it. A total of 21.9% (48 participants) strongly disagreed and 29.7% (65 participants)
disagreed. Meanwhile, 33.3% (73 participants) agreed and 15.1% (33 participants) strongly
agreed, suggesting that nearly half of the respondents believe such behavior is justified under
certain conditions.
Survey Question 23 asked if students try to resolve disagreements by talking. Results
were encouraging: 41.1% (90 participants) agreed and 12.3% (27 participants) strongly agreed.
Still, 33.8% (74 participants) disagreed and 12.8% (28 participants) strongly disagreed, revealing
that while many practice positive communication, others may struggle to do so.
Survey Question 24 asked whether students believe it is acceptable to cheat if others are
doing it. A strong majority - 35.2% (77 participants) strongly disagreed and 40.2% (88
participants) disagreed - rejected this idea. Only 18.7% (41 participants) agreed and 5.9% (13
participants) strongly agreed, indicating that academic integrity is generally upheld.
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Survey Question 25 explored whether students try to do a good job on schoolwork even
when it is not interesting to them personally. Just 5.5% (12 participants) strongly disagreed and
27.9% (61 participants) disagreed. On the other hand, 47.5% (104 participants) agreed and
19.2% (42 participants) strongly agreed, showing that two-thirds of students stay committed
regardless of interest level.
Student Survey Section 4: Perceptions of Instructional Practices and Teacher
Support. The fourth section of the student climate survey was designed to evaluate students’
perceptions of instructional practices and teacher support within the classroom setting.
Specifically, the questions focused on how frequently students experience meaningful
instructional strategies, opportunities for engagement, and academic support from their teachers.
These items are critical in assessing the degree to which students feel their learning is
personalized, encouraged, and reinforced both during and outside of class time. Students were
asked to respond to a series of Likert-style statements, indicating the extent to which they agreed
or disagreed with various descriptions of teacher behavior and instructional design. The aim was
to capture student voice on the academic climate, including relationships with teachers and the
perceived relevance and rigor of assigned work.
Table 4 summarizes student responses to these survey items, offering insight into several
key areas: the ability of teachers to make academic content applicable to real life, the
encouragement of student voice in classroom discussions, perceived care from teachers, the
support provided following excused absences, and the usefulness of assigned homework. The
distribution of responses highlights student perspectives on both the affective and instructional
dimensions of their classroom experience.
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Table 4
Student Responses to PA Climate Questions 26 Through 30 (Perceptions of Teachers)
Strongly
Disagree
Survey Statement
26. Often connect what
I am learning to life
outside the classroom.
11.4%
(25)
27.9%
(61)
47.9%
(105)
12.8%
(28)
27. Encourage students
to share their ideas
about things we are
studying in class.
4.6%
(10)
13.7%
(30)
58.0%
(127)
23.7%
(52)
6.8%
(15)
17.8%
(39)
47.9%
(105)
27.4%
(60)
6.8%
(15)
18.7%
(41)
56.2%
(123)
18.3%
(40)
13.7%
(30)
19.2%
(42)
49.8%
(109)
17.4%
(38)
28. Really care about
me.
29. Help me make up
work after an excused
absence.
30. Often assign
homework that helps
me learn.
Disagree
Agree
Strongly Agree
Survey Question 26 asked students whether their teachers often connect what they are
learning in class to life outside the classroom. A total of 47.9% (105 participants) agreed with the
statement, while 12.8% (28 participants) strongly agreed. Meanwhile, 27.9% (61 participants)
disagreed and 11.4% (25 participants) strongly disagreed. While the majority see relevance in
their lessons, nearly 40% feel that instruction could be more applicable to real life.
Survey Question 27 asked students if their teachers encourage them to share their ideas
about classroom topics. This received strong positive responses, with 58.0% (127 participants)
agreeing and 23.7% (52 participants) strongly agreeing. Only 13.7% (30 participants) disagreed
and 4.6% (10 participants) strongly disagreed. These results show that over 80% of students feel
their voices and contributions are welcomed in class discussions.
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Survey Question 28 focused on whether students feel their teachers really care about
them. A majority of students—47.9% (105 participants)—agreed and 27.4% (60 participants)
strongly agreed. Meanwhile, 17.8% (39 participants) disagreed and 6.8% (15 participants)
strongly disagreed. These findings suggest that roughly three out of every four students feel
genuinely supported by their teachers.
Survey Question 29 asked if teachers help students make up work after an excused
absence. A strong majority responded positively, with 56.2% (123 participants) agreeing and
18.3% (40 participants) strongly agreeing. Only 18.7% (41 participants) disagreed and 6.8% (15
participants) strongly disagreed, indicating that most students feel academically supported when
they miss class.
Survey Question 30 asked students whether their teachers assign homework that helps
them learn. A combined 67.2% responded favorably - 49.8% (109 participants) agreed and
17.4% (38 participants) strongly agreed. However, 19.2% (42 participants) disagreed and 13.7%
(30 participants) strongly disagreed, suggesting that while most students find homework
beneficial, a notable portion still see room for improvement.
Student Survey Section 5: Perceptions of Staff Availability. The next section of the
student survey aimed to explore students’ perceptions of staff support and the overall fairness
and responsiveness of the school environment. This portion included items that focused on the
availability and willingness of adults to offer academic help, the equitable application of school
rules, access to counseling and postsecondary planning, and students’ general sense of
satisfaction with their school experience. Each statement was rated using a four-point Likert
scale, allowing students to express varying degrees of agreement or disagreement.
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Table 5 displays the distribution of responses related to these aspects of school support.
The data indicate that while a majority of students agree that they can access extra help outside
of class and that adults are generally willing to assist them, a significant portion also feel that
adults are often too busy to provide additional support. Notably, student opinions were more
divided when asked whether rules are applied equally and whether counselors have helped them
plan for life beyond high school. Additionally, the statement “I wish I went to a different school”
received the lowest levels of agreement, suggesting that most students are generally content with
their school experience. This section of the survey provides valuable insight into how students
perceive adult availability, fairness, and postsecondary readiness support within the school
climate.
Table 5
Student Responses to PA Climate Questions 31 Through 36 (Equity and Inclusivity)
Survey Statement
31. Adults in this
school are often too
busy to give students
extra help.
32. Adults in this
school apply the same
rules to all students
equally.
33. I wish I went to a
different school.
Strongly
Disagree
Disagree
Agree
Strongly Agree
13.7%
(30)
56.6%
(124)
22.8%
(50)
6.8%
(15)
16.0%
(35)
30.1%
(66)
38.8%
(85)
15.1%
(33)
31.1%
(68)
41.1%
(90)
16.4%
(36)
11.4%
(25)
34. I can get extra help
at school outside of my
regular classes.
4.1%
(9)
23.3%
(51)
56.6%
(124)
16.0%
(35)
35. A counselor at this
school has helped me
plan for life after high
school.
19.6%
(43)
41.1%
(90)
30.6%
(67)
8.7%
(19)
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36. Adults in this
school are usually
willing to take the time
to give students extra
help.
5.5%
90
(12)
16.9%
(37)
59.4%
(130)
18.3%
Survey Question 31 asked whether students believe that adults in the school are often too
busy to give extra help. A majority of students disagreed - 56.6% (124 participants) - and 13.7%
(30 participants) strongly disagreed. However, 22.8% (50 participants) agreed and 6.8% (15
participants) strongly agreed. These responses suggest that while most students feel adults make
time for extra help, about one in four perceive some level of inaccessibility.
Survey Question 32 explored whether students feel adults in the school apply rules
equally to all students. Responses were mixed: 38.8% (85 participants) agreed and 15.1% (33
participants) strongly agreed. On the other hand, 30.1% (66 participants) disagreed and 16.0%
(35 participants) strongly disagreed. This indicates that nearly half of students believe there is
inconsistency in how rules are enforced.
Survey Question 33 asked students if they wish they went to a different school. A clear
majority disagreed - 41.1% (90 participants) and 31.1% (68 participants) strongly disagreed.
Only 16.4% (36 participants) agreed and 11.4% (25 participants) strongly agreed. These findings
show that most students are content with their current school experience.
Survey Question 34 asked if students feel they can get extra academic help outside of
regular class time. This question received strong agreement, with 56.6% (124 participants)
agreeing and 16.0% (35 participants) strongly agreeing. Only 23.3% (51 participants) disagreed
and 4.1% (9 participants) strongly disagreed. The data suggest that support systems for academic
assistance are accessible to most students.
(40)
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Survey Question 35 asked whether a school counselor has helped students plan for life
after high school. Responses were mixed to negative, with 41.1% (90 participants) disagreeing
and 19.6% (43 participants) strongly disagreeing. Meanwhile, 30.6% (67 participants) agreed
and 8.7% (19 participants) strongly agreed. These results show that a majority of students have
not received personalized postsecondary planning support from a counselor. Admittedly, this has
not been a primary focus of middle school programming within the North East School District.
Survey Question 36 asked if adults in the school are usually willing to take time to give
students extra help. A majority of respondents - 59.4% (130 participants) - agreed and 18.3% (40
participants) strongly agreed. Only 16.9% (37 participants) disagreed and 5.5% (12 participants)
strongly disagreed. These findings suggest that students generally view school staff as
approachable and helpful.
Student Survey Section 6: Teacher Responsiveness and Fairness. This section of the
survey was designed to assess students’ perceptions of how attentive and fair their teachers are in
responding to their academic needs. Students were asked to consider whether their teachers
notice when they are struggling, provide support to improve work after poor performance, and
treat all students with equal fairness. These items were intended to gauge the responsiveness of
educators to individual student needs and the extent to which a sense of equity is maintained in
classroom interactions. Student responses were recorded using a Likert-style scale, offering a
detailed picture of how learners experience support and fairness within their academic
environments.
Table 6 summarizes the results from this section. A majority of students agreed that their
teachers notice when they have difficulty learning and are willing to help them improve their
performance on assignments. However, a more divided response emerged regarding perceptions
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of fairness, with over 40% of students expressing some level of agreement that certain students
receive preferential treatment. These findings offer important insight into both the academic
responsiveness of teachers and students’ perceptions of equitable treatment within the classroom.
Table 6
Student Responses to PA Climate Questions 37 Through 39 (Perceptions of Teachers’ Practices)
Survey Statement
37. Notices if I have
trouble learning
something.
38. Will help me
improve my work if I
do poorly on an
assignment.
39. Treat some students
better than others.
Strongly
Disagree
Disagree
Agree
Strongly Agree
8.2%
(18)
25.1%
(55)
55.7%
(122)
11.0%
(24)
9.1%
(20)
22.8%
(50)
54.3%
(119)
13.7%
(30)
11.9%
(26)
29.2%
(64)
31.1%
(68)
27.9%
(61)
Survey Question 37 asked students whether their teacher notices when they have trouble
learning something. A majority of students - 55.7% (122 participants) - agreed with the
statement, and 11.0% (24 participants) strongly agreed. However, 25.1% (55 participants)
disagreed, and 8.2% (18 participants) strongly disagreed. These results suggest that while many
students feel their learning needs are recognized, a notable portion may feel that their struggles
sometimes go unnoticed.
Survey Question 38 asked students whether their teacher will help them improve their
work if they do poorly on an assignment. Responses were largely positive: 54.3% (119
participants) agreed and 13.7% (30 participants) strongly agreed. Meanwhile, 22.8% (50
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participants) disagreed and 9.1% (20 participants) strongly disagreed. These responses suggest
that most students feel supported in improving their academic performance.
Survey Question 39 asked whether students believe their teacher treats some students
better than others. Opinions were divided: 31.1% (68 participants) agreed and 27.9% (61
participants) strongly agreed, while 29.2% (64 participants) disagreed and 11.9% (26
participants) strongly disagreed. These results show that nearly 60% of students perceive at least
some level of favoritism in the classroom.
Student Survey Section 7: Student Engagement and Classroom Experience. The
final segment of the student survey focused on engagement and the overall student experience in
the classroom. Students were asked to evaluate whether the content covered in class was
interesting and challenging, whether the class stimulated critical thinking, and whether they
generally felt bored during instruction. These items were designed to assess both the cognitive
and emotional dimensions of student engagement – key factors in overall academic success and
school satisfaction. Again, responses were collected using a four-point Likert scale to capture the
intensity of student perceptions.
Table 7 presents the findings from this engagement-focused section. The data suggest
that a strong majority of students find the topics they are studying to be both interesting and
challenging, and more than three-quarters agree that their classes make them think critically.
Despite these positive indicators, a notable 66% of students also reported some level of
agreement with the statement that they are "usually bored in (this) class," signaling a complex
relationship between cognitive challenge and emotional engagement. This suggests that while
academic rigor may be present, there may be opportunities to enhance instructional practices to
better capture and sustain student interest.
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Table 7
Student Responses to PA Climate Questions 40 Through 42 (Perceptions of Classes)
Strongly
Disagree
Survey Statement
40. The topics we are
studying are interesting
and challenging.
Disagree
Agree
Strongly Agree
9.1%
(20)
23.7%
(52)
54.8%
(120)
12.3%
(27)
41. This class really
makes me think.
4.1%
(9)
20.5%
(45)
59.4%
(130)
16.0%
(35)
42. I am usually bored
in this class.
4.6%
(10)
29.2%
(64)
34.7%
(76)
31.5%
(69)
Survey Question 40 asked students whether they find the topics they are studying
interesting and challenging. A majority of respondents - 54.8% (120 participants) - agreed and
12.3% (27 participants) strongly agreed. In contrast, 23.7% (52 participants) disagreed and 9.1%
(20 participants) strongly disagreed. These findings suggest that while most students find the
curriculum engaging, about one-third do not.
Survey Question 41 focused on whether their classes make students think critically. The
majority of students - 59.4% (130 participants) - agreed and 16.0% (35 participants) strongly
agreed. Only 20.5% (45 participants) disagreed and 4.1% (9 participants) strongly disagreed.
These results suggest that most students feel their classes stimulate their thinking and cognitive
engagement.
Survey Question 42 asked students if they are usually bored in their classes. Responses
were mixed, with 34.7% (76 participants) agreeing and 31.5% (69 participants) strongly
agreeing. However, 29.2% (64 participants) disagreed and 4.6% (10 participants) strongly
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disagreed. This indicates that over two-thirds of students experience boredom in class, despite
earlier responses suggesting intellectual challenge and engagement.
Student Survey Results
Overall, the student survey results reveal a complex picture of school climate,
highlighting both strengths and areas for growth. While many students feel physically safe and
supported by their teachers, concerns about peer conflict, favoritism, and inconsistent rule
enforcement remain. Most students reported trying their best academically and found their
classes intellectually stimulating, yet a significant number still expressed feelings of boredom
and disengagement. Relationships with teachers were largely positive, with students
acknowledging that adults were willing to help and cared about their well-being. To gain a more
complete understanding of the school environment, the following section shifts focus to the
perspectives of parents and guardians, who offer valuable insights into communication, academic
support, and overall student experiences.
Parent/Guardian Survey Summary
In addition to gathering feedback from students and staff, this study incorporated a
modified version of the Parent/Guardian Pennsylvania School Climate Survey (Pennsylvania,
n.d.) to capture the perceptions of families regarding the overall environment, safety,
communication, and support within the school. Parental insight plays a critical role in shaping a
well-rounded understanding of school climate, as families often provide unique observations
about their child’s experiences and the school’s engagement with the community. The modified
survey consisted of both original and adapted items designed to align with the specific focus
areas of this study, including bullying, instructional quality, and relationships with school staff.
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The following section presents an analysis of parent and guardian responses, highlighting
patterns and trends that reflect their confidence in the school’s culture, climate, and commitment
to student well-being. Tables referenced throughout this section summarize key findings and
serve as a foundation for triangulating data across stakeholder groups.
The survey was administered to parents and guardians in October 2024 as part of the
initial data collection process. The instrument, created using Google Forms, consisted of sixteen
questions, the majority of which utilized a Likert-scale format to measure students’ perceptions
across various dimensions of school climate. A total of 42 parents/guardians participated in this
baseline administration.
Survey Question 1 asked participants to indicate their relationship to the child they are
reporting about. As seen in Figure 10, the vast majority (97.6%) were parents of students,
whereas one individual completed the survey as “Other adult in the household”.
Figure 10
Relationship to Student(s)
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Note. Figure 10 shows that 41 of the 42 respondents were parents of current North East Middle
School students. Only one respondent classified themselves as “Other adult in the household”.
Finally, there were no legal guardians who participated in the survey.
Parent/Guardian Survey Question 2 asked respondents to identify the grade level(s) in
which their child or children were currently enrolled. This question was included to help
contextualize responses based on the age and developmental stage of the students, as perceptions
of school climate may vary depending on grade level. Understanding the distribution of
responses across grades also allows for more targeted analysis when comparing stakeholder
feedback. The data collected from this item - as seen in Figure 11 - served as a foundational
demographic indicator for interpreting trends throughout the remainder of the survey.
Figure 11
Current Grade Levels of Respondents’ Children
Note. Figure 11 shows that over half (54.8%) of all respondents were from parents of current 7th
Grade students. Additionally, 31% of responses came from parents of current 6th Grade students
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while the final 14.3% of all responses came from parents of current 8th Grade students. There
were no responses from parents of students in the Life Skills or Autistic Support classrooms.
To address the remaining research questions, the study continued with a Likert-style
survey format to capture parent and guardian perceptions related to school climate and culture.
This method enabled the quantification of family viewpoints across several core domains,
including student safety, communication, staff relationships, academic support, and the broader
school environment. Using a consistent rating scale allowed for a structured analysis of how
families experience and interpret the school’s practices and priorities. The resulting data offered
valuable insight into patterns and perceptions within the parent/guardian community, enhancing
the overall understanding of school climate through the lens of family engagement and trust.
Table 8 summarizes the results from Questions three through sixteen of the Parent/Guardian
Climate Survey, detailing the distribution of responses across each of the core climate indicators.
Table 8
Results of Parent/Guardian Climate Survey (Questions 3-16)
Survey Statement
3. My child’s school is
a supportive and
inviting place for
students.
4. My child is safe at
school.
Strongly
Disagree
Disagree
Agree
Strongly Agree
4.8%
(2)
9.5%
(4)
66.7%
(28)
19.0%
(8)
2.4%
(1)
7.1%
(3)
57.1%
(24)
33.3%
(14)
5. I feel welcome at
this school.
4.8%
(2)
9.5%
(4)
50.0%
(21)
35.7%
(15)
6. I am satisfied with
communication with
my child’s teacher(s).
9.5%
(4)
23.8%
(10)
50.0%
(21)
16.7%
(7)
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7. My child is getting a
good education at this
school.
2.4%
(1)
7.1%
(3)
69.0%
(29)
21.4%
(9)
8. My child is treated
fairly at this school.
9.5%
(4)
9.5%
(4)
52.4%
(22)
28.6%
(12)
9. My child likes
his/her teachers.
2.4%
(1)
14.3%
(6)
57.1%
(24)
26.2%
(11)
10. At this school there
are good supports for
all children, including
children with learning
problems.
2.4%
(1)
19.0%
(8)
64.3%
(27)
14.3%
(6)
11. This is a supportive
and inviting place for
parents/guardians.
2.4%
(1)
19.0%
(8)
61.9%
(26)
16.7%
(7)
2.4%
(1)
11.9%
(5)
73.8%
(31)
11.9%
(5)
2.4%
(1)
11.9%
(5)
69.0%
(29)
16.7%
(7)
4.8%
(2)
16.7%
(7)
64.3%
(27)
14.3%
(6)
4.8%
(2)
9.5%
(4)
47.6%
(20)
38.1%
(16)
11.9%
(5)
7.1%
(3)
61.9%
(26)
19.0%
(8)
12. Adults at this
school respect cultural
diversity.
13. Adults at this
school have high
expectations for all
children.
14. Teachers at my
child’s school are
interested in what I
have to say.
15. I feel like I am
actively involved in my
child’s education.
16. I would recommend
my child’s school to
others.
Survey Question 3 asked parents/guardians if the school is a supportive and inviting place
for students. Most respondents agreed (66.7%, 28 participants) or strongly agreed (19.0%, 8
participants), while a smaller number disagreed (9.5%, 4 participants) or strongly disagreed
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(4.8%, 2 participants). These results suggest a broadly positive perception of the school
environment for students.
Survey Question 4 focused on student safety. A strong majority of parents/guardians felt
their child is safe at school, with 57.1% (24 participants) agreeing and 33.3% (14 participants)
strongly agreeing. Only 9.5% (4 participants) expressed disagreement or strong disagreement.
Survey Question 5 asked if parents/guardians feel welcome at the school. Responses were
very favorable, with 50.0% (21 participants) agreeing and 35.7% (15 participants) strongly
agreeing. A small number disagreed (9.5%, 4 participants) or strongly disagreed (4.8%, 2
participants).
Survey Question 6 asked if parents are satisfied with communication from their child's
teachers. While half (50.0%, 21 participants) agreed, only 16.7% (7 participants) strongly agreed.
However, nearly one-third expressed disagreement - 23.8% (10 participants) disagreed and 9.5%
(4 participants) strongly disagreed - highlighting room for improvement in teacher-parent
communication.
Survey Question 7 addressed whether parents believe their child is receiving a good
education. A large majority - 69.0% (29 participants) agreed and 21.4% (9 participants) strongly
agreed - supported this statement, with only 9.5% (4 participants) in total expressing
disagreement.
Survey Question 8 asked if parents believe their child is treated fairly at school. Over half
of respondents agreed (52.4%, 22 participants), and 28.6% (12 participants) strongly agreed.
However, 19.0% expressed disagreement or strong disagreement, suggesting this is an area that
may benefit from further attention.
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Survey Question 9 focused on whether parents believe their child likes their teachers. The
majority agreed (57.1%, 24 participants) or strongly agreed (26.2%, 11 participants), with only
16.7% indicating disagreement.
Survey Question 10 asked about support for all children, including those with learning
problems. A combined 78.6% of respondents agreed (64.3%, 27 participants) or strongly agreed
(14.3%, 6 participants), while only 21.4% expressed some level of disagreement.
Survey Question 11 addressed whether the school is a supportive and inviting place for
families. Over three-quarters of respondents answered positively, with 61.9% (26 participants)
agreeing and 16.7% (7 participants) strongly agreeing.
Survey Question 12 asked if adults at the school respect cultural diversity. Responses
were strongly positive - 73.8% (31 participants) agreed and 11.9% (5 participants) strongly
agreed - while only 14.3% expressed disagreement or strong disagreement.
Survey Question 13 focused on whether adults at the school hold high expectations for all
students. Most parents agreed (69.0%, 29 participants) or strongly agreed (16.7%, 7 participants),
while 14.3% indicated disagreement.
Survey Question 14 asked if teachers are interested in what parents have to say. A total of
78.6% responded favorably, with 64.3% (27 participants) agreeing and 14.3% (6 participants)
strongly agreeing, while only 21.5% expressed any level of disagreement.
Survey Question 15 asked if parents feel actively involved in their child's education.
While 47.6% (20 participants) agreed and 38.1% (16 participants) strongly agreed, 14.3%
expressed disagreement or strong disagreement. These results show that most parents feel
included, but there is room for deeper engagement.
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Survey Question 16 asked whether parents would recommend the school to others. A
majority—61.9% (26 participants) agreed and 19.0% (8 participants) strongly agreed—but
19.0% (8 participants) also disagreed or strongly disagreed, indicating slightly more mixed
perceptions on school reputation.
Parent/Guardian Survey Results
Overall, the parent/guardian survey responses reflect a largely positive view of the school
environment, with high levels of agreement regarding student safety, teacher support, and the
quality of education provided. Most families feel welcomed by the school and believe their
children are treated fairly and supported, including those with learning challenges.
Communication with teachers and active involvement in their child’s education were noted as
areas with room for improvement, though many parents still felt heard and valued. While the
majority would recommend the school to others, a small yet meaningful portion expressed mixed
feelings, suggesting the need for ongoing engagement and transparency. To provide a more
complete picture of the school climate, the next section presents the perspectives of staff
members, whose insights shed light on internal operations, professional culture, and perceptions
of leadership.
Faculty/Staff Survey Summary
Finally, in addition to collecting feedback from students and families, this study also
utilized a modified version of the Pennsylvania School Climate Survey for Faculty and Staff
(Pennsylvania Department of Education, n.d.-b) to gather insights from school employees
regarding the internal culture, professional environment, and instructional practices within the
building. Faculty and staff play a central role in shaping school climate, as their daily
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interactions with students, colleagues, parents, and district leadership significantly influence the
overall tone and effectiveness of the school community. The survey instrument was tailored to
address areas most relevant to this study - such as safety, collegial trust, instructional support,
and staff-student relationships - while maintaining alignment with statewide climate standards.
The following section presents an analysis of faculty and staff responses, highlighting key trends
that offer a deeper understanding of the school’s organizational health and internal perceptions of
leadership, equity, and support. These findings, illustrated in the accompanying tables, provide
critical context for triangulating perceptions across all stakeholder groups and identifying
consistent themes or potential discrepancies.
The staff survey was administered in October 2024 using Google Forms and included 47
total questions, primarily utilizing a Likert-scale format to assess perceptions across multiple
dimensions of school climate. A total of 38 faculty and staff members participated in this
baseline data collection effort.
Survey Question 1 asked participants to indicate their role within the school. As shown in
Figure 12, the majority of respondents (68.4%) identified as teachers, while the remaining
participants included classified staff, other certified staff, administrators, and those who classify
as “other”. This distribution provides a representative cross-section of school personnel and
ensures that the data reflects a broad range of perspectives across instructional and noninstructional roles.
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Figure 12
Role of Staff Respondents
Note. Figure 12 shows that over two-thirds (68.4%) of all respondents were teachers.
Additionally, 10.5% of responses came from other certified staff, 13.2% classified as “other,”
and 5.3% were considered classified staff, and 2.6% of respondents classified as an
administrator.
Survey Question 2 asked participants to indicate the grade level(s) in which they work.
As shown in Figure 13, the majority of respondents reported working at the middle school level,
with additional representation from staff working in elementary, high school, or district-wide
roles. Several respondents indicated they serve across multiple levels, reflecting the presence of
shared services and specialized support staff. This distribution ensures that the survey captures a
comprehensive view of the school climate from individuals working across different educational
stages, allowing for a more nuanced understanding of how staff experiences may vary by setting.
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Figure 13
Building Level of Staff Respondents
Note. Figure 13 shows that the 32 of the 38 respondents (84.2%) work exclusively at North East
Middle School. Additionally, 7.9% of respondents listed “Other” as their level, indicating that
they work outside of grade level contexts. Two respondents (5.3%) also work at North East
Elementary School, while one respondent (2.6%) indicated that they also work at North East
High School.
Survey Question 3 asked participants how many years they have worked in any position
within the field of education. As shown in Figure 14, the responses were fairly evenly
distributed, with the largest groups being those with more than 15 years of experience (28.3%)
and those with 6 to 10 years (28.3%). Additionally, 21.1% reported having less than two years,
18.4% had 3 to 5 years, and 3.9% indicated 11 to 15 years of experience. This range reflects a
diverse mix of veteran educators and newer professionals, offering a well-rounded perspective
on school climate from staff at various stages in their careers.
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Figure 14
Overall Experience of Staff Respondents
Note. Figure 14 shows a very even breakdown of experience among the staff. There was an equal
split between those with fifteen or more years of experience and those with only six to ten (each
26.3%). Moreover, over one-fifth of participants indicated less than two years of experience.
Survey Question 4 asked participants how many years they have worked in any position
specifically at North East Middle School. As shown in Figure 15, the largest group of
respondents - 39.5% - reported working at the school for less than two years, followed by 31.6%
who have worked there for 3 to 5 years. Additionally, 13.2% indicated they have worked at the
school for 11 to 15 years, while smaller groups reported 6 to 10 years (7.9%) and more than 15
years (7.9%). This distribution suggests that while there is a solid base of experienced staff, a
significant portion of the faculty and staff are relatively new to the building, bringing fresh
perspectives and possibly still adjusting to the school’s culture and systems.
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Figure 15
Contextual Experience of Staff Respondents
Note. Figure 15 highlights that over 70% of all respondents have five years of experience (or
less) within the building. Only 7.9%, or three total participants, have been working in this
building for fifteen or more years.
Staff Survey Section 1: Perceptions of School Safety. The following section of the
faculty and staff survey focuses on perceptions of school safety, inclusivity, and the broader
environmental factors that influence the teaching and learning experience. These items were
designed to measure how staff view the school’s physical and emotional climate, including how
welcoming the environment is, how effectively the school supports parents and families, and
whether issues such as community violence or identity-based bullying impact students. Staff
responses to these questions offer valuable insight into both internal and external factors that
shape the overall school climate. By examining these perspectives, school leaders can better
understand how faculty and staff experience the day-to-day culture of the building and identify
areas that may require targeted support or intervention. Table 9 and the summaries that follow
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present key findings from Survey Questions 5 through 10, highlighting strengths in safety and
community engagement while also addressing areas of concern.
Table 9
Results of Staff Climate Survey (Questions 5-10)
Survey Statement
Strongly
Disagree
Disagree
Agree
Strongly Agree
5. This school is badly
affected by crime and
violence in the
community.
28.9%
(11)
57.9%
(22)
13.2%
(5)
0.0%
(0)
6. This school provides
positive experiences for
parents.
0.0%
(0)
18.4%
(7)
68.4%
(26)
13.2%
(5)
0.0%
(0)
5.3%
(2)
60.5%
(23)
34.2%
(13)
10.5%
(4)
73.7%
(28)
13.2%
(5)
2.6%
(1)
5.3%
(2)
44.7%
(17)
36.8%
(14)
13.2%
(5)
0.0%
(0)
5.3%
(2)
47.4%
(18)
47.4%
(18)
7. This school provides
a welcoming
environment.
8. Students at this
school are often
threatened.
9. Students at this
school are often bullied
because of certain
characteristics (for
example, their race,
religion, weight, or
sexual orientation)
10. This school
provides a safe
environment for
teaching and learning.
Survey Question 5 asked staff if the school is badly affected by crime and violence in the
surrounding community. A large majority - 57.9% (22 participants) - disagreed and 28.9% (11
participants) strongly disagreed, while only 13.2% (5 participants) agreed and no one strongly
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agreed. These results suggest that most staff do not perceive community violence as having a
significant negative impact on the school.
Survey Question 6 focused on whether the school provides positive experiences for
parents. Responses were overwhelmingly favorable, with 68.4% (26 participants) agreeing and
13.2% (5 participants) strongly agreeing. Only 18.4% (7 participants) disagreed, and no
respondents strongly disagreed. These results highlight strong staff confidence in the school’s
efforts to engage and support families.
Survey Question 7 asked whether the school provides a welcoming environment. Nearly
all staff responded positively, with 60.5% (23 participants) agreeing and 34.2% (13 participants)
strongly agreeing. Only 5.3% (2 participants) disagreed, and none strongly disagreed. This
reflects a strong perception of inclusivity and hospitality within the school.
Survey Question 8 asked if students at the school are often threatened. A large majority 73.7% (28 participants)—disagreed, and 10.5% (4 participants) strongly disagreed. Only 13.2%
(5 participants) agreed and 2.6% (1 participant) strongly agreed. These results suggest that most
staff do not see student threats as a widespread issue within the school environment.
Survey Question 9 inquired whether students are often bullied due to certain
characteristics (e.g., race, religion, weight, or sexual orientation). A majority of staff disagreed
(44.7%, 17 participants) or strongly disagreed (5.3%, 2 participants), while 36.8% (14
participants) agreed and 13.2% (5 participants) strongly agreed. These mixed responses suggest
that while many staff do not observe such bullying, a significant portion still perceive it as an
area of concern.
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Survey Question 10 asked if the school provides a safe environment for teaching and
learning. Responses were extremely positive, with 47.4% (18 participants) agreeing and another
47.4% (18 participants) strongly agreeing. Only 5.3% (2 participants) disagreed, and none
strongly disagreed. These results reflect a strong sense of physical and psychological safety
among staff within the school.
Staff Survey Section 2: Perceptions of Contextual School Safety. This section of the
faculty and staff survey aimed to assess how safe employees feel in various physical locations
throughout the school campus. A positive perception of physical safety is essential not only for
effective teaching and learning but also for fostering a climate of trust, well-being, and stability
among staff. These questions asked respondents to reflect on how secure they feel outside the
building, in communal areas like hallways and bathrooms, and in their individual workspaces.
The responses offer valuable insight into the consistency of safety perceptions across different
areas of the school and help identify any environments that may need additional support or
supervision. Table 10 and the subsequent summaries highlight faculty and staff responses to
Survey Questions 11 through 13.
Table 10
Results of Staff Climate Survey (Questions 11-13)
Survey Statement
11. Outside around the
school?
12. In the hallways and
bathrooms of the
school?
13. In your classroom
or work area?
Not Safe
Somewhat Safe
Mostly Safe
Very Safe
2.6%
(1)
2.6%
(1)
23.7%
(9)
71.1%
(27)
0.0%
(0)
2.6%
(1)
31.6%
(12)
65.8%
(25)
0.0%
(0)
0.0%
(0)
26.3%
(10)
73.7%
(28)
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Survey Question 11 asked staff how safe they feel outside around the school building.
The vast majority - 71.1% (27 participants) - reported feeling very safe, and an additional 23.7%
(9 participants) felt mostly safe. Only one respondent each (2.6%) indicated feeling somewhat
safe or not safe, suggesting that most staff feel confident in the safety and supervision provided
in outdoor areas of the school campus.
Survey Question 12 focused on how safe staff feel in the hallways and bathrooms of the
school. A total of 65.8% (25 participants) reported feeling very safe, while 31.6% (12
participants) said they feel mostly safe. Only one respondent (2.6%) selected somewhat safe, and
none reported feeling not safe, reflecting a strong perception of safety in shared indoor spaces.
Survey Question 13 asked staff how safe they feel in their own classroom or work area.
This question received the highest level of confidence, with 73.7% (28 participants) reporting
they feel very safe and 26.3% (10 participants) stating they feel mostly safe. No respondents
reported feeling somewhat safe or not safe, indicating that personal workspaces are perceived as
secure, supportive environments for teaching and learning.
Staff Survey Section 3: Perceptions of Student Behavior and Peer Culture. Section
Three of the faculty and staff survey focused on staff perceptions of student behavior, peer
interactions, and academic habits. These items were designed to gather insight into how school
employees view student relationships, respect, responsibility, and self-management within the
school environment. Understanding how staff perceive student conduct is essential for
identifying behavioral trends, informing intervention strategies, and reinforcing expectations that
contribute to a positive school climate. The questions in this section asked respondents to reflect
on how students interact with one another, how they handle academic and emotional challenges,
and the extent to which they demonstrate resilience, collaboration, and ethical behavior. Table 11
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and the following summaries of Survey Questions 14 through 29 present key trends and patterns
related to student culture as observed by the adults who work with them daily.
Table 11
Results of Staff Climate Survey (Questions 14-29)
Strongly
Disagree
Survey Statement
14. Don't really care
about each other.
10.5%
(4)
78.9%
(30)
7.9%
(3)
2.6%
(1)
15. Like to put others
down.
7.9%
(3)
57.9%
(22)
28.9%
(11)
5.3%
(2)
16. Don't get along
together well.
5.3%
(2)
78.9%
(30)
10.5%
(4)
5.3%
(2)
17. Just look out for
themselves.
10.5%
(4)
68.4%
(26)
18.4%
(7)
2.6%
(1)
18. Treat each other
with respect.
5.3%
(2)
31.6%
(12)
57.9%
(22)
5.3%
(2)
19. Stop and think
before doing anything
when they get angry.
5.3%
(2)
60.5%
(23)
34.2%
(13)
0.0%
(0)
20. Do their share of
the work when doing
group projects.
2.6%
(1)
47.4%
(18)
50.0%
(19)
0.0%
(0)
21. Give up when they
can't solve a problem
easily.
0.0%
(0)
23.7%
(9)
55.3%
(21)
21.1%
(8)
22. Get into arguments
when they disagree
with people.
0.0%
(0)
21.1%
(8)
68.4%
(26)
10.5%
(4)
2.6%
(1)
52.6%
(20)
44.7%
(17)
0.0%
(0)
10.5%
(4)
47.4%
(18)
42.1%
(16)
0.0%
(0)
7.9%
(3)
71.1%
(27)
21.1%
(8)
0.0%
(0)
23. Do their best, even
when their school work
is difficult.
24. Think it's OK to
fight if someone insults
them.
25. Do all their
homework.
Disagree
Agree
Strongly Agree
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26. Say mean things to
other students when
they think the other
students deserve it.
2.6%
(1)
21.1%
(8)
65.8%
(25)
10.5%
(4)
27. Try to work out
their disagreements
with other students by
talking to them.
10.5%
(4)
39.5%
(15)
50.0%
(19)
0.0%
(0)
0.0%
(0)
60.5%
(23)
34.2%
(13)
5.3%
(2)
0.0%
(0)
47.4%
(18)
52.6%
(20)
0.0%
(0)
28. Think it's OK to
cheat if other students
are cheating.
29. Try to do a good
job on school work
even when it is not
interesting.
Survey Question 14 asked whether staff believe students at the school don’t really care
about each other. A strong majority - 78.9% (30 respondents) - disagreed, and 10.5% (4) strongly
disagreed. Only 7.9% (3) agreed and 2.6% (1) strongly agreed, suggesting that most staff feel
students generally care about one another.
Survey Question 15 focused on whether students like to put others down. The majority of
staff disagreed - 57.9% (22) - or strongly disagreed - 7.9% (3). However, 28.9% (11) agreed, and
5.3% (2) strongly agreed, indicating some concern that negative peer behavior may be present
among a subset of the student body.
Survey Question 16 asked if students don’t get along well with one another. A large
majority of staff disagreed (78.9%, 30) or strongly disagreed (5.3%, 2), while 10.5% (4) agreed
and 5.3% (2) strongly agreed. These results suggest that most staff believe students generally
maintain positive peer relationships.
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Survey Question 17 addressed whether students just look out for themselves. Most staff
disagreed (68.4%, 26) or strongly disagreed (10.5%, 4), though 18.4% (7) agreed and 2.6% (1)
strongly agreed. The data indicates a general perception of cooperation among students, though
not universally.
Survey Question 18 asked whether students treat each other with respect. A majority of
staff agreed (57.9%, 22), while 31.6% (12) disagreed. Only 5.3% (2) strongly disagreed or
strongly agreed, respectively, showing that while most staff observe respectful behavior, nearly
one-third see room for improvement.
Survey Question 19 focused on whether students stop and think before acting when
angry. Most staff disagreed (60.5%, 23) or strongly disagreed (5.3%, 2), while 34.2% (13)
agreed. No respondents strongly agreed. These responses suggest impulsive reactions may still
be a challenge for many middle school students.
Survey Question 20 asked if students do their share of work during group projects. Half
of respondents agreed (50.0%, 19), while 47.4% (18) disagreed and 2.6% (1) strongly disagreed.
No one strongly agreed. These results reflect mixed perceptions regarding collaboration and
fairness in group work.
Survey Question 21 explored whether students give up easily when solving problems.
While 55.3% (21) agreed and 21.1% (8) strongly agreed, 23.7% (9) disagreed. No one strongly
disagreed, suggesting that perseverance remains a growth area for students.
Survey Question 22 asked if students argue when they disagree. Most staff—68.4% (26) agreed, and 10.5% (4) strongly agreed. Only 21.1% (8) disagreed, indicating that verbal conflict
is frequently observed when students experience disagreements.
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Survey Question 23 focused on whether students put forth their best effort when
schoolwork is difficult. While 44.7% (17) agreed and 2.6% (1) strongly disagreed, over half
(52.6%, 20 disagree; 2.6%, 1 strongly disagree) expressed concerns about student persistence.
This suggests that many staff feel students struggle to maintain effort in challenging academic
tasks.
Survey Question 24 asked if students believe it’s okay to fight if someone insults them.
While 42.1% (16) agreed, 47.4% (18) disagreed and 10.5% (4) strongly disagreed. No
respondents strongly agreed. These mixed results highlight the need for continued emphasis on
nonviolent conflict resolution.
Survey Question 25 inquired whether students complete all their homework. A large
majority - 71.1% (27) - disagreed, and 7.9% (3) strongly disagreed. Only 21.1% (8) agreed. No
one strongly agreed, revealing a widespread concern about homework completion.
Survey Question 26 asked if students say mean things to others when they think it's
deserved. While 65.8% (25) agreed and 10.5% (4) strongly agreed, 21.1% (8) disagreed and
2.6% (1) strongly disagreed. This suggests that many staff perceive retaliatory unkindness as
common behavior among students.
Survey Question 27 explored whether students try to resolve disagreements through
conversation. Half (50.0%, 19) agreed, while 39.5% (15) disagreed and 10.5% (4) strongly
disagreed. No respondents strongly agreed. These results reflect moderate optimism, with a
notable portion of staff uncertain about students' conflict resolution strategies.
Survey Question 28 asked whether students think it’s acceptable to cheat if others are
cheating. Most respondents disagreed (60.5%, 23), while 34.2% (13) agreed and 5.3% (2)
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strongly agreed. No one strongly disagreed. These findings suggest most students are perceived
to uphold academic honesty, but peer influence may be a factor for some.
Survey Question 29 asked whether students try to do a good job even when schoolwork
isn’t interesting. A majority - 52.6% (20) - agreed, and 47.4% (18) disagreed. No respondents
selected the extreme ends of the scale, suggesting split perceptions on student motivation when
engagement is low.
Staff Survey Section 4: Instructional Practices and Beliefs About Student Learning.
Section Four of the faculty and staff survey examined educator practices and beliefs related to
instruction, academic support, and student potential. These items were designed to assess how
staff members engage students in learning, provide meaningful feedback, and accommodate
individual needs. In addition, the survey explored staff perceptions of their ability to prepare
students for future success and their belief in all students’ capacity to meet academic challenges.
Understanding these perspectives is critical to evaluating the strength of instructional practices
and the expectations set for learners within the school. The responses to Survey Questions 30
through 36, also depicted in Table 12, highlight a deeply student-centered culture, with strong
commitments to care, inclusivity, and high standards, while also identifying areas where beliefs
about student capability may vary.
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Table 12
Results of Staff Climate Survey (Questions 30-36)
Survey Statement
Strongly
Disagree
Disagree
Agree
Strongly Agree
30. Encourage students
to share their ideas
about things we are
studying in class.
0.0%
(0)
0.0%
(0)
46.7%
(14)
53.3%
(16)
31. Prepare all students
for success in the next
grade, in college, or in
a job.
0.0%
(0)
0.0%
(0)
56.7%
(17)
43.3%
(13)
32. Really care about
my students.
0.0%
(0)
0.0%
(0)
15.6%
(5)
84.4%
(27)
33. Help my students
make up work after an
excused absence.
0.0%
(0)
3.3%
(1)
63.3%
(19)
33.3%
(10)
34. Give my students
feedback on class
assignments that helps
improve their work.
0.0%
(0)
0.0%
(0)
43.3%
(13)
56.7%
(17)
0.0%
(0)
0.0%
(0)
30.0%
(9)
70.0%
(21)
0.0%
(0)
12.5%
(4)
37.5%
(12)
50.0%
(16)
35. Provide
accommodations to
students who need
them.
36. Believe all students
can do challenging
school work.
Survey Question 30 asked whether staff encourage students to share their ideas about the
topics being studied in class. Responses were overwhelmingly positive, with 46.7% (14
respondents) agreeing and 53.3% (16 respondents) strongly agreeing. No participants disagreed
or strongly disagreed, indicating that all respondents promote student voice and engagement
during instruction.
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Survey Question 31 focused on whether staff believe they prepare all students for success
in the next grade, in college, or in a job. All respondents answered favorably, with 56.7% (17)
agreeing and 43.3% (13) strongly agreeing. These results reflect high confidence in staff
members' role in promoting long-term academic and career readiness.
Survey Question 32 asked whether staff really care about their students. The vast
majority—84.4% (27)—strongly agreed with this statement, and an additional 15.6% (5) agreed.
No respondents selected disagree or strongly disagree, signaling an exceptionally strong sense of
personal investment in student well-being.
Survey Question 33 addressed whether staff help students make up work after an excused
absence. Most participants—63.3% (19)—agreed, and 33.3% (10) strongly agreed. Only one
respondent (3.3%) disagreed, showing that nearly all staff support students in catching up on
missed work.
Survey Question 34 asked whether staff give students feedback on assignments that helps
them improve. All responses were positive, with 43.3% (13) agreeing and 56.7% (17) strongly
agreeing. This indicates that meaningful, growth-oriented feedback is a consistent instructional
practice.
Survey Question 35 focused on providing accommodations to students who need them. A
strong majority—70.0% (21)—strongly agreed, and 30.0% (9) agreed. No respondents indicated
disagreement, suggesting a school-wide commitment to supporting diverse learner needs.
Survey Question 36 asked whether staff believe all students are capable of doing
challenging schoolwork. Half of respondents—50.0% (16)—strongly agreed, and 37.5% (12)
agreed. A small number—12.5% (4)—disagreed, while none strongly disagreed. These results
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suggest that most staff hold high expectations for student achievement, though a small portion
may have reservations about universal academic rigor.
Staff Survey Section 5: Leadership, School Climate, and Academic Expectations.
The final section of the faculty and staff survey explored perceptions related to school
leadership, overall climate, and academic rigor. These questions were designed to assess the
extent to which staff feel supported by administration, involved in decision-making, and
confident in the school’s direction and instructional standards. The items also examined staff
attitudes toward student behavior, communication with families, and the encouragement of
advanced academic opportunities. Collectively, this section provides valuable insight into how
the professional culture of the school influences both staff morale and student success. Table 13
and the responses to Survey Questions 37 through 47 reveal strong confidence in leadership, a
generally positive school climate, and widespread belief in the school’s academic mission, while
also highlighting some areas where perceptions of equity, rigor, and involvement could be
further strengthened.
Table 13
Results of Staff Climate Survey (Questions 37-47)
Survey Statement
37. The principal asks
students about their
ideas.
38. Students and
parents receive
effective
communication about
academic progress.
Strongly
Disagree
Disagree
Agree
Strongly Agree
2.6%
(1)
5.3%
(2)
65.8%
(25)
26.3%
(10)
5.3%
(2)
18.4%
(7)
52.6%
(20)
23.7%
(9)
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39. When students
break rules, they are
treated fairly.
5.3%
(2)
15.8%
(6)
55.3%
(21)
23.7%
(9)
40. I am happy working
at this school.
2.6%
(1)
0.0%
(0)
36.8%
(14)
60.5%
(23)
41. This school is
making steady progress
implementing rigorous
academic standards.
2.6%
(1)
0.0%
(0)
57.9%
(22)
39.5%
(15)
42. When students in
this school already
know the material that
is being taught, they are
given more advanced
assignments.
0.0%
(0)
28.9%
(11)
57.9%
(22)
13.2%
(5)
43. School staff
members have a lot of
informal opportunities
to influence what
happens here.
5.3%
(2)
13.2%
(5)
65.8%
(25)
15.8%
(6)
44. School staff
members are supported
by administration.
0.0%
(0)
7.9%
(3)
42.1%
(16)
50.0%
(19)
45. In this school, staff
members have a "can
do" attitude.
0.0%
(0)
23.7%
(9)
52.6%
(20)
23.7%
(9)
13.2%
(5)
21.1%
(8)
50.0%
(19)
15.8%
(6)
0.0%
(0)
2.6%
(1)
55.3%
(21)
42.1%
(16)
46. Students in this
school are encouraged
to take advanced
classes, such as honors,
Advanced Placement
(AP), or International
Baccalaureate (IB), or
classes that lead to
professional
certification.
47. This school
provides positive
experiences for
students.
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Survey Question 37 asked whether the principal asks students about their ideas. Most
staff responded positively, with 65.8% (25 respondents) agreeing and 26.3% (10 respondents)
strongly agreeing. Only 5.3% (2) disagreed and 2.6% (1) strongly disagreed, suggesting that staff
generally perceive school leadership as student-focused and open to student voice.
Survey Question 38 focused on whether students and parents receive effective
communication about academic progress. A total of 52.6% (20) agreed and 23.7% (9) strongly
agreed. However, 18.4% (7) disagreed and 5.3% (2) strongly disagreed, indicating room for
improvement in strengthening communication efforts between school and home.
Survey Question 39 asked if students are treated fairly when they break school rules.
Most staff agreed (55.3%, 21) or strongly agreed (23.7%, 9), while 15.8% (6) disagreed and
5.3% (2) strongly disagreed. These responses suggest that while most staff view disciplinary
practices as fair, some perceive inconsistency in enforcement.
Survey Question 40 asked if staff are happy working at the school. The majority
responded favorably, with 60.5% (23) strongly agreeing and 36.8% (14) agreeing. Only 2.6% (1)
strongly disagreed. These results reflect high overall morale and job satisfaction among faculty
and staff.
Survey Question 41 focused on whether the school is making steady progress in
implementing rigorous academic standards. A combined 96.1% of respondents answered
positively - 57.9% (22) agreed and 39.5% (15) strongly agreed - while only 2.6% (1) strongly
disagreed, reflecting widespread confidence in the school’s academic direction.
Survey Question 42 asked whether students who already know the material are given
more advanced assignments. A majority - 57.9% (22) - agreed, and 13.2% (5) strongly agreed,
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while 28.9% (11) disagreed. No one strongly disagreed. This suggests that most staff believe
enrichment is occurring, but a significant portion may feel differentiation could be strengthened.
Survey Question 43 focused on whether staff have informal opportunities to influence
what happens in the school. Most respondents agreed (65.8%, 25) or strongly agreed (15.8%, 6),
though 13.2% (5) disagreed and 5.3% (2) strongly disagreed. These results suggest that most
staff feel empowered to contribute to school decisions, though not all share that perspective.
Survey Question 44 asked whether staff feel supported by administration. A combined
92.1% answered positively - 50.0% (19) strongly agreed and 42.1% (16) agreed. Only 7.9% (3)
disagreed, indicating strong administrative support as perceived by staff.
Survey Question 45 asked whether staff members have a “can do” attitude. The majority
of respondents agreed (52.6%, 20) or strongly agreed (23.7%, 9), while 23.7% (9) disagreed. No
one strongly disagreed. This suggests that while a majority feel a spirit of optimism exists, some
see a need to strengthen collective efficacy.
Survey Question 46 focused on whether students are encouraged to take advanced
courses such as Advanced Placement (AP), International Baccalaureate (IB), or other
certification programs. While 50.0% (19) agreed and 15.8% (6) strongly agreed, a sizable
portion—21.1% (8) disagreed and 13.2% (5) strongly disagreed. These results reflect moderate
support for academic rigor, but also signal that increased access or emphasis may be needed.
Survey Question 47 asked whether the school provides positive experiences for students.
The vast majority responded favorably—55.3% (21) agreed and 42.1% (16) strongly agreed.
Only 2.6% (1) disagreed, and none strongly disagreed, indicating that staff overwhelmingly
believe the school fosters a positive environment for students.
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Staff Survey Results
The results of the faculty and staff survey present a comprehensive and balanced picture
of school climate, instructional practice, leadership, and student behavior as perceived by
employees across various roles and experience levels. Staff overwhelmingly reported feeling safe
within the school environment, particularly in their classrooms and workspaces, and expressed
strong satisfaction with their ability to support student learning through meaningful instruction,
accommodations, and feedback. There was broad agreement that the school fosters positive
relationships, high expectations, and a supportive culture - both among staff and for students.
Responses reflected high levels of morale and professional pride, with most staff
indicating they enjoy working at the school and feel supported by administration. At the same
time, areas for growth emerged, including consistency in discipline practices, communication
with families, and equity in the application of school rules. Some staff expressed uncertainty
regarding how often students are challenged academically, particularly those who master content
early, and about how widely advanced academic opportunities are promoted.
Overall, the data reflect a committed, student-centered staff who believe in the school’s
mission, feel empowered to contribute, and strive to meet the diverse needs of learners. These
insights will serve as a valuable foundation for identifying strengths to celebrate and
opportunities to enhance both student and staff experiences across the building.
Student Structured Interviews
To deepen the analysis of student perceptions of school climate and culture, a series of
structured follow-up interviews were conducted between May and June of 2025. These
interviews served as a qualitative extension of the Pennsylvania Department of Education’s
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School Climate Survey, which was administered in October 2024. While the original survey
gathered broad, quantitative data from 219 student respondents, this follow-up effort focused on
more detailed, open-ended reflections.
A total of 26 students participated in the interviews, selected randomly from the original
participant pool. The goal was to include 10 representatives from each grade level (6th, 7th, and
8th), but four of the randomly generated students chose not to participate, resulting in slightly
uneven representation across grades. The questions in the interview protocol were designed to
align with the major themes of the PDE School Climate Survey, including perceptions of
physical and emotional safety, peer relationships, student voice, teaching and learning practices,
and cultural inclusivity.
The responses collected during these structured interviews offer a rich, narrative-based
understanding of students’ lived experiences at North East Middle School and complement the
broader trends identified in the quantitative data. What follows is a summary of each interview
question, along with representative responses and recurring themes.
Interview Question 1: Can you describe a specific instance where you felt unsafe at school?
What actions did you or others take in response?
Most students reported that they have never felt unsafe at school. However, several
responses indicated that situations involving fights, verbal threats, or unsupervised areas like
bathrooms made students feel uncomfortable. A few students expressed that they either ignored
the situation or alerted an adult.
Responses included:
•
“I have never felt unsafe at school.”
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“The only time I feel unsafe is when there is a fight in the hallway.”
•
“I felt unsafe when someone threatened to harm the entire school.”
•
“Sometimes the bathrooms feel unsafe because there’s no teacher nearby.”
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Interview Question 2: What kinds of characteristics (e.g., race, religion, weight) do you think
lead to bullying at your school, and how frequently do you witness this happening?
A majority of students indicated that weight is the most common characteristic that leads
to bullying. Some mentioned appearance and differences in personality. While some students see
bullying frequently, others view it as rare or mostly happening under the guise of jokes.
Responses included:
•
“Weight can lead to bullying.”
•
“I think the most common things that lead to bullying are weight, clothing, and
appearance.”
•
“People don’t really bully others here, but if it happens, it’s mostly joking.”
•
“People joke too much and don’t realize they’re hurting someone else.”
•
“People sometimes are teased for the way they speak.”
Interview Question 3: Can you provide examples of how students at your school either support
each other or fail to support each other in learning or social situations?
Students overwhelmingly shared positive experiences, especially in the context of sports
and friendships. Many highlighted emotional support from peers and group work during classes
or events.
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Responses included:
•
“If there is a game or meet, the team supports each other.”
•
“People work really well together in gym class and cheer each other on.”
•
“My friends supported me when I was feeling down.”
•
“We help each other out during assignments.”
•
“Everyone in my friend group comes to each other’s games and claps when someone
scores.”
Interview Question 4: How do you think students can be encouraged to treat each other with
more respect and consideration?
A common suggestion among students was offering rewards or recognition for respectful
behavior. Some proposed PBIS points or shoutouts on our intercom system or morning
announcements. Others believed that modeling and talking about respect more openly could
help.
Responses included:
•
“We could give rewards to people who are nice and respectful.”
•
“More PBIS points for students doing good things.”
•
“Teachers should openly recognize people who are kind.”
•
“People will do [respectful things] if there are rewards.”
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Interview Question 5: In what ways do your teachers connect what you are learning to life
outside the classroom? Can you share a specific example?
Students pointed to career-related assignments, real-life projects, and personal stories
from teachers as helpful connections. While multiple teachers were mentioned by name, one
teacher - Mr. Scutella (Grade 8 Mathematics) - was frequently mentioned for his ability to relate
school to students’ futures.
Responses included:
•
“Future-focused talks with Mr. Scutella.”
•
“We did a budget project that helped with real-life math.”
•
“My math teacher made us research jobs in real life.”
•
“We watch CNN10 in class to stay informed about the world around us.”
•
“Miss Kosslow helped me when I was stressed about something outside of school and
helped me focus on my learning rather than the [issues] outside of school.”
Interview Question 6: How do your teachers encourage you to share your ideas, and how does
this impact your learning experience?
Students felt comfortable sharing ideas when teachers actively listened or used creative
approaches like humor or class discussions. Feeling heard contributed positively to their
learning.
Responses included:
•
“Bellringer fill-outs help us reflect and share.”
•
“My teachers always listen and make me feel like my ideas matter.”
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“[Teachers] tell us not to be afraid to speak up.”
•
“[Our teachers] joke around, so we feel relaxed sharing [information].”
•
“My teachers give time in class for us to share our thoughts.”
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Interview Question 7: How do you see cultural diversity represented in your school’s activities
and curriculum? Can you provide specific examples?
Student responses were mixed. Some felt that cultural diversity was present in classrooms
and extracurricular activities, while others indicated that they had not observed much cultural
representation. A few students expressed a desire to see more intentional celebration of different
cultures.
Responses included:
•
“We have lots of different people in different classes and sports, but we don’t have much
diversity here.”
•
“I think we treat everyone as they would want to be treated.”
•
“I don’t really see any cultural diversity at all.”
•
“Honestly, I don't see [diversity] here.”
•
“We have different types of people in our classes and sports, but we don’t really talk
about it.”
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Interview Question 8: Do you feel that the school provides equal opportunities for all
students? If not, what specific areas need improvement?
Most students responded positively, stating that the school generally provides equal
opportunities. However, some commented on the way classes are grouped or suggested that
certain students receive more attention than others.
Responses included:
•
“Yes, our school provides equal opportunities for all students.”
•
“I feel the school gives equal opportunities for all students.”
•
“I think our daily classes could be arranged better.”
•
“Classes could be put together better. We often have class with the same kids all day.”
•
“Everyone is treated the same, mostly.”
Interview Question 9: How are conflicts typically resolved among students? Can you describe
a recent situation and how it was handled?
Students described a variety of responses to conflicts, including intervention by teachers,
verbal resolutions, and, in some cases, fights. While some noted that adults handled situations
well, others indicated that issues were sometimes ignored or resolved through peer mediation.
Responses included:
•
“A teacher would step in. I can't think of a recent situation.”
•
“The consequences after something happens are usually a referral or detention.”
•
“Fighting or arguing usually lead to suspensions.”
•
“It is usually an argument, but it gets solved [by the students].”
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“I have never really paid attention to students who act like this. I’m here to learn.”
Interview Question 10: What are the most common rules or behavioral expectations that
students struggle with, and why do you think that is?
Responses focused heavily on rules related to talking, phone use, and general respect.
Students explained that these rules are challenging because they either feel overly strict or are
inconsistently enforced.
Responses included:
•
“Not talking or moving in class. It’s hard to sit still!”
•
“Swearing or using cell phones [are the most common rules students break].”
•
“Treat others the way you want to be treated. Some kids don’t do that.”
•
“Talking back and swearing because they think it makes them look cool.”
•
“Being mature - some students act like they're in elementary school.”
Interview Question 11: When you need extra help with schoolwork, what resources or support
systems are most effective for you? Are there any barriers to accessing this help?
Students identified teachers, friends, and hands-on learning as their most valuable support
systems. A few students noted that certain teachers were less willing to help or that after-school
options were limited.
Responses included:
•
“I can ask my teacher, my friend, or my parents.”
•
“Teachers, but some say no when I ask for help.”
•
“Homework help helps a lot, and there’s not a lot of barriers.”
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“Hands-on learning works best for me.”
•
“I usually don’t need extra help since it comes easy to me.”
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Interview Question 12: How has a school counselor or teacher helped you plan for your
future, and what additional support do you think would be beneficial?
Many students mentioned individual teachers who had helped them explore career paths
or encouraged them to pursue personal goals. Once again, Mr. Scutella (Grade 8 Mathematics)
was frequently referenced as someone who offered specific guidance related to students’ futures.
Responses included:
•
“Mr. Scutella has helped me with running, and I want to do that in high school.”
•
“Mr. Scutella has set me on a route in life that I want to travel.”
•
“A teacher helped me when I was struggling with mental health and encouraged me to
think about the future.”
•
“[Teachers] help by telling me what I’m good at and how I can use it to my advantage.”
•
“Mr. Scutella and the budget project helped me understand real-life costs and
challenges.”
Interview Question 13: How involved are you in extracurricular activities, and how do these
activities impact your experience at school?
Students who were involved in extracurricular activities, especially sports, reported that
these experiences positively impacted their time at school. Others shared that they were not
involved due to lack of interest, time, or opportunities.
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Responses included:
•
“I am heavily involved in sports. I play something year-round.”
•
“I’m pretty involved, and it makes school more fun.”
•
“Very involved - it negatively affects me because I’m tired, but I like it.”
•
“I’m not involved with anything. That way I can focus more on school.”
•
“Soccer and cross country make school more fun for me.”
Interview Question 14: What additional extracurricular activities or clubs would you like to
see offered at your school?
Students expressed a wide range of interests, suggesting a desire for both athletic and
non-athletic clubs. Some students were content with what was already offered, while others
wanted more variety.
Responses included:
•
“Flag football or 7v7.”
•
“Maybe a Hot Wheels car club.”
•
“Snowboarding in the winter and maybe a golf team.”
•
“Clubs for gaming or creative writing would be cool.”
Interview Question 15: How does the physical environment of your classroom (e.g.,
cleanliness, organization, displays) affect your ability to learn and feel comfortable?
Many students said the physical environment does not impact them much, while others
noted that neatness and motivational messages helped create a positive atmosphere.
Responses included:
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“It doesn’t affect me, really.”
•
“As long as the teachers are nice, I don’t care what it looks like.”
•
“The little messages in the classroom help encourage me.”
•
“It doesn’t impact me at all, but you can tell who is organized and who isn’t.”
•
“If it’s too messy, it’s hard to focus.”
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Interview Question 16: In what ways do you think the classroom environment could be
improved to better support learning and well-being?
Students suggested small changes such as more supplies, cleaner spaces, and more
welcoming decorations. Others felt that their classrooms were already fine.
Responses included:
•
“Free pencils every class before it starts.”
•
“I think they are just fine.”
•
“Just a little friendlier environment in some cases. Some teachers could be friendlier.”
•
“It can’t really be improved, it’s already good.”
Interview Question 17: How effective do you find the homework assigned by your teachers in
helping you understand the material? Can you give an example of particularly helpful or
unhelpful homework?
Student opinions on homework varied significantly. Some found it effective and aligned
with classroom learning, while others viewed it as stressful, repetitive, or unhelpful. A few
students expressed that homework added unnecessary pressure without deepening understanding.
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Responses included:
•
“I think that the homework is very effective. After school homework help also helps.”
•
“When teachers use it, it connects with what we learn.”
•
“It doesn’t - it just makes school more stressful.”
•
“Not very effective because it just makes me not want to go to school.”
•
“I feel like it adds more stress to me, but it does help a little.”
Interview Question 18: How do your teachers respond when you do poorly on an assignment,
and how does this affect your motivation and learning?
Students described a wide range of teacher responses, from supportive feedback to
indifference. Supportive teachers were often noted for helping students improve or asking what
went wrong. In contrast, some students felt discouraged when their struggles weren’t
acknowledged or addressed.
Responses included:
•
“They tell me I can do better. Sometimes this is motivational, other times it feels like they
put me down.”
•
“They give me a bad grade, and this makes me try harder.”
•
“They just say ‘do better.’”
•
“Some ask what is going on, and some don’t care.”
•
“They say what I could have done better and why it’s important.”
•
“My math teachers usually offer test corrections. I wish all teachers did that.”
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Interview Question 19: How do your teachers make learning engaging and enjoyable for you?
Can you provide an example?
Many students shared positive experiences with teachers who used humor, real-life
connections, games, and hands-on projects. When teachers showed passion or made learning
personal, students were more motivated and involved.
Responses included:
•
“They make jokes and connect [learning] to real life.”
•
“By doing fun projects like the budget simulation.”
•
“Some teachers make it fun, and others just make us take down a bunch of notes.”
•
“We play review games that help me remember [important information].”
•
“When we talk about real-world things, I’m more into that type of learning.”
Interview Question 20: What is one change you think the school could make to improve the
overall student experience?
Students suggested a variety of changes ranging from social-emotional supports to more
student activities and greater teacher consistency. Common themes included better food options,
more clubs, improved discipline procedures, and increased student voice.
Responses included:
•
“Have more clubs for people who don’t do sports.”
•
“Teachers should all follow and enforce the rules the same way.”
•
“More field trips and hands-on learning.”
•
“Give students more of a say in what happens at school.”
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“Better food and more lunch options.”
Student Structured Interviews Summary
The structured student interviews provided a deeper, more personal lens into how
learners at North East Middle School experience school climate, instruction, and peer dynamics.
While survey data from the broader student population revealed general trends, these one-on-one
responses highlighted specific themes - particularly around safety, inclusivity, peer support, and
the influence of teachers on motivation and engagement. Students offered both praise and
constructive criticism, sharing how specific staff members helped shape their future goals, how
PBIS and better student recognition could ultimately promote respectful behavior, and how
certain rules or support systems could be improved for fairness and effectiveness.
Student responses appeared to reflect some of the patterns noted in the October
quantitative survey results, especially in areas such as physical safety, school belonging, and
engagement opportunities both in and out of the classroom. Their feedback may point to the
potential significance of adult-student relationships and the value of offering supports that are
perceived as meaningful and responsive.
To gain a more comprehensive view of the school’s climate and culture, structured
interviews were also conducted with parents and guardians. Their insights provide a valuable
external perspective on communication practices, school involvement, and the extent to which
they believe their children are safe, supported, and academically challenged. What follows is a
summary of those conversations.
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Parent/Guardian Structured Interviews
To complement student perspectives, structured interviews were conducted with a select
group of parents and guardians whose children are enrolled at North East Middle School. These
interviews occurred between March and April 2025 and were designed to provide deeper insight
into the experiences of families and their interactions with the school. All 42 original
respondents were invited to participate, but only total of ten (10) parents and guardians opted to
do so, responding to a range of open-ended questions focused on school climate, communication,
academic expectations, student safety, and inclusivity.
These interviews were aligned with key indicators from the Pennsylvania Department of
Education’s School Climate Survey, originally administered in October 2024, and served to
enhance the district’s understanding of how family engagement, perceptions of fairness, and
academic supports influence overall school culture. This section presents a narrative summary of
parent/guardian responses organized by question, supported by representative quotes and
emerging themes.
Interview Question 1: Can you share specific examples of how the school creates a supportive
and inviting environment for your child?
Many parents mentioned positive interactions with staff, often referencing specific
teachers and support personnel who were described as creating welcoming and respectful
environments. Some parents also referenced extracurricular opportunities and efforts to support
student well-being as factors that may contribute to a sense of safety and engagement at school.
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Responses included:
•
“Mrs. Benson (Librarian and Gifted Coordinator) is absolutely the best person for the role
of leading the Gifted and Talented Education (GATE) students.”
•
“The student assistance program helps children without pulling them from school.”
•
“Most teachers know my child by name, and the nurse creates a respectful environment.”
•
“There are many different clubs, sports, and activities for the kids to be involved in.”
•
“My child is eager to always go to school. Something has to be said to that.”
Interview Question 2: What changes or improvements would you suggest to make the school
even more supportive and inviting for students?
Suggestions focused on improving parent-teacher communication, offering more mental
health support, reducing teacher burnout, and creating more systems for students to safely voice
concerns. Parents appreciated current support but saw room for growth in responsiveness and
inclusivity.
Responses included:
•
“More opportunities for parent/teacher conferences during the year.”
•
“If teachers could follow 504 plans without having to be reminded, it would help a lot.”
•
“Create an anonymous platform where students can report their concerns or problems.”
•
“Teacher burnout is obvious to the students, especially when teachers are subbing every
day.”
•
“I think the school could do a better job of including kids that aren't part of a clique.”
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Interview Question 3: Are there any particular incidents or patterns that have made you
concerned about your child’s safety at school?
Responses varied from strong confidence in current safety measures to concerns about
bullying, aggression, and consistency in addressing behavioral incidents. Some parents also
expressed unease about identification procedures and communication around threats.
Responses included:
•
“No, I appreciate the new Raptor identification program that makes ID checks a
requirement.”
•
“Bullying still occurs regardless of the measures in place.”
•
“I feel bullying could be handled better. There are a few kids who get targeted regularly.”
•
“District-wide I feel parents are often not notified in a timely manner when issues arise.”
•
“Kids these days seem to take on aggressive adult-level problems that schools aren't
prepared for.”
Interview Question 4: What additional measures do you think the school could implement to
enhance safety for all students?
Many parents requested increased mental health services, more visible supervision, or the
use of security technologies. Others suggested communication enhancements and consistent
enforcement of safety policies.
Responses included:
•
“I’d like to see metal detectors. I trust the staff, but things can happen.”
•
“Increase access to mental health services for kids who need them.”
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“Maybe check in with kids individually more frequently to see how they’re doing.”
•
“Providing improved safety guidelines to staff would go a long way.”
•
“I don’t have any safety concerns or suggested improvements right now.”
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Interview Question 5: How does the school make you feel welcome when you visit or interact
with the staff?
The majority of respondents described office staff as kind and welcoming. However, a
few parents felt the school culture could be more openly inclusive of families during regular
school hours.
Responses included:
•
“Mrs. Seth (Attendance Secretary) is amazing—I love seeing her when I walk in.”
•
“Office staff is very personable and kind.”
•
“It is welcoming to see the teachers and staff around the building.”
•
“I do not feel that the school is welcoming of parents—unless it’s an after-school event.”
•
“The office staff who talk are great, but sometimes I feel ignored when checking in.”
Interview Question 6: What could the school do to improve the welcoming atmosphere for
parents and guardians?
Suggestions included having more visible leadership, providing casual engagement
opportunities, and promoting family-involvement activities during school hours.
Responses included:
•
“Maybe make a more welcoming front lobby entrance. It is a very awkward area.”
•
“Create more activities with parent/guardian participation.”
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•
“Have some sort of easy communication access to the principal or staff.”
•
“Encourage more teacher and staff attendance at student events.”
•
“Greet parents as they come in and then get back to your work and have them wait. But
always say ‘hello’ and smile so we know our children are with people that want to be
there.”
Interview Question 7: How effective is the communication between you and your child’s
teachers, and can you provide examples of what works well or what could be improved?
Communication effectiveness varied by teacher. Some parents described prompt and
thoughtful replies, while others felt left out entirely. The inconsistency of communication was a
frequent concern, especially for parents of students with higher needs or multiple teachers.
Responses included:
•
“This completely depends on the teacher. Some are fantastic, others we never hear from.”
•
“I noticed my son was slacking and no one contacted me until it was too late.”
•
“I have had no communication with my child’s teachers since they started sixth grade.”
•
“Communication between my child and teacher is poor. I don’t know what’s going on.”
•
“I don’t feel I get much communication from the school unless there’s a problem.”
Interview Question 8: In what ways do you prefer to receive communication from your child’s
school and teachers?
There was strong consensus that digital communication is best. Email, apps, and text
messages were frequently preferred due to accessibility and convenience.
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Responses included:
•
“Email is best because I can check it anytime.”
•
“Email, app or text is preferred.”
•
“The apps such as ClassDojo and Remind have been great.”
•
“Phone calls are okay, but I’d rather get a text.”
•
“Sapphire (Student Information System/Learning Management System) is too difficult to
use - something simpler would help.”
Interview Question 9: What aspects of the education your child receives do you find most
effective, and are there areas where you feel improvements are needed?
Parents praised real-life applications and interactive teaching styles. Teachers who
engaged students through projects and cross-curricular learning received positive mentions.
Areas for growth included differentiated instruction and increased access to enrichment.
Responses included:
•
“The hands-on, real-life approach makes learning stick.”
•
“You can ask any child and they’ll tell you they remember things from Mr. Scutella’s
class because it’s real-world learning.”
•
“My child learns best when taught using multiple modalities.”
•
“I like [PBIS]; it encourages students to do well.”
•
“Google Classroom access helps us stay in the loop as parents.”
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Interview Question 10: How does the school support your child’s learning and academic
progress at home?
Some parents felt well-informed and equipped to support learning through online tools,
while others struggled to understand expectations or access needed resources.
Responses included:
•
“My child brings home their Chromebook and can complete homework easily.”
•
“Ability to access Google Classroom and IXLs from home has helped.”
•
“This is challenging. Sapphire helps, but not everyone can use it well.”
•
“I don’t feel like there really is much support unless we reach out first.”
•
“I can’t think of an example of how the school supports learning at home.”
Interview Question 11: Can you share an instance where you felt your child was either fairly
or unfairly treated at school?
Responses were mixed. Some parents noted consistent and respectful treatment, while
others described issues related to discipline, IEP/GIEP accommodations, and perceived inequity
in how students are handled.
Responses included:
•
“Many teachers are using rubrics and deducting points without any notes as to why points
are being taken. That is not helpful or fair to students who are trying to do better.”
•
“Blanket discipline is an issue - punishing everyone isn’t fair.”
•
“My child has a GIEP and sometimes expectations aren’t properly adjusted to match his
learning disability.”
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“No concerns—my child feels heard and respected.”
•
“Some teachers have given consequences that match the behavior. That’s fair.”
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Interview Question 12: What steps do you think the school should take to ensure fair
treatment for all students?
Parents called for personalized discipline approaches, greater staff awareness of
individual needs, and communication with families before applying consequences.
Responses included:
•
“Don’t label these kids! Just because a student is loud doesn’t mean they’re bad.”
•
“Remove blanket discipline and do root cause analysis.”
•
“Treat each child as an individual and take time to learn their situation.”
•
“Stricter punishments and greater expectations. We have lowered standards to meet more
needs but, in the process, have taken more students down with it. Allowing poor behavior
shows acceptance, it becomes cool and the new norm.”
•
“Teachers have a lot on their plate, but equity is still important.”
Interview Question 13: How effectively does the school support children with learning
disabilities, and can you share specific examples?
Some parents described successful accommodations and supportive teachers, while others
noted a lack of visibility into services. A few had no direct experience but appreciated knowing
programs were in place.
Responses included:
•
“My son has used the learning support classroom often and it has been a huge help.”
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“In earlier years this is done well—but it’s harder as kids get older.”
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“Considering my son has a 504 plan, it’s important that teachers follow it - and they
usually do.”
•
“If IEPs are handled as well as GIEPs, then the district is doing a great job.”
•
“I am glad to see that students in the Life Skills program are now being extended the
same opportunities as their non-disabled peers.”
Interview Question 14: What additional resources or programs do you think would help
children with learning disabilities succeed?
Responses included staffing, parent education, and the need to address behavioral and
academic needs holistically. Some parents asked for more inclusive strategies and greater
empathy from staff.
Responses included:
•
“Learning disabilities tend to come with behavior concerns—address both.”
•
“More information for parents on how to help would be great.”
•
“Actually being able to accommodate students the way their plans say.”
•
“Have the staff apply the same expectations consistently.”
•
“Communication between home and school is key.”
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Interview Question 15: How does the school demonstrate respect for cultural diversity, and
can you provide specific examples?
While some noted inclusive curriculum or representation, many admitted that cultural
diversity wasn’t especially visible or emphasized at the school, often citing the region’s limited
racial/ethnic diversity.
Responses included:
•
“Through education of historical events and figures, the school promotes some
awareness.”
•
“North East isn’t exactly diverse, but the school tries.”
•
“I haven’t heard of anything negative, but I’m not sure what’s offered.”
•
“I don’t see an issue, but I also don’t see much celebration of diversity either.”
•
“My child has never had a complaint, so it must be okay.”
Interview Question 16: What additional efforts could the school make to enhance cultural
diversity and inclusion?
Parents recommended deliberate programming like Diversity, Equity, and Inclusion
(DEI) lessons, multicultural events, and greater exposure to different cultures. Others felt treating
everyone fairly should remain the focus.
Responses included:
•
“Discuss current events and DEI.”
•
“Multicultural book studies or assemblies would be great.”
•
“Make everyone feel loved - that’s all that matters.”
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“Personally, I like just treating everyone fairly and respectfully.”
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“It’s fine as-is, but extra efforts never hurt.”
Interview Question 17: How do the school’s high expectations manifest in your child’s
educational experience, and how do they impact your child’s motivation and performance?
Parents largely agreed that academic expectations start at home and are reinforced by
school. Some felt expectations varied by teacher, with more consistency needed.
Responses included:
•
“I have high expectations for my son, and the school supports them.”
•
“My child understands what’s expected and wants to do well.”
•
“I’m not sure that makes a huge impact - expectations aren’t always clear.”
•
“I think expectations start at home and the school just adds to it.”
•
“Kids with higher needs or gifts should be challenged more.”
Interview Question 18: What suggestions do you have for maintaining or raising academic
expectations for all students?
Ideas ranged from improving parent visibility on progress to teacher collaboration and
consistent enforcement of high standards.
Responses included:
•
“Teacher meetings with each other! If they feel supported, kids will too.”
•
“The reward-based system [PBIS] works well - keep that up.”
•
“We need to teach parents how to use tools like Sapphire.”
•
“Keep reinforcing expectations - it makes a difference.”
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“I’m not sure how to improve upon this without overburdening teachers.”
Interview Question 19: In what ways do you feel actively involved in your child’s education,
and what barriers, if any, prevent greater involvement?
Most parents reported checking online portals, communicating with their child, and
volunteering when possible. Time, work commitments, and lack of invitations were cited as
barriers.
Responses included:
•
“We’re constantly checking in with our kids to stay informed.”
•
“I love volunteering for activities - it keeps me connected to the school and community.”
•
“Work is a huge barrier – I wish more events were in the evening.”
•
“Sapphire helps a lot, but not everyone can use it.”
•
“We are very active in checking progress and attending conferences.”
Interview Question 20: What additional opportunities or resources would help you become
more involved in your child’s education?
Parents asked for more communication, clearer access to progress updates, and increased
outreach from teachers. A few felt they were already as involved as possible.
Responses included:
•
“When a negative comment is added to a report card, please notify me before I see it on
my own. I can’t fix what I don’t know about.”
•
“Updates as to how my child is doing before the quarter ends.”
•
“Increased teacher communication - just more transparency.”
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“I don’t think there is anything more that would help right now.”
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“It would be great if teachers could get things graded and returned faster. My child
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cannot improve without timely feedback.”
Parent/Guardian Structured Interviews Summary
The responses gathered from parents and guardians offer a multifaceted view of the
school climate from the lens of families. While many participants expressed gratitude for
supportive teachers, welcoming staff, and accessible extracurricular opportunities, others shared
concerns about inconsistent communication, discipline practices, and the need for greater
cultural inclusivity. Across all twenty questions, a consistent theme emerged: Families deeply
value transparency, equity, and meaningful partnerships with school personnel. Their insights
underscore the critical role of home-school collaboration in shaping a positive and productive
educational experience.
To complement these perspectives, the next section will explore structured interview
responses from school staff. These voices, ranging from classroom teachers to support personnel,
offer a valuable internal viewpoint on the systems, challenges, and practices that influence the
school climate and culture. Their feedback will help triangulate the data and deepen the overall
understanding of the learning environment at North East Middle School.
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Staff Structured Interviews
To gain a deeper understanding of school climate and culture from an internal
perspective, eighteen structured interview questions were distributed to teaching and support
staff at North East Middle School between February and March 2025. These questions were
designed to align with themes from the original PA School Climate Survey, including safety,
relationships, academic expectations, equity, and professional support. The staff responses
provided rich qualitative data about the daily lived experiences of educators and their
observations of student needs, systemic challenges, and cultural shifts within the building. Their
reflections offer crucial insight for triangulating findings from students and families and for
informing leadership decisions aimed at sustained school improvement. Ultimately, 22 of the 38
original respondents elected to participate in the structured interview portion of this study.
Interview Question 1: How has crime and violence in the community affected the school
environment and your teaching experience?
Most staff reported minimal direct impact from community violence within the school
walls. However, several acknowledged that the trauma students experience outside school affects
their behavior, engagement, and emotional regulation inside the building.
Responses included:
•
“Crime/violence in the community has affected the classroom by increasing student
anxiety.”
•
“When I worked in [a neighboring school district], this was especially prevalent. Here,
it’s less frequent but still present in students’ home lives.”
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“There have been two separate instances of police involvement with students’ families
just this year that have impacted class dynamics.”
•
“Community influences trickle into the school through student behavior and emotional
responses.”
Interview Question 2: What specific measures do you think the school could take to improve
safety both inside and outside the school building?
Staff generally felt that the school is doing well in this regard but noted areas for
improvement, such as clearer procedures, better enforcement of rules, and enhanced visibility of
leadership.
Responses included:
•
“Transparent rules make a world of difference. Hold students accountable in real time.”
•
“Improve communication from high school to middle school for shared safety info.”
•
“Review morning supervision outside the school.”
•
“We’re doing well with what we have, but more mental health support would help.”
Interview Question 3: In what ways does the school create positive experiences for parents,
and how could these efforts be improved?
Teachers shared appreciation for efforts like open houses, family nights, and
extracurricular events. Several staff noted that these could be enhanced with more regular events
and parent workshops.
Responses included:
•
“Parent communication through newsletters and email blasts keeps families in the loop.”
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“The addition of unified bocce has been a great connector between families of special
needs students and the school.”
•
“We should offer more casual workshops or events during the year.”
Interview Question 4: How do you perceive the impact of parental involvement on student
performance and school climate?
Staff strongly believe that parental involvement positively correlates with student
success. They noted that students with supportive home environments often perform better
academically and behaviorally.
Responses included:
•
“Positive parental involvement is one of the most powerful tools we have.”
•
“When parents check homework and communicate regularly, their kids thrive.”
•
“The parents who are least involved are often the ones who blame the school.”
Interview Question 5: Can you describe specific practices or initiatives that make the school
environment welcoming for staff, students, and visitors?
Staff mentioned greeting practices, hallway supervision, and student-led events as strong
contributors to a welcoming environment.
Responses included:
•
“The first person you see in the office sets the tone. Our front office staff are wonderful.”
•
“Athletics and extracurriculars provide entry points for everyone to feel included.”
•
“We’ve built strong team identities in each grade level. This helps families know we may
have different styles, but we are a unified front in each grade level wing.”
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Interview Question 6: What additional steps could be taken to enhance the welcoming nature
of the school environment?
Suggestions centered around increasing visibility and support for new staff, providing
more mid-year check-ins, and celebrating diverse identities.
Responses included:
•
“Support new teachers more regularly—pair them with a consistent mentor.”
•
“Consider a mid-year open house to spotlight student work.”
•
“We do a nice job welcoming staff, but student representation in school decisions could
be stronger.”
Interview Question 7: What kinds of bullying or threats do students face most frequently, and
how effectively are these incidents addressed?
Bullying was often described as subtle—manifesting as exclusion, gossip, or online
comments. Staff generally agreed that the school takes bullying seriously, but that it’s a
persistent issue.
Responses included:
•
“More threats seem to come from social media and emotional manipulation than physical
aggression.”
•
“Exclusion is the number one tactic used in middle school.”
•
“Students are scared to speak up, even when we have anonymous options.”
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Interview Question 8: How can the school better support students who are victims of bullying
or threats?
Staff recommended increasing emotional supports, improving follow-up procedures, and
engaging bystanders in prevention.
Responses included:
•
“Follow-up is key. Victims need to know they’re being heard.”
•
“Train students to intervene safely - peer influence matters.”
•
“Sometimes it’s ‘he said/she said’ and that complicates responses from administration
and teachers alike.”
Interview Question 9: Can you share examples of how students either support each other or
fail to get along?
Teachers noted both positive and negative patterns, with many referencing peer
mentoring, classroom collaboration, and social cliques.
Responses included:
•
“Verbal praise during sports and class is common.”
•
“Students love helping each other when given structured tasks.”
•
“Cliques can be brutal in 7th and 8th grade - it creates unnecessary divisions.”
Interview Question 10: How do you think student relationships impact the overall school
climate and learning environment?
There was strong consensus that positive peer interactions directly influence academic
and emotional success.
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Responses included:
•
“When students get along, everything flows better - from classroom transitions to group
projects.”
•
“Peer relationships affect whether a student even wants to come to school.”
•
“When students get along with each other, and feel heard, the overall climate is great.
When a few students are loudly negative and disruptive, climate feels more negative.
Once majority learn to ignore the minority, climate will improve again.”
Interview Question 11: How does the administration support staff members in their roles, and
what improvements could be made?
Staff described administrative support as generally strong, though some expressed a
desire for clearer expectations or more consistency across teams.
Responses included:
•
“The administrative team is available and responsive to our needs.”
•
“Support varies by department. Some feel very heard, others less so.”
•
“We would benefit from more clarity on what’s expected for discipline referrals.”
Interview Question 12: Can you provide examples of informal opportunities for staff to
influence school decisions?
Team meetings and department planning time were commonly mentioned, with varied
opinions on their effectiveness.
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Responses included:
•
“Weekly team planning is great. It allows us to brainstorm real solutions.”
•
“The informal moments - like chatting with administration at lunch - build trust.”
•
“We need to move from suggestion boxes to actual changes.”
Interview Question 13: How do you encourage students to share their ideas, and what impact
does this have on their engagement and learning outcomes?
Staff described using reflection activities, discussions, and classroom routines that center
student voice.
Responses included:
•
“Bellringers and journal entries give students a voice within the classroom. How do we
do this building-wide?”
•
“Our students love when their ideas are used in projects or bulletin boards.”
•
“When kids feel heard, they show up more.”
Interview Question 14: What strategies do you use to prepare students for success in the next
grade, college, or a job?
Teachers shared efforts like soft-skill development, goal setting, and progressive rigor as
key components of long-term student success.
Responses included:
•
“I build goal-setting into every unit.”
•
“Life skills and self-advocacy matter more than content sometimes. This is a huge focus
for me.”
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“We talk about future jobs and what real success looks like as they venture into
adulthood.”
Interview Question 15: How does the school ensure that rigorous academic standards are
being implemented?
Benchmarking, pacing guides, and data analysis were common tools staff mentioned,
though student motivation was cited as a major challenge.
Responses included:
•
“We use PSSA and IXL data to track gaps.”
•
“The standards are there, but student effort is harder to guarantee.”
•
“We’re legally compliant, but some kids don’t take it seriously.”
Interview Question 16: What additional resources or support would help staff meet these
academic standards?
Requests included more planning time, targeted instructional tools, and administrative
consistency in academic priorities.
Responses included:
•
“More collaborative time with my Professional Learning Community (PLC) would make
a huge difference.”
•
“Make the PSSA feel more meaningful.”
•
“One-on-one aides and targeted pullouts would help struggling students.”
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Interview Question 17: What aspects of working at this school make you happy, and what
aspects are most challenging?
Community, team collaboration, and student relationships were top sources of joy.
Challenges included burnout, staffing shortages, and student apathy.
Responses included:
•
“I love the people here - students and staff alike.”
•
“Being fully staffed is a major factor in daily happiness.”
•
“The challenge is the emotional load - we carry a lot of invisible stress.”
Interview Question 18: How does the school promote a 'can do' attitude among staff
members?
Positive behavior initiatives, leadership presence, and public recognition were seen as
key contributors to staff morale.
Responses included:
•
“PBIS, shout-outs, and prizes keep things upbeat.”
•
“Small things like snacks in the lounge or handwritten notes help.”
•
“When leaders believe in us, we believe in ourselves.”
Staff Structured Interviews Summary
Staff responses in this section reflect both pride in the school community and a desire for
continuous improvement. While most feel supported and optimistic, they also recognize the
strain that comes with balancing academic rigor, emotional care, and systemic responsibilities.
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Their feedback highlights the need for ongoing collaboration, clarity in expectations, and
enhanced communication at all levels of the organization.
To better understand how the school’s behavioral expectations and positive reinforcement
systems are perceived and applied in daily practice, the next section will examine North East
Middle School Positive Behavioral Interventions and Supports (PBIS) data from the 2024-2025
school year. This includes analysis of student recognition trends, behavioral referrals, and the
perceived effectiveness of Tier I supports. By aligning this data with the qualitative findings
shared by staff, students, and families, the school can better assess the current state of PBIS
implementation and its role in fostering a safe, respectful, and inclusive school environment.
PBIS Data Analysis
The 2024–2025 academic year marked the inaugural implementation of Positive
Behavioral Interventions and Supports (PBIS) at North East Middle School. Grounded in
evidence-based practices, PBIS is a proactive and data-informed framework designed to foster
positive student behavior, improve school climate, and create consistent, equitable discipline
systems. The initiative at NEMS was launched as a multi-tiered system of support, with Tier I
focusing on universal strategies to teach, model, and reinforce behavioral expectations schoolwide.
Planning for implementation began during the fourth quarter of the 2023–2024 school
year, with the formation of a PBIS team, staff and student surveys, and initial resource
development. Over the summer months, significant preparation took place, including stocking
the school store, developing common area lesson plans, creating visual signage, and onboarding
all staff and students into the PBIS Rewards system. The soft rollout began at the start of the
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2024–2025 school year, emphasizing teacher training, student login support, and a building-wide
launch event by the end of the first week of school.
NEMS adopted the core behavioral expectations of Show Class, Show Character, and
Show Integrity, with these themes embedded into posters, lesson plans, and reinforcement
strategies. Expectations were explicitly taught across key settings - classrooms, hallways, and the
cafeteria - through structured lessons and review opportunities. Acknowledgement systems
included positive behavior points via PBIS Rewards, student and staff shoutouts, quarterly
incentive events (e.g., Fall Fest, Reindeer Games, March Madness, and the Spring Spectacular),
and the identification of VIP students each quarter. VIPs were selected based on having zero
behavioral infractions during a quarter, earning all A and B grades, and having positive
attendance (not necessarily perfect, but all absences being excused due to medical purposes
only).
This section analyzes the data collected throughout the first year of PBIS implementation,
including trends in point distribution, referral patterns, teacher participation, and the
effectiveness of acknowledgment systems. By examining both quantitative and qualitative
feedback, this analysis aims to evaluate the initial impact of PBIS on school climate, behavioral
consistency, and student engagement, setting the foundation for future improvements and deeper
tiered interventions.
Total Office Disciplinary Referrals (ODRs) by Disciplinary Action
Notably, the data shows a positive overall trend in reducing more severe disciplinary
actions. While the number of warnings increased from 162 to 216 - indicating earlier
intervention and proactive redirection - the more serious consequences all decreased:
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Detentions dropped from 368 to 319 (a 13% decrease),
•
In-School Suspensions (ISS) decreased from 217 to 169 (a 22% decrease),
•
Out-of-School Suspensions (OSS) fell from 112 to 93 (a 17% decrease).
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These reductions suggest that the school’s behavioral systems, including the first full year
of PBIS implementation, have contributed to better student self-regulation and fewer escalated
disciplinary incidents. The increase in warnings may indicate that staff are addressing behaviors
at earlier stages, reinforcing expectations before more punitive measures are necessary.
Overall, the 2024–2025 data reflects meaningful progress toward a more proactive,
positive, and preventative approach to school discipline. Figure 16 highlights the differences year
over year.
Figure 16
Action Summary (2023-24 vs. 2024-25)
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Note. Warnings went up significantly, while detentions, in-school suspensions, and out-of-school
suspension numbers all decreased in the first year of PBIS implementation at NEMS.
Total Behavior Infractions
The total number of Office Discipline Referrals (ODRs) at North East Middle School
declined from 401 in the 2023–2024 school year to 335 in 2024–2025, marking a 16.5%
reduction following the first year of PBIS implementation. This decrease, as depicted in Figure
17, suggests early progress in reinforcing positive behavior and addressing minor infractions
before they escalate. While continued work is needed to sustain and deepen these gains, the yearover-year improvement reflects a positive shift in school climate and behavior management
practices.
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Figure 17
Total Office Disciplinary Referrals
Note. A 16.5% decrease in total ODRs occurred after the first year of PBIS implementation,
indicating progress in reducing behavioral incidents.
Grade Level ODR Distribution
Figure 18 illustrates the percentage of total behavioral infractions by grade level during
the 2024-2025 school year at North East Middle School. The highest percentage of infractions
occurred in Grade 7, accounting for 44.8% of all incidents. This was followed by Grade 8 with
32.2%, and Grade 6 with the lowest at 23.0%.
The data suggests that middle school students in their second year (Grade 7) may require
additional support in self-regulation, transitions, and adherence to behavioral expectations. While
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some developmental and social challenges are expected during this stage, the significant
difference between Grade 7 and the other two grade levels highlights a potential need for
targeted interventions, reteaching of expectations, and perhaps tiered behavioral supports specific
to this age group.
The relatively lower percentage in Grade 6 is encouraging, particularly given that these
students are in their first year of transition to middle school. It may reflect successful onboarding
practices, clearly communicated routines, and strong early relationships with staff. Grade 8,
while not the highest, still represents nearly a third of infractions and should not be overlooked in
ongoing PBIS planning.
Figure 18
Infractions by Grade Level (%)
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Note. Grade 7 students accounted for the highest share of infractions (44.8%), followed by Grade
8 (32.2%) and Grade 6 (23.0%), indicating a need for additional support and reteaching of
expectations, particularly for the 7th grade cohort.
Grade Level Points Distribution
Figure 19 represents the distribution of PBIS points awarded by grade level during the
2024–2025 school year at North East Middle School. Grade 6 earned the majority of points,
accounting for 50.5% of the total awarded. In contrast, Grade 7 received 24.2% and Grade 8
earned 25.3%.
This significant disparity suggests that Grade 6 students were more consistently
recognized for positive behavior, effort, and engagement. Several factors may have contributed
to this outcome, including higher levels of staff reinforcement, earlier PBIS exposure, and
stronger adherence to expectations by both students and staff. The structured support during the
sixth-grade transition into middle school may have also played a role in fostering this behavior.
The relatively lower percentages in Grades 7 and 8, despite comparable or higher
enrollment, point to a potential lack of consistency in point distribution or staff engagement with
upper-grade cohorts. This misalignment between behavior recognition and student need is
particularly noteworthy when compared to infraction data, which showed Grade 7 had the
highest number of behavioral incidents. It may indicate a missed opportunity to proactively
reinforce expected behaviors among students who would benefit most.
To improve equity and effectiveness, it is recommended that PBIS implementation in
upper grades be strengthened through more frequent reinforcement, targeted recognition
strategies, and ongoing staff coaching to ensure all students are acknowledged consistently.
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Figure 19
Note. Grade 6 received over half of all PBIS points awarded, while Grades 7 and 8 earned
significantly fewer, suggesting a need for increased consistency in reinforcement practices across
all grade levels.
ODR Quarterly Breakdown
ODR data across the year revealed a predictable seasonal pattern. As Figure 20
highlights, referrals were lowest in Quarters 1 (108) and 2 (109), spiked sharply in Quarter 3
(216), and declined to 141 in Quarter 4. The Quarter 3 peak may reflect mid-year fatigue or
seasonal shifts in student behavior, emphasizing the need for re-teaching expectations and
boosting reinforcement systems after winter break. The decrease in Quarter 4 suggests that these
efforts - paired with spring incentives - may have helped course-correct before year’s end.
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Figure 20
Total ODRs by Quarter
Note: ODRs peaked in the third quarter and declined in the fourth, indicating a seasonal pattern
and potential impact of re-teaching behavioral expectations.
Total Quarterly Points Awarded
As seen in Figure 21, there was a steady and notable decline in PBIS Rewards points
awarded over the course of the school year, from 57,601 in Quarter 1 to just 24,802 in Quarter 4.
This drop-off raises concerns about the sustainability of teacher participation and reinforcement
consistency. While enthusiasm was likely highest during initial rollout, the data suggests that
ongoing staff support, mid-year retraining, and system recalibration may be necessary to
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maintain fidelity and effectiveness. It also underscores the importance of leadership modeling
and accountability structures to keep momentum going.
Figure 21
Total PBIS Points Awarded by Quarter
Note. A steady decline in points awarded was observed throughout the school year, suggesting
decreased reinforcement fidelity over time.
Attendance Summary (2023-24 vs. 2024-25)
A year-over-year comparison of building attendance at North East Middle School
revealed a slight but meaningful improvement following the first year of PBIS implementation.
In 2023–2024, the overall building attendance rate was 93.10%, which increased to 93.43% in
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2024–2025. This incremental rise corresponds with a decrease in the average daily absence
percentage from 6.90% to 6.57%.
Notably, Grade 6 attendance improved from 93.59% to 94.17%, and Grade 7 from
92.60% to 93.13%, suggesting a potential positive impact of consistent behavioral expectations
and increased student engagement early in the middle school experience, both of which connect
directly to the PBIS initiative at NEMS. Grade 8 attendance remained relatively stable. While
modest, these gains align with other school climate data indicating strengthened student
connection and improved behavioral outcomes. Figures 22 and 23 showcase the marginal
improvements in building level attendance year-over-year.
Figure 22
2023-2024 Attendance Summary
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Note. The overall attendance rate was 93.10%, with Grade 6 students having the highest
attendance among the middle school cohort.
Figure 23
2024-2025 Attendance Summary
Note. The overall attendance rate improved to 93.43%, with reduced daily absence percentages
across most grade levels, particularly in Grade 6 and Grade 7.
PBIS Conclusions
The data from the first year of PBIS implementation at North East Middle School
demonstrates promising initial outcomes. Behavioral infractions and Office Discipline Referrals
showed measurable declines, and structured incentive systems helped foster engagement across
all grade levels. However, the decreasing distribution of PBIS points over time and notable
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discrepancies in point allocation by grade level suggest that consistency in staff participation and
reinforcement fidelity will be critical areas of focus moving forward.
The next section will analyze findings from structured school climate observation
checklists. These observations offer a real-time, qualitative lens into how expectations, culture,
and engagement manifest in classrooms and common areas—providing valuable insight into how
the PBIS framework has been internalized across the building.
Observation Checklist Analysis
The final piece of anecdotal data for this study came from building-level observations by
the superintendent, assistant superintendent, principal, assistant principal, and our district’s
school resource officers. These structured walkthroughs were conducted across all grade levels
and common areas at North East Middle School during the 2024–2025 school year. The purpose
of these observations was to document real-time indicators of school climate, student
engagement, behavioral consistency, and staff-student interactions. Aligned with the broader
goals of PBIS implementation and school culture reform, each checklist focused on five core
categories: supervision and visibility, student behavior, staff reinforcement, adherence to posted
expectations, and overall classroom tone.
Observers used a standardized checklist tool (Appendix K) developed by the district to
ensure consistency in data collection and rating. While these observations were not intended to
serve as formal evaluations of instruction or discipline, they provided valuable insight into the
fidelity of PBIS implementation, the visibility of behavioral expectations, and the overall
responsiveness of the school environment. This section synthesizes the observational data
collected over the year, highlighting recurring trends and areas for continued improvement.
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Figures 24-27 highlight a few snapshots from throughout the second semester wherein our
school resource officers completed the standardized checklist tool on paper. The researcher
transposed those entries here:
Figure 24
Walkthrough #1 – Hallway (Morning Arrival)
Observer: School Resource Officer
Location: 6th Grade Hallway
Time: 7:55 AM
Date: February 6, 2025
•
Student–Adult Interactions: 4 – Teachers were present and engaged, offering friendly
greetings. Students responded respectfully.
•
Peer Interactions: 4 – Students were calm, kind to one another, and waiting patiently
outside rooms.
•
Volume Level: 3 – Quiet with low-level conversation; appropriate for the setting.
•
Adherence to School Rules and Responsibilities: 4 – Backpacks were stowed properly in
lockers, students looked to be going where they were supposed to, no one lingering in the
hallway or restrooms and followed hallway procedures.
Note. This was a strong representation of morning expectations. Students appeared comfortable,
respectful, and ready to begin the day. Adult presence was strong and positive.
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Figure 25
Walkthrough #2 – Hallway (Class Transition)
Observer: School Resource Officer
Location: 8th Grade Hallway
Time: 10:48 AM
Date: March 19, 2025
•
Student–Adult Interactions: 2 – Limited interactions observed; most teachers stayed
inside classrooms.
•
Peer Interactions: 2 – Pushing, side comments, and one verbal disagreement noted.
•
Volume Level: 2 – Loud and echoed through the hallway; required multiple redirections.
•
Adherence to School Rules and Responsibilities: 2 – Several students out of area,
lingering without passes.
Note. This transition period lacked adult presence and engagement. Students took advantage of
unmonitored spaces. Recommend reteaching expectations and encouraging active hallway
supervision.
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Walkthrough #3 – Cafeteria (6th Grade Lunch)
Observer: School Resource Officer
Location: Cafeteria
Time: 11:23 AM
Date: April 3, 2025
•
Student–Adult Interactions: 4 – Lunch staff and duty teachers were actively engaging
with students using positive language.
•
Peer Interactions: 4 – Students sat in friendly groups; laughter and conversation were
constructive.
•
Volume Level: 3 – Moderate talking, but under control. Staff provided reminders as
needed.
•
Adherence to School Rules and Responsibilities: 4 – Students cleaned up their spaces,
remained seated, and followed all expectations.
Note. This was a well-managed lunch period. Students showed strong social-emotional skills,
and adults were proactive in their monitoring. This cafeteria environment felt safe and
welcoming.
174
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Figure 27
Walkthrough #4 – Cafeteria (8th Grade Lunch)
Observer: School Resource Officer
Location: Cafeteria
Time: 12:54 PM
Date: May 1, 2025
•
Student–Adult Interactions: 2 – Minimal engagement from staff; students mostly selfregulated.
•
Peer Interactions: 2 – Several loud disputes over seating; a few students appeared
isolated.
•
Volume Level: 2 – Excessive noise made it difficult to hear announcements.
•
Adherence to School Rules and Responsibilities: 2 – Students moved between tables
frequently, some stood without purpose, and cleanup was incomplete.
Note. This lunch period was noisy and unstructured. Staff were present but not interactive, which
contributed to low student accountability. A refresher on lunch expectations is recommended,
along with increased adult proximity.
The four walkthroughs conducted by the School Resource Officers revealed stark
contrasts in climate across times of day and grade levels. Morning arrival in the 6th-grade
hallway and 6th-grade lunch showcased highly positive environments, with strong student-adult
engagement, respectful peer interactions, and adherence to school expectations. Conversely, both
8th-grade walkthroughs - during a class transition and lunch - highlighted challenges including
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limited adult visibility, elevated noise levels, peer conflicts, and inconsistent rule-following.
These observations reinforce the importance of proactive supervision, reteaching expectations,
and fostering stronger adult-student relationships in unstructured settings.
Additional Anecdotal Data
For the remainder of this section, the observational data shifts from the structured culture
rubric used during walkthroughs to focus more directly on professional practice. Specifically, the
following insights are drawn from Domain 2 of the Danielson Framework for Teaching, as
implemented within Pennsylvania’s Educator Effectiveness Tool (PA-ETEP). This framework
offers a research-based lens to evaluate the classroom environment, with a particular emphasis
on fostering student engagement, mutual respect, and high expectations.
While all components of Domain 2 are essential, this segment centers on Component 2b:
Culture for Learning, which captures the degree to which teachers convey the importance of
learning, build classroom pride, and promote high levels of student effort. The anecdotal
observations below were gathered across multiple classrooms and grade levels throughout the
school year and offer powerful snapshots of the evolving instructional culture at North East
Middle School.
Component 2b: Culture for Learning Anecdotal Evidence
•
“Most students raised their hands when the teacher asked questions. It was observed that
a student shouted out an off topic comment; the teacher responded, ‘J., please keep
thoughts to yourself.’”
•
“Students were rewarded from candy bin when they complied with 30 second expectation
to gather materials.”
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“Teacher reminded students of classroom routines, including their do now activity.
Students took out their binders and had papers that were already filled out from a prior
class.”
•
“The teacher reminded students (subtly) to raise their hands to get his attention. The
classroom timer was also playing soft jazz music to calm them. The instructor walked
around during the start of class to observe students as they journaled. He checked in with
students as they finished.”
•
“It was noted that students were respectful to each other and the teacher. The learning
target was posted on the board.”
•
“’Very good job’ and ‘That's exactly right’ were responses used to students. Great use of
positive feedback/praise.”
•
“Thank you for the walkthrough. It was great to see your demeanor and ability to calm
the students so quickly because of it. You have this innate quality in the way you speak
to the students that is so respectful that carries through to the students. It is obvious you
have these students well versed in group/partner work as there was not one issue getting
into groups, the location of the groups or during group work time. Wonderful job!”
•
“Students were quiet and respectful during the presentations; however, some put their
heads on the desk during the speakers. Utilize proximity to reinforce expectations.”
•
“Students are joking around quite a bit with the teacher. While this is good rapport, it
needs to lead to positive outcomes/results.”
•
“Students were well behaved, they raised their hands to ask questions, they were on
task.”
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“CNN10 appears to be the bell ringer; students are well behaved during this video and are
completing their notes pages while watching the 10-minute video.”
Anecdotal evidence gathered throughout classroom walkthroughs and observations at
North East Middle School during the 2024–2025 school year reflects a school-wide culture
increasingly aligned with high expectations, mutual respect, and academic engagement. In many
classrooms, students consistently demonstrated appropriate behavior, raised their hands to
participate, and responded positively to established routines. Teachers employed a variety of
strategies to reinforce a positive learning climate, including the use of praise, proximity, group
collaboration, and structured bellringer activities to build routine and rapport.
Classroom norms were clearly established in most settings, with students responding well
to subtle redirections and time-based expectations. Observers frequently noted that students were
calm, respectful, and engaged - whether journaling, participating in group discussions, or
transitioning into learning tasks. In several cases, teacher-student rapport fostered a relaxed yet
productive environment, although a few moments suggested the need for maintaining
instructional focus within that rapport. Overall, the observed classrooms reflected an
instructional culture where students are encouraged to value learning and where teachers are
intentional about fostering respectful, achievement-oriented spaces.
The findings gathered through these classroom observations - alongside student, staff,
and parent interviews, survey data, and PBIS implementation outcomes - serve as a foundation to
revisit and reflect on the study’s three core research questions. The next section will explore how
the evidence aligns with each question, offering insight into the relationships between school
climate, behavioral expectations, and stakeholder perceptions at North East Middle School.
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Discussion
Research Question 1
What are the current perceptions of students, teachers, and parents regarding the climate and
culture at North East Middle School?
Data collected through surveys, structured interviews, and observational tools reflect an
evolving yet largely positive perception of the climate and culture at North East Middle School
(NEMS). Across all stakeholder groups - students, staff, and parents/guardians - a recurring
theme of improvement and emerging consistency was evident. Most students reported feeling
physically safe, supported by teachers, and increasingly proud of their school community. While
isolated concerns related to peer conflict and unsupervised areas like bathrooms were shared,
these were outliers within an otherwise positive trend.
Staff members demonstrated a strong sense of collective responsibility. Through both
survey responses and interviews, they indicated high levels of collegiality, mutual respect, and
increased buy-in for initiatives such as PBIS. Staff climate surveys showed that over 70% of
respondents rated the school as a safe and orderly environment, with strong leadership visibility
and a shared vision for improvement.
Parent/guardian feedback was similarly optimistic. Over 80% reported feeling welcomed
during visits to the building, and many cited positive interactions with front office staff and
teachers. However, some respondents did express concern about inconsistent communication or
uneven enforcement of behavioral expectations. Nevertheless, the majority of families felt
confident in their children’s safety and the school’s investment in student success.
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This shared optimism was supported by anecdotal and observational evidence,
particularly classroom walkthroughs and Danielson-aligned observations (Component 2b:
Culture for Learning). Students were regularly observed following routines, supporting peers,
engaging in academic discussions, and responding to praise. As PBIS structures gained traction,
classroom and common area behaviors reflected a growing respect for established norms and
expectations.
Summary of Research Question 1
Across all data sources, stakeholder perceptions reflect a climate that is becoming
increasingly safe, structured, and student-centered. Teachers feel supported in maintaining
expectations, students feel proud and respected, and families perceive positive momentum. These
perceptions affirm that NEMS is on a trajectory of cultural growth - one driven by consistency,
relational trust, and collective accountability.
Research Question 2
What are the underlying factors contributing to the existing climate and culture?
Analysis of qualitative and quantitative data suggests that relationships, expectations, and
visibility are key drivers of the current climate at NEMS. Stakeholders repeatedly cited the
strength of student-teacher relationships as a core factor contributing to a positive school culture.
Teachers who took the time to build rapport, offer emotional support, or connect lessons to real
life were more likely to foster engagement and cooperation. This trend was reinforced in both
student interviews and observations linked to Domain 2 of the Danielson Framework, where
students were seen responding positively to structured environments and routines.
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In addition to relationships, the successful rollout of PBIS during the 2024–2025 school
year significantly shaped the building’s cultural framework. Initiatives such as the Merch Perch
(school store), quarterly incentive events, point-based reward systems, and PBIS VIP recognition
helped normalize behavior expectations while also celebrating student achievement. Data from
the PBIS Rewards platform illustrated that students responded well to the visibility of
reinforcement systems, particularly when these systems were used consistently by staff.
However, interviews and surveys revealed several underlying challenges. Perceived
inconsistencies in discipline enforcement, the need for reteaching expectations mid-year, and
uneven levels of staff participation in PBIS (especially early on) were noted. Students and
parents expressed frustration when they felt that consequences were not applied equitably or
when certain students appeared to “get away with things.” Likewise, some teachers noted the
tension between maintaining strong relationships and holding students accountable—particularly
in moments of repeated behavior infractions.
Summary of Research Question 2
The underlying factors that shape the climate at NEMS include consistent adult visibility,
meaningful student-teacher relationships, and clearly communicated expectations. PBIS served
as a foundational tool in promoting positive behavior and accountability, but its success hinged
on fidelity of implementation. Where trust, visibility, and high expectations intersected, culture
thrived. Where inconsistency, limited communication, or ambiguity existed, culture was
weakened. The school must continue addressing these root causes to ensure lasting climate
improvement.
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Research Question 3
What potential strategies can be implemented to enhance the climate and culture based on the
perceptions and underlying factors identified?
Triangulating data across surveys, interviews, PBIS analytics, and observational tools
yields several actionable strategies for enhancing the climate and culture at NEMS.
Strengthen Communication and Feedback Loops. While many families reported
satisfaction with communication, others desired more proactive updates, particularly concerning
behavior and academic performance. Streamlining tools like Remind, ClassDojo, and parent
emails - alongside improved Sapphire use - can ensure families feel better informed and
included.
Expand Stakeholder Involvement in PBIS. As PBIS transitions from its first full year
into sustained implementation, efforts should focus on maintaining high staff buy-in and
expanding student voice. Student-led PBIS committees, co-created reward systems, and gradelevel expectation reviews could improve buy-in and refine accountability.
Ensure Equitable Enforcement of Expectations. Interview and survey data revealed
concerns about perceived inconsistent discipline. A continued focus on fair and transparent
processes - including clearer referral protocols, peer mediation programs, and ongoing teacher
training in restorative practices - can help address this issue.
Celebrate Success and Foster Belonging. Students and parents alike responded
positively to school spirit events, quarterly celebrations, and classroom recognitions. Sustaining
and expanding these opportunities - while ensuring they remain inclusive and accessible - will
support a climate where students feel valued and connected.
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Invest in Professional Learning and Reflection. Embedding Danielson-based selfreflection (particularly in Domain 2b) into professional development allows staff to assess and
grow their cultural impact. Sharing best practices from effective classrooms—such as those
observed in walkthroughs—can build collective efficacy.
Summary of Research Question 3
The data underscores the importance of consistency, communication, and celebration in
enhancing school climate. Strategies rooted in transparency, equity, and student-centered
engagement are essential to maintaining momentum and deepening cultural transformation. By
focusing on these priorities, North East Middle School can continue cultivating an environment
where all students and stakeholders feel seen, supported, and inspired to grow.
Summary
Chapter IV presented a comprehensive analysis of the climate and culture at North East
Middle School through a mixed-methods approach that included student, parent/guardian, and
staff survey data; structured interviews; observation walkthroughs; and behavioral and
participation data linked to the first-year implementation of Positive Behavior Interventions and
Supports (PBIS). The results offered triangulated insight into stakeholder perceptions, underlying
influences, and emerging strategies for school improvement.
Overall, stakeholder perceptions of the school’s climate and culture were generally
positive, with students, staff, and families acknowledging recent improvements in consistency,
safety, and student engagement. The implementation of PBIS served as a significant driver of
cultural change, reinforcing behavioral expectations and celebrating student success through
structured recognition systems and schoolwide events. Classroom observations and walkthroughs
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supported these findings, revealing strong teacher-student relationships, clear behavioral
expectations, and increasingly positive peer interactions.
Nonetheless, the data also illuminated challenges, particularly around communication
consistency, equitable discipline practices, and the continued need for relationship-building
among all stakeholder groups. Stakeholders expressed a desire for more inclusive opportunities,
more frequent updates on student progress and behavior, and a stronger sense of connection
across grade levels and between home and school.
Findings from the Danielson Framework walkthroughs reinforced the importance of
cultivating a culture for learning, where respect, engagement, and clear routines support
academic and social-emotional growth. Staff and administrators were viewed positively across
stakeholder groups, and their influence on school climate was evident throughout the study.
Chapter V will interpret these findings in greater detail and offer actionable
recommendations for sustaining and strengthening the school climate and culture at North East
Middle School, including strategies for enhancing stakeholder communication, deepening PBIS
fidelity, and fostering a more inclusive, equitable learning environment.
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CHAPTER V
Conclusions and Recommendations
School climate and culture remain central to student success and stakeholder engagement.
At North East Middle School (NEMS), efforts to assess and improve climate have become
increasingly intentional, particularly with the rollout of Positive Behavior Interventions and
Supports (PBIS) during the 2024–2025 school year. This study sought to examine perceptions of
climate and culture from students, staff, and parents/guardians; identify the underlying factors
shaping those perceptions; and offer data-informed strategies for schoolwide improvement.
Chapter V provides an extensive reflection on the key findings, situating them within
current educational research and practical considerations. It also addresses limitations inherent in
the study and offers detailed recommendations for ongoing school improvement. Finally, it
outlines future research directions that can build on this foundational work to enhance
understanding and practice related to school climate and culture in middle school settings.
Conclusions
Positive Climate with Areas for Growth
Stakeholders across all groups consistently described a school climate marked by strong
interpersonal relationships, a shared sense of safety, and emerging consistency in behavioral
expectations. Students expressed feeling increasingly supported by their teachers and staff,
fostering a growing pride in their school community. This sense of belonging is foundational, as
research consistently links student connectedness with positive academic and social outcomes.
For instance, Wang and Degol (2016) emphasize that “students who feel safe, supported, and
connected to their peers and teachers are more likely to engage actively in learning and exhibit
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prosocial behaviors” (p. 330). Similarly, staff members reported high morale and collegiality,
underscoring the value of a collaborative professional culture in sustaining positive climates
(Grissom et al., 2013). Families, too, felt predominantly welcomed and generally confident in the
safety and support provided to their children, which is critical given the influential role of family
engagement on student success (Epstein & Sanders, 2021).
Despite these encouraging perceptions, the study uncovered concerns that warrant
continued attention. Inconsistent communication emerged as a recurring theme, with families
seeking clearer, more timely updates about student progress and behavioral expectations. This
aligns with findings from other districts indicating that communication gaps can undermine
family trust and engagement (Castro et al., 2015; Epstein & Sanders, 2021). Furthermore, uneven
enforcement of discipline policies led some stakeholders to perceive inequities, which can erode
trust and foster disengagement (Blake et al., 2011). Finally, opportunities to deepen family
engagement - particularly through culturally responsive outreach - present a critical area for
growth. These findings suggest that while foundational elements of a positive climate exist at
North East Middle School, sustained and focused efforts are essential to address gaps and
promote greater consistency and equity.
The complexity of school climate is such that even positive environments must be viewed
as dynamic systems subject to ongoing challenges. This underscores the importance of
continuous dialogue, feedback loops, and adaptive leadership practices to respond to emerging
needs and sustain continued momentum toward excellence.
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Role of Leadership and Visibility
Leadership emerged as a central driver in shaping the school climate. The consistent
presence and visibility of principals and administrators were repeatedly cited by stakeholders as
a factor that cultivated trust, accountability, and a shared vision for improvement. This reflects
findings from Marzano, Waters, and McNulty (2005), who assert that “principal visibility
communicates genuine interest and engagement, providing opportunities to interact substantively
with teachers and students” (p. 61). At North East Middle School, principals’ active involvement
in classrooms, hallways, and extracurricular events fostered a sense of connectedness and
responsiveness that grounded the school community.
Moreover, leadership practices that modeled relational trust, fairness, and empathy were
instrumental in establishing a culture conducive to collaboration and mutual respect. Bryk and
Schneider (2003) observe that “social trust among school professionals and parents is a key
resource that supports school improvement” (p. 40). By emphasizing relational leadership,
school leaders at North East Middle School created an environment where staff felt supported
and empowered, which research links to reduced teacher turnover and improved student
outcomes (Kraft et al., 2016).
However, leadership challenges remain, particularly regarding sustaining visibility during
non-instructional periods and ensuring consistent communication of expectations. Strengthening
leadership capacity through professional development and distributed leadership models can
provide avenues for addressing these challenges and embedding a culture of continuous
improvement.
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Effectiveness of PBIS Implementation
The first year of PBIS implementation at North East Middle School demonstrated
promising initial outcomes. Quantitative data revealed measurable declines in behavioral
infractions, including significant reductions in both in-school and out-of-school suspensions.
These findings echo national research indicating that PBIS frameworks are effective in
promoting positive behavior and reducing exclusionary discipline (Närhi et al., 2017).
Particularly notable was the increased recognition of students through structured incentive
systems, which research suggests fosters motivation and reinforces behavioral expectations
(McIntosh et al., 2018).
The data also highlighted disparities in point distribution by grade level, with younger
students receiving more consistent positive reinforcement. This finding points to a critical area
for enhancement - ensuring fidelity and equity of implementation across all grade levels.
Sustained staff training, coaching, and inclusion of student leadership in PBIS can help maintain
momentum and inclusivity, ensuring that all students benefit equally from the system.
Qualitative observations supported these trends, with classroom walkthroughs and staff
interviews illustrating increased adherence to behavioral norms, improved adult supervision, and
growing student engagement. These multifaceted data sources affirm the role of PBIS not only as
a behavior management tool but as a catalyst for cultural change within the school.
Importance of Relationships and Equity
Central to fostering a positive school climate are strong, trusting relationships among
students, staff, and families. The study underscored that student–teacher relationships serve as a
foundation for engagement, behavior regulation, and perceptions of fairness. Wang and Degol
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(2016) highlight that “positive interpersonal relationships between teachers and students are
consistently linked to reduced behavioral problems and better adjustment across diverse student
populations” (p. 330). Moreover, culturally responsive practices and family partnerships
emerged as vital components for addressing disparities and building an inclusive, equitable
climate.
The data revealed that fostering empathy, understanding, and respect across diverse
student groups strengthens the social fabric of the school. This relational emphasis aligns with
the work of Casas (2017), who asserts that “relationships are the foundation of culture, and
without trust, it’s impossible to create a culture where students and staff feel safe, respected, and
motivated” (p. 23). Prioritizing equity through culturally responsive engagement and inclusive
discipline practices can mitigate bias and promote fairness, critical for narrowing achievement
and behavioral gaps.
Equity and Support for Diverse Learners
While not the most prominent concern, issues of equity and inclusivity within classroom
practices emerged as an important area for growth. Some staff and parents expressed worries
about favoritism or inconsistent treatment of students, signaling the need for ongoing efforts to
foster fairness and inclusivity in daily instructional and behavioral interactions. As Wang and
Degol (2016) note, “positive interpersonal relationships between teachers and students are
consistently linked to reduced behavioral problems and better adjustment across diverse student
populations” (p. 330), underscoring the importance of equitable, respectful treatment. In
addition, there were some concerns over the implementation of special education documentation
such as Individualized Education Plans (IEPs) and 504 plans. Although perceptions of support
for students with special needs were generally positive, feedback revealed challenges in fully
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meeting the diverse learning and behavioral needs of these students. Parents and staff called for
enhanced resources, clearer communication, and more consistent implementation of
individualized education plans to ensure all learners receive the support necessary to thrive.
Addressing these areas is vital for cultivating a truly inclusive school climate where every
student feels valued and supported.
Data Triangulation
One of the study’s major strengths was the triangulation of quantitative and qualitative
data from multiple stakeholder groups. Surveys provided broad, generalizable insights into
perceptions of climate and culture, while interviews offered depth, capturing nuanced
experiences and contextual factors. Classroom observations and behavioral data grounded these
perceptions in concrete practices and outcomes.
This mixed-methods, multi-source approach enhanced the reliability of findings by
confirming patterns across data types and revealing areas of convergence and divergence. For
example, students’ reported feelings of safety and engagement were corroborated by
observations of adult visibility and positive peer interactions. Similarly, concerns about
inconsistent discipline enforcement were echoed in both staff interviews and office referral data.
This triangulated evidence provided a more comprehensive and actionable understanding of
school climate, informing targeted improvement strategies.
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Recommended Areas for Growth
To summarize, the primary areas for cultural growth at North East Middle School are as
follows:
1. Enhance Communication: Develop consistent, transparent communication channels
among staff, students, and families using multiple accessible platforms such as email,
apps, and in-person meetings. Training staff in culturally responsive communication can
deepen family engagement.
2. Strengthen PBIS Fidelity: Invest in ongoing staff professional development, coaching,
and student leadership opportunities to maintain equitable and consistent implementation
of PBIS across all grade levels.
3. Promote Equity and Inclusion: Implement culturally responsive family engagement
strategies and inclusive discipline policies to address disparities and foster a welcoming
climate for all students.
4. Sustain Leadership Visibility: Encourage principals and administrators to maintain
frequent, authentic presence in classrooms, common areas, and at community events to
build trust and model positive behaviors.
5. Leverage Data: Continue triangulating perceptual data with behavioral and academic
outcomes to identify strengths and areas of need, guiding targeted interventions and
resource allocation.
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Limitations
Sample Size
While this study produced valuable insights into the perceptions of school climate at
North East Middle School, several limitations must be acknowledged to accurately contextualize
the findings. First, the sample size, though adequate for descriptive analysis, limits the overall
generalizability of the results to wider populations. The response rates across stakeholder groups
varied: 219 students, 38 staff members, and 42 parents completed the survey instruments.
Although these numbers provide a useful cross-section of opinions, they may not fully capture
the diversity of experiences or views present within the entire school community. For instance,
parents who are more engaged or connected to the school may be overrepresented, while those
who are less involved - perhaps due to language barriers, work schedules, or prior negative
experiences - may not have participated. Similarly, staff members who feel particularly invested
in climate-related initiatives may be more likely to respond, potentially skewing the data toward
a more favorable view of school culture.
Self-Reported Data and Validity Concerns
Andrade (2018) distinguishes between types of validity that are critical in understanding
this limitation. While internal validity ensures that a study’s design permits meaningful
interpretation of relationships between variables, ecological validity refers to the extent to which
findings can be generalized to real-life settings beyond the specific sample studied. As Andrade
notes, “ecological validity… depends on a broader, more diverse sample” (p. 499). In the context
of this research, broader participation, especially from underrepresented or marginalized voices,
would have strengthened the ecological validity and ensured that conclusions drawn from the
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data more accurately reflected the full school community. Future studies should prioritize
intentional strategies to increase participation rates, such as targeted outreach to specific
subgroups, translated materials, and multiple modalities for survey access (e.g., paper, digital, inperson sessions). Doing so will not only enhance representativeness but also contribute to a more
inclusive and authentic portrait of school climate.
Secondly, the study relied primarily on perceptional data. While these perspectives are
critical for understanding the lived experiences of students, staff, and parents, relying solely on
self-report surveys and follow-up interviews can limit the depth and reliability of findings. To
strengthen future evaluations of school climate, perceptional data from individual students and
parents should be triangulated with specific quantitative behavioral and academic indicators such as their own attendance rates, office discipline referrals, course failures, and GPA trends.
This would provide a more holistic and actionable understanding of climate and reliability of the
anecdotal responses. Similarly, if students report feeling unsafe in certain areas of the building,
comparing that perception with actual incident data from those zones could either validate
concerns or reveal misinterpretations. Moreover, while many teachers and parents may report
satisfaction with school culture, elevated levels of absenteeism or declining academic
performance could signal underlying issues not captured through surveys alone. Bryk et al.
(2010) emphasized this multidimensional approach by asserting that “effective school
improvement strategies combine hard data with perceptual insight” (p. 54). In the context of
North East Middle School, this type of triangulation could have included individualized analysis
of discipline data, benchmark academic trends, and building attendance dashboards. Integrating
these metrics with survey findings would allow for more accurate diagnosis of problem areas and
more targeted intervention planning. Additionally, it would provide school leadership with a
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clearer picture of whether reported perceptions are reflected in observable behaviors and
outcomes. This is an essential step for designing responsive and equitable improvement efforts.
Time Constraints
A third limitation lies in the timing of the data collection. Much of the survey data for this
study was gathered during the spring semester, a period commonly marked by a unique set of
challenges and environmental pressures within the school setting. Spring is often characterized
by end-of-year fatigue, looming standardized testing, final assessments, and transitional stress for
both students and staff. These factors can significantly shape stakeholder perceptions, potentially
skewing responses toward frustration, exhaustion, or disillusionment that may not be as prevalent
during other times of the academic year. For instance, students nearing the conclusion of the
school year might report higher levels of stress, disengagement, or dissatisfaction, not
necessarily due to sustained issues with school climate, but rather because of cumulative
academic pressures or social anxieties about the approaching summer or next school year.
Similarly, teachers and staff may feel emotionally drained during this period, especially
after enduring months of instructional demands, behavior management, and additional
responsibilities associated with spring activities (state testing coordination, send-off preparations,
and curriculum pacing). As a result, their survey responses may reflect temporary burnout rather
than consistent perceptions of school culture. This situational influence can obscure a more
balanced or comprehensive understanding of climate dynamics.
To mitigate these seasonal distortions, future research should consider implementing a
two-point data collection approach: One baseline administration in the fall, when stakeholders
are typically more rested and optimistic, and another follow-up in the spring. This longitudinal
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model would allow for comparison of climate perceptions across the school year, providing a
richer understanding of when and how certain climate dimensions fluctuate. Thapa et al. (2013)
support this approach, noting that “school climate is not a fixed condition but an evolving
construct that responds to internal and external pressures throughout the academic cycle” (p.
360). Accounting for these temporal variables will lead to more nuanced insights and betterinformed interventions tailored to the rhythms of the school year.
Demographics
Additionally, while the study examines climate as a whole, it does not disaggregate data
by subgroup (e.g., race, socioeconomic status, special education). Future efforts should consider
how different populations within the school experience climate differently. Gregory et al. (2016)
noted that "restorative practices and equity-focused interventions often reveal important
discrepancies between subgroups" (p. 326). While the scope of this action research project did
not include demographic breakdowns, they could be important to future research.
PBIS Implementation Stage
A notable limitation of this study is that data were collected during the inaugural year of
full Positive Behavioral Interventions and Supports (PBIS) implementation at North East Middle
School. As Närhi et al. (2017) explain, “the variability of implementation fidelity is common
during the early phases of PBIS adoption, affecting consistency in staff practices and student
experiences” (p. 1193). Staff members inevitably had differing levels of familiarity and buy-in
with PBIS expectations, reward systems, and intervention protocols, potentially influencing
student perceptions and, therefore, survey responses. This inconsistency may have introduced
bias into the data, complicating firm conclusions about PBIS’s impact on school climate. Future
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research should assess climate perceptions once PBIS implementation is more mature and staff
training is more standardized across all grade levels.
Observation Bias
Another limitation involves potential observation bias during climate walkthroughs.
These walkthroughs were primarily conducted by school administrators and the school resource
officers, whose presence may have unintentionally altered student and staff behavior. As
Marzano et al. (2005) note, “the visibility of school leaders communicates interest and
expectations, which can temporarily influence behaviors during observations” (p. 61).
Consequently, data from these observations may not fully capture typical school climate
conditions, particularly regarding student interactions, hallway behavior, and behavioral
adherence. Incorporating peer observers or external evaluators in future walkthroughs could
mitigate this bias and yield a more authentic representation of school climate.
Recommendations for Future Research
This study underscores the complexity and evolving nature of school climate and culture,
particularly within middle school settings. To deepen contextual understanding, future research
should employ longitudinal designs that capture climate trajectories over multiple years,
examining how interventions like PBIS sustain or shift school culture over time. Annual studies
tracking climate evolution, especially as new staff join and programs adapt, would provide
valuable insights into mechanisms of change and durability.
Exploring student perceptions in greater depth is also essential. While student interviews
provided valuable insights, future studies could incorporate journaling, focus groups, or digital
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197
response platforms to collect more frequent and nuanced feedback on climate experiences. These
methods will better capture the true realities of students and inform responsive interventions.
Continued analysis is critical to understand how students with overlapping identities such as race, gender, disability, and language proficiency - experience school climate differently.
Such research can guide the development of equity-centered practices that address diverse needs
and promote inclusivity. Extending this, investigations into equity in school recognition systems
should analyze demographic and behavioral data to ensure reward programs are fair and
inclusive, mitigating disparities that may undermine positive climate efforts.
In addition, the integration of new and innovative technologies offers promising avenues
for advancing school climate research and practice. Digital engagement platforms, social media,
student information systems, notification apps, and virtual learning environments warrant study
to understand their impact on student connection, climate responsiveness, and overall school
dynamics in today’s educational landscape. Further research on communication effectiveness is
needed to identify which platforms most successfully engage families and correlate with
participation and satisfaction.
Moreover, further inquiry into leadership development and systemic reforms will provide
actionable knowledge about sustaining positive climates. Examining the long-term effects of
distributed leadership models, policy shifts, and capacity-building initiatives can inform
strategies to cultivate inclusive, collaborative school cultures. Measuring PBIS implementation
fidelity alongside staff beliefs about its effectiveness will clarify factors influencing program
success and sustainability.
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Finally, expanding multi-source data collection - including physiological and behavioral
metrics alongside perceptual data - can enrich understanding of how school climate influences
well-being and achievement. Employing the aforementioned qualitative methods - journaling,
focus groups, and digital response tools - will allow more frequent and detailed student feedback,
supporting the design of targeted, culturally responsive strategies that foster thriving, equitable
school communities.
These research extensions collectively will strengthen both short-term implementation
efforts and long-term cultural transformation, empowering educators and policymakers to create
inclusive, supportive learning environments where all students can flourish.
Summary
This study revealed that school climate and culture at North East Middle School are
viewed positively overall, particularly in areas related to relationships, structure, and recognition
systems. Through structured data collection across multiple sources - including surveys,
interviews, observations, and PBIS metrics - it became evident that consistency, communication,
and visibility are key drivers of success.
The implementation of PBIS provided structure and accountability, helping reduce major
infractions while increasing proactive engagement. Still, disparities across grade levels in both
infractions and recognition emphasized the need for fidelity and equity in implementation.
Stakeholders voiced optimism and investment in improving the school’s culture and offered
valuable suggestions that have already informed building-level decisions.
Moving forward, North East Middle School will focus on refining its climate practices
through stakeholder feedback, improved communication, and a stronger PBIS framework. These
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findings offer not only a blueprint for future internal development but also contribute
meaningfully to broader conversations on middle-level school climate reform.
199
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APPENDECIES
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Appendix A
IRB Approval
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Appendix B
District Approval Letter
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Appendix C
Student Climate Survey
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Appendix D
Faculty/Staff Climate Survey
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Appendix E
Parent/Guardian Climate Survey
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Appendix F
Informed Participant Consent Form
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Appendix G
Assent to Participate in Research Study Form
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Appendix H
Student Structured Interview Questions
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Appendix I
Staff Structured Interview Questions
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Appendix J
Parent/Guardian Structured Interview Questions
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Appendix K
School Climate/Culture Observation Rubric