This report defines school and classroom climate and describes how it differs from similar concepts, such as culture and context. The report then discuss the strengths and weaknesses of various methods that are conventionally used to assess school and classroom climate, explores important considerations when assessing school climate, and includes a list of resources with additional information on various instruments for school climate assessment.
States & Policymakers
This 90-minute archived webinar discusses steps that state and local leaders are taking to prevent school violence through the implementation of threat assessment models and through efforts to improve school climate.
Renowned school safety experts discuss the evidence base behind these promising approaches, and what school administrators and leaders can do to implement these evidence-based strategies systemwide to prevent school tragedies and incidents of violence.
The Stop, Think, Act: Ready to Assess toolkit helps educators, practitioners, and policymakers decide if and when they are ready to assess their systems’ conditions for learning and SEL development.
- Highlights the importance of implementation readiness and the conditions that foster SEL and development;
- Includes assessments of learning conditions in and out of school; and
- Updates the list of available social and emotional competency assessments.
This online panel discussion focuses on the issues and significance of integrating SEL and School Safety into teaching and learning practices and into the climate and culture of schools.
Center staff facilitate a conversation with LEAs and SEAs to discuss major issues they faced with integrating SEL into their daily routines. Panelists describe successes, challenges, and barriers to effective integration, lessons learned, and ways SEAs and LEAs can work together and support each other in their integration efforts.
Lucy A. Vezzuto
Coordinator, Student Mental Health, Social-emotional Learning & School Climate
Orange County Department of Education
Education Program Consultant
Kansas State Department of Education
Education Program Consultant, School Climate Transformation Grant Director
Iowa Department of Education
Senior Administrator, Secondary Science
Wake County Public Schools
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. The resource synthesizes evidence regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children’s well-being, healthy development, and transferable learning. In addition, the article reviews research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.
As schools strive to develop a systematic approach to meeting the social, emotional, and behavioral (SEB) SEB health of all students, often with limited resources and competing priorities, there is a need for responsive, efficient, and effective systems and data to improve outcomes. Universal SEB screening is one component of such a comprehensive approach and is increasingly being adopted by schools and districts across the country. The purpose of this guide is to summarize the current state of research and practice related to universal SEB screening and provide practical and defensible recommendations