Spring 2023 Survey Results

Social & Emotional Learning (SEL)

Approximately 1 in 5 students have low SEL skills.
Gaps exist in SEL - relationship skills and responsible decision making appear to be the major issues.
White and Asian or Asian American students have a higher SEL score compared to all other races and ethnicities.
Students who identified as male feel like they belong at their school substantially more than all other gender identities.
Students who identified as female care more about other people’s feelings notably more than those who identified as male or preferred to self-describe.
Non-binary students and those who prefer to self-describe their gender have lower SEL scores compared to male or female students.

Student Engagement

Student Engagement is higher in elementary grades than in middle or high school.
All grade levels showed a high score for Classroom Rigor, though it decreased as the grade level increased.
Students put significantly less effort into learning at school as their grade level progressed, with the exception of a 3% increase from 11th grade to 12th grade.
Growth Mindset is notably higher in elementary grades compared to high school. Classroom Climate appears to be the problem.
Growth Mindset is significantly lower in students who identify as non-binary and those who prefer to self-describe.
Students who identified as Native Hawaiian or Other Pacific Islander, non-binary, and those who preferred to self-describe their gender identity feel less respected by teachers.

Belonging

On average, students in elementary grades have a higher sense of belonging than students in high school - Relationships and Cultural Awareness are the issues.
All grade levels showed a low score for Cultural Awareness.
Students who identified as male or White had higher scores in Fairness compared to other gender identities and races/ethnicities.
Older students are less likely to report if they saw students or adults being treated poorly because of their gender, race, ethnicity, or culture.
Students who identify as male and those who prefer to self-describe are less likely to report students or adults being treated poorly because of their gender, race, ethnicity, or culture.