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What is School Climate Readiness…and Why Does it Matter?

  • National School Climate Center

A school climate improvement process can seem like trying to run a marathon when you’re just getting through a sprint each day. A truly comprehensive process can last 3-5 years (!!!), but just like a marathon, it takes training and preparation to build on each day to eventually reach the finish line. 

Even if planning for the future feels daunting, school leaders can still find small moments during the first 90 days of the school year to take stock of the conditions currently in place to begin school climate improvement work effectively, and what steps can be taken to lead to success down the road. The National School Climate Center’s School Climate Readiness Assessment offers a map to show if the school has the shared vision, leadership capacity, trust, and resources needed to not just start—but sustain—school climate improvement. 

The National School Climate Center offers 6 different categories for assessing school climate readiness:

  1. Shared Vision for Change: 
    • The school community agrees that improving the school climate is essential and makes it a top priority.
    • Leaders and the community believe a better climate will lead to stronger classroom and student outcomes.
  2. Leadership Capacity and Support: 
    • Leaders are committed to actively guiding and shaping school climate improvement. 
    • Leaders balance other school priorities while staying committed to improving the school’s climate.
  3. Alignment with Core Values: 
    • The school climate leadership team uses a democratic process to assign roles and maintain checks and balances for success and sustainability.
    • Leaders foster a safe, inclusive, and equitable environment for co-creating school climate improvement plans.
  4. Collaboration: 
    • The school community trusts leaders, staff, and students to work together on school climate initiatives. 
    • Leadership coordinates effective team-building among staff.
    • Leadership actively seeks input from the school community and uses it to update policies and practices.
  5. Resources: 
    • The school takes inventory to identify needed resources and uses existing assets effectively.
    • Leadership has a clear, strategic plan to make  school climate improvement a sustainable, long-term effort.
    • Staff have capacity–time, energy, motivation,  and support–to engage in school climate improvement alongside their existing duties.
  6. Data-Driven Decision Making: 
    • Leadership promotes using data to guide school climate decisions.
    • The community has access to key data on student outcomes, discipline, and more.
    • The school climate leadership team regularly collects and reviews data to inform improvement plans.

As you embark on a readiness fact finding mission, here are some key reminders:

  • Know your community – School Climate Improvement is not a one-size fits all model.
  • Focus your scope – Don’t try to answer every question at once.
  • Leverage what works – Use existing strengths to tackle challenges.
  • Spark dialogue, not plans – Early questions are for discussion, not full action plans.
  • Write it down – Capture notes to revisit later in the process.
  • Think marathon, not sprint – Build understanding first; detailed planning comes later.

Use this checklist to check in on your school climate improvement process.  Recognizing that school leaders have countless responsibilities, NSCC offers multiple ways to support your journey:

  • School Climate Leadership Certification: Build knowledge, gain strategies, and get coached through a school climate improvement process (Fall registration now open)
  • The Comprehensive School Climate Inventory: Our comprehensive, research-backed survey gives essential data on your school climate (Secure your 2025-26 school year time slot)
  • School Climate Leadership Team Readiness Assessment, Coaching and Support: Customized professional development to help team building and driving school climate improvement  (Set up a time to learn more)
  • Research Briefs: Understand the importance of a positive school climate on student outcomes, social inclusion of youth with disabilities, and more. 
  • Webinars (Save the date: September 10th, Getting School Climate Ready in the First 90 Days)

We look forward to being your partners on your school climate 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.