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School Climate Can Be a Guide In Times of Uncertainty and Crisis

  • National School Climate Center
We are in a moment of extraordinary uncertainty and change in schools. The current political climate as well as new federal actions, such as dismantling the U.S. Department of Education, add difficulty to the already demanding jobs of school leaders. While there is no easy fix, one truth remains steadfast:Schools focused on building a positive school climate are more equipped to navigate challenges in spite of budget cuts and outside pressures.

School climate isn’t just an abstract concept—it provides a powerful guide for resilience, equity, and fostering a sense of belonging with every student, school staff, and family.

Here are 5 concrete ways school leaders can support their schools right now, based on NSCC’s 5 Domains and 14 Dimensions of School Climate.1) Prioritize Physical and Emotional Safety

  • Send a simple but powerful message: Every student matters. Every student is valued. Every student is protected.
  • Define what safety means for your community based on your school’s mission and values as well as feedback from students, especially those most impacted by these changes.
  • Take meaningful actions—whether large or small—to help students feel safe from both physical and verbal harm.
  • Establish and reinforce clear protocol for responding to bullying and discrimination.

2) Keep Teaching & Learning Centered on Growth & Belonging

  • Prioritize community, curiosity, and engagement—learning thrives in an environment of trust.
  • Create space for independent thinking, collaborative learning, and open, respectful dialogue.
  • Offer students varied opportunities to feel challenged, supported, and inspired—academically, creatively, and as a community.
  • With so much outside pressure on schools, help students find stability in their education while also learning the importance of civic engagement.

3) Nurture Interpersonal Relationships with a Climate of Connection

  • Strengthen peer relationships—foster an environment where kindness and respect are the norm.
  • Celebrate and uplift diversity—students must see their identities reflected and honored.
  • Ensure every student has at least one trusted adult they can turn to.
  • Keep families engaged—transparency and communication are key to trust.

4) Create Spaces in the Institutional Environment That Inspire & Empower

  • Make every student feel that school is their place—a source of pride and belonging.
  • Clearly communicate policies and protections to reassure students and families.
  • Work towards full accessibility—students with disabilities should have the same access and opportunities as their peers.

5) Highlight Unity through Effective School Leadership

  • Create intentional spaces for administrators, teachers, and other school staff to connect and support each other.
  • Ensure school policies reflect community values—empower students and families to be part of the conversation.
  • Reinforce that every educator and staff member plays a vital role in shaping student success.

NSCC is your partner in school climate improvement. From measurement to training to research to advocacy, we are here to help you on your journey.

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.