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School Climate in a Changing World

  • National School Climate Center

School Climate in a Changing World: 5 Things to Remember

Since 1996, the National School Climate Center (NSCC) has been at the forefront of measuring the essential ways that the learning environment meets student, educator, and family needs. Over the years, NSCC has become a thought leader, innovator, and driver of research, measurement, and professional learning around school climate. We continue to expand and evolve our understanding and approach to school climate to meet the current contexts of students, educators, families, and the entire learning community. 

As we approach the 2024-25 school year, we are excited to share some things we’ve learned along the way through a series of blog posts. Our goal is to support everyone in the community in making schools safer, more engaging, inclusive, and equitable learning environments.

School climate permeates everything in the schooling experience, but does not always receive the level of attention it requires or deserves. Whether we realize it or not, we are actively shaping school climate on a daily basis. Schools are not immune to what is happening in the wider world–rather our current social context can positively or negatively impact student, staff, and family perceptions of the learning environment. This amplifies how essential it is that we proactively address school climate now instead of thinking of it as something to take care of down the road. 

School communities have faced so much in the last few years: the COVID-19 pandemic, adapting to remote learning, mental health challenges, attacks on curricula and even staff themselves, social and political polarization, and more. 

It can seem like a huge undertaking. BUT just when everything seems so difficult, a school climate improvement process provides a framework to addressing these challenges. In these blog posts, we provide some key insights as you get started on your school climate journey:

Why is School Climate So Important Now?

1. School Climate Offers a Path Out of Pandemic Challenges

The pandemic has exacerbated existing disparities and introduced new challenges to the education landscape. From disruptions in learning to heightened concerns about mental health and well-being, schools are facing unprecedented obstacles. However, amidst these challenges, a positive school climate can emerge as a beacon of hope, providing a framework for navigating uncertainty, fostering resilience, and promoting social-emotional well-being among students and educators alike.

2. School Climate Provides Direction, Opportunities & Equity For Everyone

In today’s rapidly changing and polarized world, fostering a positive school climate is critical for addressing the diverse needs of students and ensuring their overall well-being. The challenges presented by attacks on student and educator identity, book bans, technological advancements (cell phones and A.I. anyone?), and global crises highlight the urgency of prioritizing a nurturing and supportive environment within our educational institutions.

3. We’re All In This Together 

Improving school climate requires a concerted effort from all stakeholders involved in the education ecosystem. Administrators, teachers, support staff, parents, and students each play a crucial role in shaping the atmosphere of a school. By recognizing the shared responsibility for creating a positive learning environment, communities can work together to address systemic issues, promote inclusivity, and foster a sense of belonging for all its members.

4. Be Patient…Positive Change Takes Time

While the need and excitement for immediate action to address pressing issues are evident, sustainable change in school climate requires a long-term commitment. It involves not only implementing short-term interventions but also fostering continuous improvement and reflection. Patience is essential as schools navigate the complexities of systems change, acknowledging that lasting transformation takes time and perseverance.

5. Understanding the Multi-Faceted Nature of School Climate is Crucial

School climate encompasses a myriad of interconnected factors that influence the lived experiences of students and educators. From physical safety to emotional well-being, from academic support to respect for diversity, a comprehensive understanding of school climate requires attention to its many varied dimensions. By adopting a holistic approach, schools can address the range of needs of their communities and create environments where all individuals can thrive.

By: NSCC Co-Executive Directors Christian Villenas, PhD & Adam St. Bernard Jacobs

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.

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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.