School Climate Data Report: Conditions for Learning Surveys
Administered since 2019, the Conditions for Learning (CFL) surveys provide insights into the school climate at Winchendon Public Schools. The data covers diverse aspects including personal well-being, academic engagement, perceptions of safety, and adult support. Findings indicate varying perceptions among students based on identity factors such as LGBTQIA+ status, experiences of bullying, and racial/ethnic backgrounds. Notable statistics reveal students' feelings of safety and support within the school environment.
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Presentation Transcript
Conditions for Learning Surveys School Climate Data A Report to the Winchendon Public Schools School Committee May 4, 2023
Background Conditions For Learning (CFL) administered since at least 2019, though in (summer) 2020, we administered a survey re: the impact of remote learning instead of the CFL Surveys links distributed to all parents/guardians and staff, and to students at TTE, MMS and MHS. In the past, very short survey also administered to children at Memorial school Time set aside at each of the school buildings so students can complete survey
Nature of CFL surveys Lengthy: 55 to 65 prompts Mostly consisting of Likert scale questions, on the following scale: 1. Always true 2. Usually true 3. Sometimes true 4. Never true With some open response items
Respondents HS students: 150 (9th: 53 / 10th: 45 / 11th: 27 / 12th: 25) MS students: 174 (6th: 87 / 7th: 7th: 47 / 8th: 40) TTE students: 244 Staff: 51 district-wide (Mem: 9 / TTE: 13 / MS: 16 / HS: 13) Parents/Guardians: 90 district-wide (Mem: 32 / TTE: 31 / MS: 15 / HS: 12)
Four Categories of Aggregated Data Aggregated scores for four categories of responses: Personal academic well-being & engagement Perceptions of the academic environment Diversity, belonging and perceptions of personal safety Perceptions of adults and adult-offered support
Murdock High School
In the category of Diversity, Belonging & Perceptions of Personal Safety Students who self-identified as LGBTQIA+ were much more likely to have a negative perception of school climate than their peers. Likewise, students who reported being bullied, or having witnessed bullying were much more likely to have a negative perception of school climate than their peers. Students who self-identified as BIPOC, and those who declined to identify their racial/ethnic background were somewhat more likely to have a negative perception of school climate than their peers.
Telling data 94% of students say they have friends at school. 60% Always/often feel safe at school, and 55% always or often feel supported by their peers. (11/13 staff say MHS is always or often a safe place to learn.) 57% say they always or often are accepted for who they are. 42% report sometimes or never that students are treated equally regardless of who they are. 49% feel the school sometimes or never treat[s] students fairly if they misbehave (6/13 staff say discipline is sometimes or never handled fairly.)
Bullying Data 85% report that they have not been bullied in the last 12 months 15 of the 21 who report being bullied are in 9th or 10th grade (2/3rds of survey responses are also from 9th and 10th grade students) 55% of those who have been bullied in the last 12 months report they were bullied about their appearance 60% of students report they did not tell anyone if they experienced or witnessed bullying
Murdock Middle School
In the category of Diversity, Belonging & Perceptions of Personal Safety 100% of students who did not identify their sexuality or gender had a more negative perception of school climate than their peers. Students who self-identified as LGBTQIA+, and those who reported being bullied, or having witnessed bullying were more likely to have a negative perception of school climate than their peers. On the other hand, students who self-identified as BIPOC, and those who declined to identify their racial/ethnic background had perceptions as positive as the overall student population
Telling Data 89% say they have friends at school. 81% say they always / often feel safe at school. 70% say they are always or often accepted for who they are. 74% say it s always or usually true that students are treated equally regardless of who they are. 64% feel the school always or often treats students fairly if they misbehave. Also, nearly 50% of those who told someone they were being bullied felt it was not addressed to their satisfaction.
Bullying data Students who say they have been bullied report that bullying happens throughout the day, including in classrooms, bathrooms, the cafeteria and the hallways 69% are happy with the current anti-bullying procedures in school. Nearly 50% of those who told someone they were being bullied felt it was not addressed to their satisfaction
Toy Town Elementary School
In the category of Diversity, Belonging & Perceptions of Personal Safety 15% of the students reported much more negative perceptions of the school climate than their peers, whose perceptions were largely positive. Most of these students are students who have been bullied.
Bullying Data Bullying happens a lot at recess and at the end of the school day, but also throughout the day including during class 51% are happy with the current anti- bullying procedures in school 67% of those who reported being bullied felt it was not addressed effectively
Telling Data 88% always or often have friends at school. 79% report students always or often are treated equally regardless of who they are. 58% always or often feel safe at school. (100% of teachers say the school is always or often a safe place for students to learn.) However 48% say they sometimes or never are accepted for who they are. 45% feel the school sometimes or never treats students fairly if they misbehave
