School Climate Change : Requiring Understanding of Our Students and Community

Abstract

School climate affects student populations, including many of our nation's high-ability students—and among them capable learners from underserved groups, such as those living in low-income environments, English language learners, and those from racial or minority groups, who all too often go unrecognized. R. Ross stated that an equitable school climate responds to the wide range of cultural norms, goals, values, interpersonal relationships, leadership practices, and organizational structures within the broader community. Cultural competence requires a commitment from all within the school community. Frequent distribution of schoolwide climate surveys can serve as a pathway to determining areas of strengths and weaknesses. Creating a positive school climate also means that students who identify in multiple ways are valued and nurtured, which allows students to feel safer and more connected to their schools. The more often students are offered the opportunity to truly be themselves, the more they will add to a positive climate for all.