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Reintroducing the National School Climate Center: A New Chapter in Promoting Positive School Environments

  • National School Climate Center

Dear School Climate Community,

We hope this message finds you well. As the 2023-24 school year comes to a close, we want to thank all of our school, district, and organization partners.  We are excited to witness an increased commitment to school climate nationwide and internationally since our founding nearly 30 years ago. 

Like many organizations, the National School Climate Center (NSCC) faced significant challenges during and out of the COVID-19 pandemic, but we have been uplifted and encouraged by our longtime partners and new collaborators. Through these difficulties, we have remained dedicated to our mission of promoting safe, supportive learning environments, and focused on adapting and planning for the future. As we emerge into this new future, we are more committed than ever to helping schools and districts nurture the social, emotional, civic, and academic growth of all students.

We recognize the countless issues facing schools today (the lingering effects of the COVID-19 pandemic, mental health challenges, teacher retention, enrollment, calls to address social and racial justice, political polarization, and so much more). As a result, our work and focus on school climate is more crucial than ever to ensure our communities remain strong. A positive school climate is essential for student well-being, success, and their active citizenship. We are dedicated to continuing our legacy of strengthening communities, one school at a time. As we continue to engage with schools and districts nationwide, we are excited to explore new and innovative ways to support you.

Recently, we: 

Upcoming, we are:

These initiatives are just the start of our ongoing commitment to providing the best resources and support for fostering positive school climates.

To reflect this renewed commitment and to better convey our mission and values, we are excited to announce that NSCC is also updating our branding. This new identity reflects our continued dedication to providing evidence-based resources and supports for creating safe, supportive, inclusive, and equitable learning environments. Stay tuned for these and more exciting updates.

We invite you to join us in this new chapter as we work together to create safe, supportive, and thriving learning environments for all students.  Stay tuned for other upcoming opportunities to engage with us through webinars, workshops, and other events. We look forward to reconnecting and continuing this important journey with you.

Best regards,

The National School Climate Center Team

P.S. Join us Wednesday, July 24, 2024 at 3 PM on Zoom to explore the new School Climate Leadership Certification and hear our experts discuss the state of school climate this year. 

Take Your School Climate Improvement to the Next Level

Explore NSCC tools and guidance to help your school build safe, supportive, and thriving learning environments.

Solutions Hub
E Tsang, Director of Operations, National School Climate Center

E Tsang

Director of Operations

As the Director of Operations for NSCC, E Tsang helps make the finances, HR, and organizational functions of NSCC run smoothly.
Adam St. Bernard Jacobs(he/him), Co-Executive Director, National School Climate Center

Adam St. Bernard Jacobs (he/him)

Co-Executive Director

Adam is a peace educator and nonprofit leader. Adam was previously the organization’s Director of Development. Prior to joining NSCC, Adam was the co-founder and Executive Director of Kids Creative, an arts education organization in NYC. He was also a member of the team that founded a community elementary school in The Bronx. He has worked on issues of equity, anti-racism, arts education, and conflict resolution. He has written articles and led workshops in conflict resolution and the arts, giving talks and workshops at Columbia University, The Peace and Justice Studies Conference, Gettysburg College, and The University of Istanbul, among others. Adam has an undergraduate degree in International Politics, a Masters degree in Peace Education, and a Certificate in Senior Nonprofit Leadership, all from Columbia University, as well as an undergraduate degree in Rabbinic Law from The Jewish Theological Seminary of America. He was also Mr. Clown, a lead performer in the internationally acclaimed rock group for kids, The Dirty Sock Funtime Band, and was a regular on Nick Jr. and Chuck E Cheese TV. He is raising 2 fantastic children with his life partner, Tabitha.
Kori Hamilton Biagas, Director of Education, National School Climate Center

Kori Hamilton Biagas

Director of Education

Kori is an educator, connector, truth seeker, master facilitator, and the founder of Just Educators. Kori has nearly 20 years of experience in strategic planning, policy analysis and development, instruction, coaching, and technical assistance. As an Equity Specialist for the Region IV and Region IX equity assistance centers, Kori managed large-scale, racial equity driven school district transformation efforts, led district and state leaders through policy analysis, coached state leaders through school climate transformation initiatives, and provided equity-focused professional learning opportunities at all levels of education. Kori specializes in addressing and resolving inequitable policies, practices, and processes in organizations related to racial equity and social justice.
Christian Villenas, Ph.D, Co-Executive Director, National School Climate Center

Christian Villenas, Ph.D

Co-Executive Director

A sociologist by training and an applied education researcher by practice, Christian’s work examines how educational institutions shape opportunity, belonging, exclusion, and student experience. At NSCC, he helps guide the organization’s research, measurement, evaluation, partnerships, and strategic growth, with a focus on making evidence usable for schools, districts, and education partners. Before joining NSCC, Dr. Villenas held research and policy roles at GLSEN, Advocates for Children of New York, the New York City Charter School Center, the NAEP Education Statistics Services Institute, and the American Institutes for Research. Across more than two decades, his work has focused on school climate, social disparities in education, disability studies, LGBTQ student experiences, college access, education policy, program evaluation, and statistical analysis. He holds a BS from New York University, an MS from The New School, and a PhD in Sociology from Johns Hopkins University.
Amanda Weitzel, Director of School Partnerships, National School Climate Center

Amanda Weitzel

Director of School Partnerships

For over a decade at NSCC, Amanda has partnered with schools and districts across the country to support the implementation of school climate surveys and the strategic use of data to drive meaningful improvement. With a background in data analysis, customer success, and partner support, Amanda specializes in helping educators move beyond data collection to uncover actionable insights that strengthen school communities. Her work sits at the intersection of research, data, and practice, guiding school and district leaders in translating survey results into informed decisions that support student success, staff well-being, and positive learning environments. Amanda is passionate about empowering educators with the tools, knowledge, and confidence needed to create safe, supportive, and engaging schools where all students can thrive.
Samantha Elleman, Associate Director of Research, National School Climate Center

Samantha Elleman

Associate Director of Research

Samantha’s primary research topics span school climate, social inclusion, and school climate improvement. Prior to joining the National School Climate Center, Samantha worked as Assistant Teacher and Research Assistant at the Barnard Toddler Center. Her research interests include early childhood education, childhood trauma and protective factors, social-emotional education, and mental wellness in schools. Samantha holds a Bachelor of Arts in Psychology from Barnard College and a Master of Arts in Developmental Psychology from Teachers College, Columbia University.