School Climate Through the Lens of a Third-Party Service Provider, Communities in Schools

Date of Award

5-9-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

James Olive

Abstract

This study examined the school climate at Stonegate High School through the lens of a third-party service provider, Communities In Schools (CIS), whose school-based coordinator works daily inside the building to provide support to students, families, and educators. The purpose of the study is to identify strategies and best practices that CIS can help implement to strengthen school climate; a factor consistently linked to academic achievement, student wellbeing, engagement, and attendance. School climate at Stonegate High School shows both positive attributes and areas requiring improvement. Survey results from students, families, and educators across 2023 and 2024 indicated that while a portion of students feel safe and supported, many do not feel connected to school or consistently happy. Similarly, faculty and parents reported concerns regarding behavior management, academic support systems, family engagement, and the sense of belonging students experience. The school climate was influenced by four primary domains: safety, community, academics, and institutional environment. Participants described a school culture anchored by supportive relationships among staff and between staff and students; however, concerns persisted regarding inconsistent emotional support, building conditions, limited parent participation, and disparities in student engagement. Additionally, challenges such as chronic absenteeism, teacher burnout, poverty-related stress, and inconsistent communication systems continue to affect 3 climate and performance. The study applies Ecological Systems Theory and Attachment Theory to understand how relationships at multiple levels—students, educators, families, and community partners are shaped by school climate. The methodology includes interviews with CIS and educators, as well as school-wide surveys of educators, parents, and students, to provide a layered understanding of experiences and perceptions. Research indicates that to improve school climate, strategies will be implemented to enhance belonging, emotional safety, family engagement, and student motivation. Recommended approaches include strengthening communication with parents, expanding mentorship and community partnerships, increasing academic and behavioral support, improving consistency in safety protocols, and ensuring that school-wide expectations are clearly communicated and modeled. In the end, implementing best practices at Stonegate High School to foster a positive school climate is essential to achieving the goals of academic success, student well-being, and long-term school improvement. CIS is well-positioned to play a strategic role in facilitating relational connections and coordinating supports, working collaboratively with school leadership to build a more inclusive, supportive, and engaging school environment.

Keywords

Education

Comments

OCLC No. 1591818807

Rights Statement

Copyright 2026, author.

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