Student-voice survey data show lower safety scores at secondary schools; district outlines response strategies

The district’s culture and climate team presented revised student-voice survey results and an action plan on Oct. 16, describing how the tool has been retooled and how central office will support site-level responses.

Danielle (last name not provided in public testimony) — director of culture and climate — explained the evolution of the survey, which was expanded from its distance-learning ‘‘Kelvin’’ origins with new dimensions (including connection and emotion regulation) and language crafted with student input. She said the district collects voice data three times per year and ties the survey to five high-leverage, trauma-informed practices that include predictability and emotional regulation.

Analysis by a Sacramento State collaborator showed statistically significant correlations between implementation of trauma-informed practices and student-reported belonging. Secondary (grades 7–12) results from the September administration showed safety as the lowest-scoring survey dimension, prompting the culture-and-climate team to recommend resources for principals and teachers, training on restorative practices and a practical application guide for curricular integration.

Two Student Advisory Council members supported the changes but urged that survey results be acted upon: ‘‘Survey responses should be analyzed and student voice should be heard,’’ said Rubina Yarzada, a senior at the School of Engineering and Sciences. Student board member Justine Chiu Griffith said survey fatigue is a concern and urged boards and principals to use the data to inform site-level action plans and follow up before the next survey window.

Board members asked for access to Kelvin dashboards for schools in their trustee areas and urged principals to discuss results and action plans with site communities. The district invited trustees to request tutorials and promised a video walkthrough of the dashboard. The team also noted upcoming staff and principal training and a districtwide plan to launch restorative-practices learning opportunities.