Why Funding Cuts Threaten Our Most Vulnerable Students—and the Climate of Our Schools
There is no single formula for building a positive school climate—no blueprint you can lift from one school and drop into another. What works in one school community may be ill-suited in the next. Every school must shape its unique ecosystem of safety, belonging, and academic support. That ecosystem might include trauma-informed practices, inclusive policies, mental health services, strong teacher development, family partnerships, culturally responsive teaching, or other offerings.
But here’s the bottom line: none of it works without sustained, flexible funding—and the trust to use it wisely.
That’s why recent and proposed funding cuts to education and Medicaid – at every level of government – are not just disappointing–they’re dangerous. They threaten the very heart of what drives a positive school climate for all students. In particular, reducing federal support for education and expecting states to cover what was lost will lead to negative and inequitable outcomes. The National School Climate Center strongly opposes these cuts and advocates for maintaining funding that allows schools to prioritize school climate and focus on the most vulnerable in their communities.
While policy makers assert fiscal responsibility, they must also grapple with this truth: budgets send a message. The ramifications of cuts will hit all students, particularly those who already face the steepest climbs, and we have to ask—what kind of future are we building?
The Human Cost of Cuts
Funding cuts don’t fall evenly. They hit our most vulnerable students hardest: students with disabilities, English Language Learners, students from low-income families, LGBTQ+ youth, first-generation college-bound students, and those with significant physical and mental health needs. These students rely not just on teachers, but on a full network of support—health professionals, after-school staff, social workers, community mentors and family members—to access the opportunity to learn, grow, and thrive in school.
Medicaid funding, for example, helps schools provide critical health services, including those focused on mental health. When that funding is unavailable, or even when it is uncertain, schools and students experience heavy losses in critical personnel. School nurses, counselors, and most wraparound supports for students with disabilities become optional instead of essential. And the ripple effects spread fast: lower attendance, higher stress, more conflict, disengagement, burnout. It’s not just Medicaid, either. Proposed cuts to Title I, Title III, Head Start, after-school programs, school meals, AmeriCorps, arts education, library services, and professional development programs remove vital supports that directly impact attendance, student engagement, and academic success. In addition, cutting vital information gathering resources, such as staff cuts at the National Center for Education Statistics (NCES), leave schools with less information from which to plan and take steps for school climate improvement.
The Research is Clear
At the National School Climate Center, we’ve spent decades studying the intricacies of school climate and what helps schools thrive. The data is overwhelming: when schools have equitable, reliable access to resources—especially those targeting marginalized groups—everyone does better: Students feel safer, teachers feel more supported, relationships improve, academic outcomes rise, and discipline disparities shrink.
When schools have the resources to measure their climate, build meaningful relationships, invest in conflict management, restorative practices, bullying prevention, and address disparities, the entire learning environment transforms. The benefits reach every student, not just the most vulnerable.
And these aren’t just data points. These are real stories. One school social worker in Illinois, speaking through the American Federation of Teachers, called potential Medicaid cuts “devastating” for her students. A new report from UnidosUS, Children Under Attack, reveals how threats to food and health programs are putting students in jeopardy. The Denver School Superintendent shares in Education Week why his district chose to advocate to protect their most vulnerable populations.
Harmful Investigations Undermine Inclusion
Adding to the damage, some schools now face investigations or investigation threats for implementing inclusive practices designed to keep students safe and respected. The chilling effect is real. Some districts are preemptively backing away from programs supporting LGBTQ+ youth, immigrant students, or those learning about difficult chapters of history. They’re banning books. Scrapping equity initiatives. Silencing truth. This fear-based retreat doesn’t just affect the curriculum. It damages the very foundation of a positive school climate: safety, belonging, and connection. It tells students that who they are—or where they come from—makes them a target. That message is devastating.
A Call to Action
This is a moment for action. School leaders must be empowered to direct resources where they’re needed most—without fear of backlash or political interference. As the landscape and need of schools and students continue to evolve – stay informed, be planful without preemptive compliance, connect with state and local advocacy groups, focus on those who are the most vulnerable, and prioritize school climate.
A healthy school climate isn’t a nice-to-have. It’s the foundation for learning, growth, and opportunity. It’s how we honor every student’s right to feel safe, seen, and supported. Policymakers and the general public must protect, not undermine, schools, funding streams, and the universal right to education.
At the National School Climate Center, we know that a positive school climate doesn’t happen by chance. It requires commitment, collaboration, and above all—investment. Investment of time, effort, physical and financial resources. It is the result of intentional effort, informed decision-making, and—most importantly—abundant support. Stripping schools of the very resources they need to serve all students is not only short-sighted—it is deeply unjust.
