Abstract
Abstract School climate surveys are commonly used to solicit youth perspectives about their experiences in schools. However, to move climate surveys from solicitation towards a more youth‐centered, partnered practice for school improvement, guidance is needed from the youth themselves about how and in what ways they hope adults respond to their survey responses. In the present study, we analyzed data from four focus groups conducted with middle school and high school students. Findings reveal that, following the administration of climate surveys, youth want adults to: recognize their voices, take action based on their responses, cultivate opportunities for connection, and increase mental health supports. These student‐generated insights can help inform how adults in schools—from educational leaders to licensed mental health professionals—use student data to inform decision‐making.
Practitioner points Students want to be involved in how schools respond to climate survey data. Even amidst competing priorities, educators should act on student survey responses. Youth recommend school staff recognize their voices, take action based on their survey responses, foster connections, and enhance mental health supports in schools.