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California Professional Standards for Education Leaders · Management, climate, and organizational capacity

Strengthen school climate through participation, engagement, connection, and a sense of belonging among all students and staff.

Design organizational systems that people can trust—clear enough for consistent action and responsive enough to improve when conditions change.

Developing the practice

1. Cultivating a Positive School Culture: Foster a positive school culture where all members feel valued, respected, and included. This involves promoting a sense of belonging, empathy, and mutual support among students and staff.

  • Resource: Edutopia offers articles and videos on fostering positive school culture and climate.

2. Student Voice and Engagement: Actively involve students in decision-making processes and provide opportunities for them to contribute their ideas and perspectives. Encourage student-led initiatives, clubs, and activities that promote connection and engagement.

  • Resource: Student Voice provides resources and tools for amplifying student voice in schools.

3. Staff Collaboration and Connection: Create opportunities for staff collaboration, connection, and professional learning communities. Foster a culture of teamwork and shared responsibility where staff members feel supported and empowered to collaborate on improving the school environment.

  • Resource: ASCD offers resources on building collaborative school cultures and professional learning communities.

4. Promoting Inclusivity and Diversity: Celebrate diversity and promote inclusivity by recognizing and respecting the unique identities, backgrounds, and perspectives of all students and staff. Implement initiatives and programs that promote cultural competence and intercultural understanding.

  • Resource: Teaching Tolerance offers resources and materials for promoting diversity and inclusivity in schools.

5. Connection with Families and Community: Strengthen connections with families and the broader community by involving them in school activities, events, and decision-making processes. Create opportunities for families to engage with the school and contribute to a supportive and welcoming environment.

  • Resource: National PTA provides resources and tools for family engagement in education.

6. Social-Emotional Learning (SEL) Integration: Integrate social-emotional learning (SEL) into the curriculum and school activities to promote self-awareness, self-management, social awareness, relationship skills, and responsible decision-making among students and staff.

  • Resource: CASEL offers resources and tools for implementing SEL in schools.

7. Restorative Practices: Implement restorative practices to build and repair relationships, resolve conflicts, and create a sense of community and accountability among students and staff. Use restorative circles, conferences, and other restorative approaches to address conflicts and promote positive relationships.

  • Resource: International Institute for Restorative Practices (IIRP) provides training and resources on restorative practices in schools.

8. Continuous Feedback and Improvement: Seek feedback from students, staff, families, and community members on school climate and continuously work to improve based on their input. Regularly assess school climate through surveys, focus groups, and other feedback mechanisms.

  • Resource: Panorama Education offers tools and resources for measuring and improving school climate and social-emotional learning.

By implementing these strategies and utilizing the recommended resources, educational leaders can strengthen school climate by fostering participation, engagement, connection, and a sense of belonging among all students and staff, creating a supportive and inclusive learning environment.

Software connections for this indicator

Panorama Surveys

Offers a way to study belonging, safety, engagement, and relationships as dimensions of school climate rather than relying only on incident counts.

View the SDLA product page →

Product references illustrate a leadership capability and do not constitute endorsement. Confirm current features, privacy, accessibility, integrations, contracts, and district fit.

A focused learning shelf

Questions for reflection and mentoring

  • How would students, families, teachers, and support staff describe the leader’s practice here?
  • Where could authority or convenience be narrowing the range of options considered?
  • What early signal would show that implementation is drifting?
  • Who will own the next step, and when will the group return to the evidence?