District Climate Survey: Student Belonging Improves, More Work to be Done in Other Areas

Burlington Public Schools' latest school climate survey shows promising trends in many areas, said district Director of Mental Health, Christine Conceison as she presented the results at the January 28 School Committee meeting. The survey, taken by more than 2,700 parents, teachers, and students in grades 4-12, provides insight into perceptions of school safety, inclusivity, and overall experience.

Like last year, school safety was the most highly-rated topic. In fact, the score improved slightly; the district credited the efforts of a districtwide school safety committee, collaboration with the police department, and opportunities for drills to practice safety procedures.

One of the standout findings from the report is a perception among students that their teachers treat them fairly and want them to do well. The large majority also think they treat other students well and value doing what's right. There were also increases in the number of students who say they're treated fairly and that there are high standards for academics and clear rules for behavior at their school. Also notable, staff report feeling connected with one another and the school community.

Still, the survey revealed that student behavior and interpersonal interactions were the biggest concerns for 4th and 5th graders, while cultural acceptance and school connectedness scored lowest among middle and high schoolers.

Student behavior was an issue for teachers as well; though there was a 13% increase in teachers reporting that unsafe behaviors are addressed, the number is still only 54%, while only 50% of teachers and 44% of students report that student behavior is conducive to teaching and learning.

For the second year in a row, parent engagement received the lowest favorability ratings among both parents and teachers, with teachers giving it a score of 40 and parents 64. However, these scores improved over last year, growth that Conceison credits to an intentional focus, including the work of the district's wellness committee. The district asked parents what parent involvement means to them, said Conceison, and offered opportunities aligned with their definitions, such as curriculum nights and Lunch & Learn sessions. They also hired a full-time Community Engagement Specialist.

Among grades 6-12, the highest ratings were in social and civic learning; this is consistent with last year's findings. The majority of students felt they treat others well and value doing what’s right, with notable increases in perceptions of fair treatment, high standards, and clear rules for behavior. However, school connectedness remained the lowest-rated area, particularly among 8th graders.

One concerning drop was in students looking forward to school most days, declining from 67% to 30%. The School Committee, along with Conceison and superintendent Eric Conti, brainstormed possible reasons for the drop, but ultimately more work will need to be done to understand that data point. Chair Christine Monaco says she doesn't think the question is an accurate measure of students' affinity to school, and all agree there could have been many factors influencing why students responded the way they did.

Qualitative responses were included in the survey this year, in the form of an additional open-ended question that asked respondents to identify what would make them feel better about each aspect of the school experience. These repsonses indicate that students feel engaged, enjoy school, and receive more individualized help from teachers. Improvements were also noted in students’ sense of belonging, cultural awareness, and participation. Additionally, students reported that they can be themselves at school and feel happy and supported, highlighting progress in social-emotional learning efforts.

Overall, the district is encouraged by the positive trends in responses, though they acknowledge there is still work to be done. Conceison assured the School Committee that school personnel will be digging deeper into the areas receiving the lowest scores, providing follow-up engagement opportunities for respondents and holding professional learning community meetings at schools to review and reflect on the information and create an action plan to make the school experience even better and more effective for staff, students, and parents alike.