Creating Equitable School Climates – NASBE – National Association of State Boards of Education

School climate is an imprecise but useful metaphor. The authors of this piece believe it is time to expand the term to reflect an intention of giving all children access to positive school environments. Their expanded definition recognizes that equitable school climates are central to education equity, and it calls on educators and policymakers to deepen awareness of race, ethnicity, gender, socioeconomic status, and geographic differences

Creating Equitable School Climates

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Why School Climate Matters and What Can Be Done to Improve It

By Jennifer DePaoli and Linda Darling-Hammond

Educators’ abilities to forge strong relationships with students lie at the heart of strong schools.

School Climate and Measurement

By David Osher, Sam Neiman and Sandra Williamson

All schools should be using climate data, which can be used statewide for accountability, too.

African-American teacher reading to school children. Image credit: iStock

Why School Climate Matters for Teachers and Students

By Grace Falken and Matthew Kraft

Teachers in strong climates get better faster, stay longer, and propel their students to greater heights.

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School Discipline Reform Is Still Needed, but Is Discipline Policy Still the Solution?

By Kristen Harper

Addressing disparities requires a broader, deeper look at school culture, process, and practice.

Measures of SEL and School Climate in California

By Heather Hough and Taylor Allbright

CORE Districts plumb the possibilities of using holistic measures to improve schools.

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Creating Equitable School Climates

By Kori Hamilton Biagas, Philip Brown and Randy Ross

How states and districts are weaving equity into their efforts to improve climate.

Removing Barriers to LGBTQ Student Safety and Achievement

By Aaron Ridings

Comprehensive protections from bullying and harassment help everyone.

African American father and adorable son building constructor tower. Image credit: iStock

What Learning and Developmental Science Says about Optimal Learning Environments

By Nora Gomperts and Pamela Cantor MD

We know what leads children toward healthy development. We just need to build it.

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