An enduring, safe, and positive school climate is essential for fostering youth development.  A positive school climate can improve school outcomes, including academic performance, attendance rates, and graduation rates. In addition, it can reduce incidents of bullying and violence in school as well as incidents of alcohol and drug use.

Establishing and maintaining a positive school climate requires reliable data to understand the perceptions of students, staff, and families.  The NJDOE encourages schools to use the NJ School Climate Improvement (NJ SCI) survey and online platform which supports survey administration, data collection, and data analysis. In particular, the platform includes responsive technology to support data analysis and prioritization of needs to develop a safe and supportive learning environment. Additional information can be found on the NJ SCI website.

Students, families, and staff have been grappling with a growing number of mental and physical health issues that negatively impact the school climate. LEAs can use ARP ESSER funds to build systems and supports to help manage these stressors and minimize the impact on learning and student achievement. Efforts that begin with ARP ESSER funds can continue with other Federal funding stream.

Key for tables: Y = Yes, likely to be an allowable use of these funds; N = No, unlikely to be an allowable use of these funds

1. Ensure that the physical school environment is clean, safe, welcoming, accessible, and culturally responsive for all students.

2. Implement a tiered system of supports. A positive school climate is an integral component of the New Jersey Tiered System of Supports and should not be seen as an isolated activity.

3. Regularly recognize and celebrate student and staff accomplishments and differences, including cultural, linguistic, and ability differences.

4. Expand mental and behavioral health services by hiring student support personnel (e.g., school psychologists, counselors, social workers, etc.) and/or providing staff training on and implementation of trauma-informed practices.

5. Train staff on implementing systemic and evidence-based social and emotional learning (SEL) programs and strategies to improve students’ social and emotional well-being, especially with students from high-risk populations.

6. Train staff on implementing alternative discipline practices, such as restorative justice practices, including with students with disabilities. Help staff have time to understand, build, and implement an effective system of Positive Behavioral Supports in Schools (PBSIS), to ensure there are clearly defined and articulated expectations, transitions, routines, and behavioral interventions for students.

7. Work with staff and consultants (as needed) to periodically review school safety policies and provide training and coaching where appropriate.

8. Support staff in reviewing/building curriculum that is culturally responsive. Ensure that all members of the school community have the supports needed to regularly examine interactions with students and families to reflect culturally responsive practices.

9. Provide mechanisms for staff to give feedback regarding how to improve school climate and working conditions. 

10. Pay attention to mental health needs of teachers and other school staff. Consider engaging consultants to help staff prioritize self-care and emotional supports as necessary. 

11. Provide incentives for students for activities that promote a positive climate, including related to:

• Student attendance
• Zero incidents of violence or suspension
• Homework or assignment completion
• Positive student-to-student interactions

Although this resource discusses Federal laws and regulations, it is intended solely to provide general information and does not constitute legal advice. This guidance provides a general overview of allowable activities, but whether or not a particular cost can be supported with Federal funds depends on the underlying facts and circumstances and State and Federal rules (e.g. New Jersey Treasury Office of Management and Budget (OMB) and Uniform Grant Guidelines, respectively). Therefore, an activity listed in this resource may not be allowable in all circumstances, and conversely, an activity not listed in this resource may be allowable. This guide was created to demonstrate how programs, strategies, or initiatives may be supported with Federal funds. Please note a school or local education agency is under no obligation to use its Federal funds for those programs or activities highlighted in this guide.