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## Other Youth Topics

## Breadcrumb

            -  Youth Topics 
            -  School Climate 
            -           Measuring School Climate      

# Measuring School Climate

Understanding and addressing school climate can be facilitated by collecting and reviewing survey and incident data. Schools can then use these data to see which aspects of school climate need to be addressed and to select and implement evidence-based intervention practices and programs. This data-driven approach can promote positive outcomes for students and staff. Learn more about using data to inform effective program implementation.  

### Measuring School Climate

Collecting and analyzing school climate data can be an opportunity for school leaders to more effectively prioritize issues, set goals for reform, and understand how stakeholders differ in their perceptions of the current climate.1 It is important that measures of school climate be valid and psychometrically sound, reflect the voice of subgroups, reach multiple respondents, and use multiple instruments. An effort should be made to create measures that are actionable and will lead to practical and effective interventions.2 The National Center on Safe Supportive Learning Environments (NCSSLE) maintains an ever-growing school climate survey compendium that includes scales, surveys, and assessments that schools can refer to in their efforts to measure and improve school climate. 

## Federal Sources for School Climate Data

A number of federal data sources provide information and data related to school climate.

**National Center on Safe Supportive Learning Environments**The National Center on Safe Supportive Learning Environments (NCSSLE) is funded by the U.S. Department of Education’s Office of Safe and Healthy Students. The NCSSLE website provides information and resources that will help website visitors understand the nature of school climate in learning environments. 

**Youth Risk Behavior Surveillance System**Through data collected from a national school-based survey, as well as additional local surveys, the Youth Risk Behavior Surveillance System (YRBSS) monitors six types of risky behaviors prevalent among youth and adults, including substance use and behaviors that contribute to unintentional injury and violence. YRBSS data help schools understand the scope of behaviors that can have a negative effect on school climate and strategically implement interventions to target these behaviors.

**Federal Interagency Forum on Child and Family Statistics**The Federal Interagency Forum on Child and Family Statistics, a group of 22 federal agencies, focuses on research related to children and families. The forum produces an annual report, *America’s Children: Key National Indicators of Well-Being*, which provides statistics across multiple domains, including physical environment and safety, education, and health.

**Indicators of School Crime and Safety**The Indicators of School Crime and Safety report is produced annually by the U.S. Departments of Education and Justice. The report presents nationally representative data on multiple indicators of school crime and safety, including bullying, victimization, perceptions of safety, and substance use. Reports can be found on the National Center for Education Statistics website.  

**Monitoring the Future**The Monitoring the Future study aims to gather ongoing data on the values, attitudes, and behaviors of secondary and college students and young adults in the United States. Data pertaining to multiple factors that relate to school climate, including substance use and delinquent behavior, are analyzed. 

1  National Center on Safe and Supportive Learning Environments, n.d.2.2  Osher, 2012

## Youth Briefs

How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities
Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference
Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues
Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions
Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs
Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth
Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).

## Main navigation

- School Climate
- Components
- Measurement
- Impact
- Improvement
- Implications for Discipline
- References

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