DC Student Wellbeing Declined This Fall
Student wellbeing index scores from a sample of DC public charter school students dropped this fall, to levels similarly seen in the spring of 2020-21, the second semester of the pandemic’s full virtual year. Panorama index scores for DCPS students also declined during the first semester. This data raises concerns about the holistic wellbeing of students across the DC school system and how quickly students may recover academically and social-emotionally.
Student wellbeing index scores declined again this fall.
To gain insight into what is driving student wellbeing changes, EmpowerK12 analyzed responses to survey items and open-ended questions from the fall comprehensive Student Wellbeing Survey as well as summary data from DCPS’s administration of the Panorama survey, which revealed interesting results.
Key Findings from the Fall Student Wellbeing Survey
Previous research on the Student Wellbeing survey found that holistic wellbeing index scores of students were highly correlated with academic growth data from a nationally normed assessment. Data from the survey is linked with the scientific evidence about the underlying conditions necessary for a student to arrive to class ready to thrive. Questions assess students’ physical, mental, social, and academic wellbeing.
EK12 breaks down results by student vulnerability groups based on self-identified statuses in the survey. More vulnerable students indicate they have recently experienced food scarcity, housing insecurity, or neighborhood safety concerns with “most vulnerable” students having experienced two or more of those issues.
The Good News
87% of all students reported having adults at school they could go to for help; slightly higher (88%) for less vulnerable than for more vulnerable and most vulnerable students (85%)
90% had a trusted friend at school; 91% of less vulnerable, 89% of more vulnerable, and 84% of most vulnerable students
Challenges
Vulnerability: 3% of students did not have a stable or permanent place to live; 6% felt unsafe traveling between home and school most of the time; 9% of students only ate healthy meals once in awhile.
More vulnerable and most vulnerable students were less likely than less vulnerable students to report feeling respected by classmates, to feel confident about having a successful school year, to feel happy, or to feel that they belonged in their schools.
More vulnerable and most vulnerable students were more likely than less vulnerable students to report that they never saw their friends outside of school, that they felt excluded from groups of classmates, that they felt lonely, or that they felt pressured by peers to do things they did not want to do.
Less vulnerable students were more likely than more vulnerable and most vulnerable students to report that they had never been the targets of bullying, that it was possible to change their intelligence and their effort levels, and that they always or mostly came to class prepared
Less vulnerable students were less likely than more vulnerable and most vulnerable students to have heard hurtful language.
When we asked students about what they like least about the school year so far, they most frequently reported the following key themes:
Bullying and teasing Students most often mentioned inappropriate behavior (e.g. being mean, talking ill about others, distracting from work) from classmates. Many feel uncomfortable, angry, or unsafe due to the behavior of their classmates, and others find it difficult to make friends, trust their classmates, or feel left out.
Academics Some students mention that the workload is too heavy, and some students dislike having to write a lot or take tests. Many feel unsuccessful in class and find certain subjects challenging or do not enjoy them, such as math or writing. Sometimes, specific learning apps were sometimes the source of academic challenges.
Teachers and substitutes Students often mention negative experiences with their teachers, such as perceived disrespect, lack of explanation, or not engaging enough. Challenges related to the presence of new or substitute teachers was also a recurring issue.
School policies Dress code is a common complaint among students, with some students expressing dislike for wearing school colors or masks. Many students express negative feelings related to physical activities like not having enough breaks, having to run in PE, recess taken away, or the lack of a football team. Some students mention not liking certain foods at school meals.
The survey also asks students about what they like most about the school year so far. One of the most common responses was “nothing” or similar negative sentiment. Unsurprisingly, students with higher wellbeing index scores tended to have more to offer and mentioned similar but positively framed responses to what students wrote for what they liked least. Students with higher wellbeing index scores mention their friends, appreciation for engaging in different learning opportunities and extracurricular activities, positive interactions with teachers and counselors, and feeling confident and doing well in school by getting good grades.
Full results from the survey can be found here.
Topline Data Points from DCPS Fall Panorama Survey
DCPS’s vision is that every student feels loved, challenged, and prepared to positively influence society and thrive in life. To measure progress on this vision, DCPS partnered with Panorama Education and Mathematica Policy Research to construct the Loved, Challenged, and Prepared Index (LCPI) based on the Panorama survey administered to all students in grades 3-12.
Results from the fall survey show declines across each domain.
DCPS loved, challenged, and prepared index scores on a downward trend this fall.
The lowest scoring domain is “loved,” and this domain assesses student feelings of belonging at school and not exclusively whether they feel loved by their teachers. Questions include “How well do people at your school understand you as a person?” and “How much do you matter to others at this school?” The Panorama survey doesn’t ask open-ended questions that get reported. However, if students in DC Public Schools are experiencing similar conditions as EK12’s Wellbeing Survey public charter school sample, then increased exposure to bullying and teasing from classmates could be impacting responses to items in this domain.
Historically, as index scores in the Challenged domain increased the index scores for Prepared decreased. This intuitively makes some sense that as rigor in the classrooms rises, then the total number of students feeling prepared for success can decline; however, we know this is not the goal. Yet, from spring 2021-22 to fall of this year both index scores dropped. This may suggest that the diversity of grade level skills in the classroom, which have grown substantially since the pandemic, that students considered “on grade level” are finding lessons to be less challenging than in the past, while more students who are now multiple grade levels behind their assigned grade find that they are less prepared to be successful. Additional research may be required to confirm this assessment. If confirmed, tough decisions and bold strategies may be required to ensure every student in the classroom feels both challenged and prepared daily.
Additional Factors That May Contribute to Declining Wellbeing
Neither the Student Wellbeing nor Panorama surveys explicitly ask about students’ exposure to violence in their community. Yet, a recent report from the DC Policy Center concluded that “rising community violence in the District is exacerbating the academic and socio-emotional issues students D.C. students face as they recover from effects of the COVID-19 pandemic.”
Data from the National Survey of Children’s Health and Youth Risk Behavior Survey demonstrate that DC students are nearly twice as likely to be a victim of or witness to neighborhood violence, including rates double the national average for students from low-income families. Exposure to violence and trauma is scientifically linked to brain chemistry conditions that impair learning and academic growth.
How Educators Can Help Students Thrive
The Student Wellbeing survey asks students an open-ended question about what adults at school can do to better help them. Here are the most common requests:
Students want teachers to understand their individual needs and learning styles. They suggest that teachers can provide one-on-one support and different opportunities for students at different skill levels. Students suggest that teachers can communicate more effectively by giving clear instructions, slowing down when giving instructions, and listening to them more closely.
Students ask teachers to address bullying and create a safe and respectful environment in the classroom and discourage students from judging or talking about other’s appearance.
Students want their teachers to encourage them and push them to do better. They appreciate it when teachers are excited to teach, make learning fun, and offer advice on how to improve their performance. Teachers should also boost their students' confidence and make them feel welcomed at school and in the classroom.
Students report hoping that their teachers will provide emotional support, listen to them, and check on them if they are feeling sad or struggling with something. Some students want their school to provide more opportunities for tutoring.
Our partners in this effort from the George Washington University’s Center for Health and Health Care in Schools recommend the following strategies based on challenges identified in the fall data:
Challenge 1: Vulnerability. Across all respondents, the lack of essential resources was reported by 3% of students who did not have a stable or permanent place to live; 6% who felt unsafe traveling between home and school most of the time; 9% of students who only ate healthy meals once in a while. The absence of basic needs was more likely to be reported among students considered ‘more’ or ‘most vulnerable’.
Recommendation: Schools should screen for social, economic, and environmental stressors that create instability, anxiety, and could prevent consistent school attendance. School behavioral health providers, school nurses or other pupil support staff can expand their screening and intake protocols to identify conditions that could become significant barriers to student learning.
Challenge 2: Social Connections. More vulnerable and most vulnerable students were less likely than less vulnerable students to report feeling respected by classmates, to feel confident about having a successful school year, to feel happy, or to feel that they belonged in their schools. More vulnerable and most vulnerable students were more likely than less vulnerable students to report that they never saw their friends outside of school, that they felt excluded from groups of classmates, that they felt lonely, or that they felt pressured by peers to do things they did not want to do
Recommendation: The social isolation and peer rejection experienced by some students can lead to a host of social, emotional, and behavioral difficulties for students. Community building strategies, social skills groups, and classroom cooperative learning activities can allow students to get to know each other, build empathy, and help reduce the impact of these experiences.
Challenge 3: Bullying and Trauma. Less vulnerable students were more likely than more vulnerable and most vulnerable students to report that they had never been the targets of bullying, that it was possible to change their intelligence and their effort levels, and that they always or mostly came to class prepared. Less vulnerable students were less likely than more vulnerable and most vulnerable students to have heard hurtful language.
Recommendation: School leaders and administrators can forge an integrated partnership with assigned community-based behavioral health partners to provide a broad array of prevention, early intervention, and treatment services. School-hired mental health staff and CBO clinicians can work collaboratively to expand the services and supports available to students and their families who have experienced, grief, loss, and/or trauma.