​School Climate

In Philadelphia, all schools are continuously dealing with the strife that is occurring within the homes and neighborhoods of their student population.  Gun violence is almost a weekly occurrence.  Fights, including student assaults by other students or family/community members waiting outside school perimeters to gang up on individual students, are not uncommon.  To read more about the incidents that occurred click Incident-Reporting.aspx

Many of the calls that come into the OSSA are from parents/caregivers who want assistance in obtaining a safety plan for their child at the school. Some are also seeking assistance in helping their child to be transferred from the school so that they will be safe.  This is particularly challenging in that there are neighborhoods and schools that are persistently unsafe.  

There is a national, state and local movement to take a look at what is occurring and how students, school staff, and parents/caregivers feel about their school and community, and to determine and implement initiatives that help to promote a positive school climate.

School Climate is defined as "the quality and character of school life. School climate is based on patterns of students', parents' and school personnel's experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures."

Why is school climate important?

"A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life. This climate includes:

• Norms, values and expectations that support people feeling socially, emotionally and physically safe.
• People are engaged and respected.
• Students, families and educators work together to develop, live and contribute to a shared school vision.
• Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning.
• Each person contributes to the operations of the school and the care of the physical environment." (See National School Climate Council)

School District of Philadelphia – "Goals and Guardrails"

In the 2020-2021 school year, the School District of Philadelphia Board of Education launched a 5-Year Plan entitled "Goals and Guardrails," with the "Goals" focus being on having every student perform at or above grade level while the "Guardrails" would be putting systems in place that will create environments that are safe, clean, provide educational opportunities in the arts and co-curricular opportunities in athletics, engage parents and caregivers in the school community, and develop a culture that is inclusive and equitable.  In order to chart the path of progress, the District provides monthly updates and monitoring reports.  Click on Goals and Guardrails to see the full listing of the goals and guardrails.

Measuring School Climate

An overarching indicator of good school climate is the percentage of schools within the District with both a high Overall District-Wide Survey Climate rating and a high Overall District-Wide Survey Instructional Environment rating. The indicator is that it will grow from 17.7% (38 schools) in August 2020 to 58.6% (126 schools) by August 2026. 

In the 2021-2022 school year, 6.9% of schools were rated with a high climate and instructional environment, falling below the target of 31.6% of schools.  To find out more regarding the guardrails and their outcomes, click on the following link, Goals-and-Guardrails (philasd.org).

School Climate Surveys

The Office of School Climate and Culture conducts two surveys to determine school climate.  The Student Well-being Survey is conducted four times per year for students in grades 3-12. It provides information  about how students feel about their experiences and relationships in school.

The Philly School Experience Survey is an online district-wide survey that is for students, families and staff. It can be used to assist teachers and administrators in developing an equitable and comfortable climate within their classrooms and schools. Click on the following link to view the survey questionnaires, School Climate and Culture (philasd.org).

Student Responses

In the 2021-22 school year there was a 57.6% student response rate for District schools.  Overall, the student body who completed the survey have a favorable viewpoint of their schools and teachers. The following table provides information on the students' perspectives.  Please go to School Information – District Performance Office (philasd.org) to view the complete report under the Longitudinal data files, SY 2021-2022.  It provides a breakdown of the outcomes of the individual schools, the learning networks and the school type sectors (i.e., Charter Schools, District Schools and Alternative Schools).

Parent/Guardian Response

The District also surveyed parents and guardians of students, receiving a Household response rate of 15.1%.  The following table provides information on the parents/guardians' perspectives.  Please go to School Information – District Performance Office (philasd.org) to view the complete report under the Longitudinal data files, SY 2021-2022.

Staff, school administration and teacher survey responses can be found at School Information – District Performance Office (philasd.org)

The District's students in grades 9-12 take part in the Youth Risk Behavior Survey (YRBS) through the Centers for Disease Control (CDC).  In 2021, approximately 1,300 students reported on feelings, at-risk behaviors, and conditions in their neighborhood.  For example:

Overall, 44.6% of students felt sad or hopeless (almost every day for 2 or more weeks in a row so that they stopped doing some usual activities, during the 12 months before the survey).  In comparison to Pennsylvania Youth Survey for students in 6^th, 8^th, 10^th, and 12^th grades, 40.1% of student reported feeling sad most days in the past 12 months.

One of the indicators of the guardrails is the percentage of schools with at least two FTE (full-time equivalent) positions, per 500 students, to support student mental and behavioral needs.  The percent of schools with 2 FTE positions is 79.6%.  This is on track with District indicator progress.

Outcomes from other reports on YRBS are provided below.  For reference, similar questions have been compared to other Pennsylvania schools' percentages taken from the Pennsylvania Youth Survey (PAYS):

• 39% of students reporting saw someone get physically attacked, beaten, stabbed or shot in their neighborhood.
• 22.4% seriously considered attempting suicide; 18.6% PA
• 21.8% made a plan about how they would attempt suicide; 14.7 PA
• 13.7% attempted suicide; 10.9% PA
  
• 11.4% were electronically bullied; 14.6% PA
• 10.7% did not go to school because they felt unsafe at school or on their way to or from school.

For more information on the District's YRBS outcomes go to: Youth Online: High School YRBS - Philadelphia, PA 2021 Results | DASH | CDC

Programs and Practices To Support School Climate

The District has developed a multi-faceted approach to better students, staff members and parents/caregivers experience while at school. The implementation of Positive Behavioral Interventions and Supports has begun to spread throughout the school.  Social-emotional learning programs, and providing schools with a school climate coach are just some of the initiatives that have helped to start the positive direction.  For more information, go to School Climate and Culture – The School District of Philadelphia (philasd.org).

To go to the next section, Vicim Advocacy, click Victim-Advocacy.aspx