Hear, act, connect, support
Youth recommendations for educators who administer school climate surveys
Bibliographic Data
| ID | 21376201 |
|---|---|
| Authors | Addison Duane (0000-0002-0105-1235, California State University Sacramento California USA, corresponding author), Katlyn S Morris (0000-0002-8921-3410, University of California Berkeley California USA), Amia Nash (0000-0002-3593-7747, University of California Berkeley California USA), Tiffany M Jones (0000-0002-7884-1155, Colorado State University Fort Collins Colorado USA), Valerie B Shapiro (0000-0003-4493-8829, University of California Berkeley California USA) |
| Year | 2025 |
| Volume | 62 |
| Issue | 1 |
| Pages | 185-201 |
| Publication date | 2025-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23319 |
| OpenAlex | W4403094010 |
| Language | EN |
| Citations received | 4 |
| References cited | 48 |
School climate surveys are commonly used to solicit youth perspectives about their experiences in schools. However, to move climate surveys from solicitation towards a more youth‐centered, partnered practice for school improvement, guidance is needed from the youth themselves about how and in what ways they hope adults respond to their survey responses. In the present study, we analyzed data from four focus groups conducted with middle school and high school students. Findings reveal that, following the administration of climate surveys, youth want adults to: recognize their voices, take action based on their responses, cultivate opportunities for connection, and increase mental health supports. These student‐generated insights can help inform how adults in schools—from educational leaders to licensed mental health professionals—use student data to inform decision‐making
Mathematics education · Medical education · Pedagogy · School climate · Applied Psychology · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Youth Development and Social Support
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Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships
A worked example of Braun and Clarke’s approach to reflexive thematic analysis
Introduction to the special issue
Retention and job satisfaction of school psychologists
Urban secondary students' explanations for the school climate‐achievement association
Contextualizing the Association Between School Climate and Student Well‐Being
In-Service Teacher Access to and Use of Non-Academic Data for Decision Making
Readings for Diversity and Social Justice
Thematic Analysis
Racial and ethnic differences in high school students’ perceptions of school climate and disciplinary practices
Student Voice for School‐Climate Improvement
School climate multidimensionality and measurement
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Closing the Achievement Gap
Youth Empowerment in Context
Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression
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Mapping the Margins
Embracing problems, processes, and contact zones
Race, Culture, and Researcher Positionality
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| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |