Contents
- School climate surveys statistics on school belonging and identity
- School climate surveys statistics on relationships and learning
- School climate surveys statistics on safety and bullying
- School climate surveys statistics across student, staff and educator groups
- School climate surveys statistics on outcomes and attendance
- school climate surveys: School climate survey methods, populations and participation
- Sources
School climate surveys statistics on school belonging and identity
School identification offers one way to understand whether respondents feel connected to their school. In the ACT public school survey for 2025, 84% of parent/carer respondents across all schools reported strong identification with their school. The corresponding figure was 90% among staff respondents and 66% among students in Years 4–12. These are respondent proportions for different groups, so they describe how each group answered rather than a shared measure of agreement among parents, staff and students. (2025 School Satisfaction and Climate Survey results)
The ACT results also vary by school type in the checked observations. Among parent/carer respondents at early childhood schools, 97% reported strong identification. At primary schools, 76% of student respondents did so. Those figures apply to the named respondent groups and school types; they should not be generalized to all ACT students or families. (2025 School Satisfaction and Climate Survey results)
| ACT 2025 respondent group and scope | Reporting strong identification |
|---|---|
| Parent/carer respondents, all schools | 84% |
| Staff respondents, all schools | 90% |
| Student respondents, all schools | 66% |
| Parent/carer respondents, early childhood schools | 97% |
| Student respondents, primary schools | 76% |
These values measure identification with school, not every aspect of belonging, inclusion or safety. The table keeps the reported population and setting alongside each percentage because those distinctions are central to interpreting survey results. (2025 School Satisfaction and Climate Survey results)
School climate surveys statistics on relationships and learning
A French school climate and victimisation survey conducted in spring 2021 asked Grade 4 and Grade 5 pupils about their school experience during the 2020–2021 school year. In the total results, 92.4% said they felt good or very good at school, and 93.1% said they felt good or very good in their class. The classroom figure is a separate item from the overall school feeling, even though the two are closely related parts of pupils’ reported experience. (Results of the first school climate and victimisation survey among fourth and fifth grade French pupils)
The same survey reported that 91.6% got on well or very well with other pupils, while 94.3% got on well or very well with their teacher. On learning, 95.8% said they learned well or very well in class. Together, the results cover pupils’ feelings about school and class, relationships with peers and teachers, and their view of classroom learning. They remain self-reports from the surveyed grades and school year, rather than measures of academic performance. (Results of the first school climate and victimisation survey among fourth and fifth grade French pupils)
| French Grade 4 and 5 pupils, 2020–2021 | Reporting a positive experience |
|---|---|
| Felt good or very good at school | 92.4% |
| Felt good or very good in class | 93.1% |
| Got on well or very well with other pupils | 91.6% |
| Got on well or very well with their teacher | 94.3% |
| Learned well or very well in class | 95.8% |
The results apply to public and government-dependent private schools in metropolitan France and overseas departments and regions, excluding Mayotte. They are historical estimates from spring 2021, not current rates. (Results of the first school climate and victimisation survey among fourth and fifth grade French pupils)
School climate surveys statistics on safety and bullying
Virginia’s 2024 survey of public high school students in grades 9–12 found that 46.9% reported bullying as a problem in schools. When asked about reasons students were bullied, respondents’ agreement from slightly to strongly included physical appearance at 58.7%, sexual orientation at 47.9%, disability at 40.3%, and race or ethnicity at 38%. The report presents these as students’ reported perceptions of reasons for bullying; they are not counts of verified incidents for each category. (2024 Virginia School Survey of Climate and Working Conditions — Executive Summary)
On response to bullying, 55% of Virginia student respondents said adults at school take action to address it. This measure concerns students’ reports about adult action, not a direct audit of school responses. It sits alongside the finding that bullying was viewed as a problem by 46.9% of student respondents, giving two different perspectives on the school climate issue. (2024 Virginia School Survey of Climate and Working Conditions — Executive Summary)
The French survey provides different safety measures and a different age and geographic population. In 2020–2021, 36.1% of Grade 4 and 5 pupils reported feeling fear at school, and 23.1% reported fear of coming to school because of violence. The survey also asked about victimisation during the school year: 41.9% reported insult or mockery at least once, and 41.1% reported ostracism at least once. The victimisation measures include incidents at school or on the way to school. (Results of the first school climate and victimisation survey among fourth and fifth grade French pupils)
| Safety or bullying item | Population and period | Reported result |
|---|---|---|
| Bullying reported as a school problem | Virginia public high school students, 2024 | 46.9% |
| Students bullied for physical appearance, slightly to strongly agree | Virginia public high school students, 2024 | 58.7% |
| Students bullied for sexual orientation, slightly to strongly agree | Virginia public high school students, 2024 | 47.9% |
| Students bullied for disability, slightly to strongly agree | Virginia public high school students, 2024 | 40.3% |
| Students bullied for race or ethnicity, slightly to strongly agree | Virginia public high school students, 2024 | 38% |
| Adults at school take action to address bullying | Virginia public high school students, 2024 | 55% |
| Reported fear at school | French Grade 4 and 5 pupils, 2020–2021 | 36.1% |
| Fear of coming to school because of violence | French Grade 4 and 5 pupils, 2020–2021 | 23.1% |
| Insult or mockery at least once during school year | French Grade 4 and 5 pupils, 2020–2021 | 41.9% |
| Ostracism at least once during school year | French Grade 4 and 5 pupils, 2020–2021 | 41.1% |
The Virginia and France measures should not be directly ranked as if they came from the same questionnaire: they refer to different items, populations and periods. (2024 Virginia School Survey of Climate and Working Conditions — Executive Summary; French school climate and victimisation survey)
School climate surveys statistics across student, staff and educator groups
Virginia’s 2024 student respondents rated their school atmosphere from slightly positive to very positive in a subgroup comparison. Overall, 62% of participating students gave a rating in that range. The reported proportions were 66.3% for male students, 59.7% for female students and 42.8% for nonbinary students. These are respondent results for the report’s gender groups and should be read within that survey’s public high school population. (2024 Virginia School Survey of Climate and Working Conditions — Executive Summary)
The same atmosphere measure differed across the reported race and ethnicity groups: 77.2% of Asian student respondents and 51.7% of Black or African American student respondents rated their school atmosphere from slightly positive to very positive. These figures do not establish why ratings differed, and the checked results do not provide additional subgroup values for a complete comparison across all groups. (2024 Virginia School Survey of Climate and Working Conditions — Executive Summary)
| Virginia student respondents, 2024 | School atmosphere rated slightly positive to very positive |
|---|---|
| All participating students | 62% |
| Male students | 66.3% |
| Female students | 59.7% |
| Nonbinary students | 42.8% |
| Asian students | 77.2% |
| Black or African American students | 51.7% |
ACT’s 2025 results add a comparison across respondent roles: strong school identification was reported by 90% of staff, 84% of parents/carers and 66% of student respondents across all schools. This is a different measure from Virginia’s atmosphere rating, so the two surveys cannot be combined into a common ranking. Across these examples, survey findings depend on both the question asked and who answered it. (2024 Virginia School Survey of Climate and Working Conditions — Executive Summary; 2025 School Satisfaction and Climate Survey results)
School climate surveys statistics on outcomes and attendance
Maryland’s 2024–2025 school survey analysis reports pairwise correlations across schools between student topic scores and school outcomes. Student emotional safety scores had a correlation of 0.34 with attendance rate, while staff-student relationship scores had a correlation of 0.33 with attendance rate. Student physical safety scores had a correlation of -0.43 with chronic absenteeism. These are school-level associations; they do not show that survey scores caused attendance patterns or the reverse. (Maryland School Survey Analysis: School Year 2024-2025)
The report’s bullying topic score had a correlation of -0.38 with chronic absenteeism. The report notes that the bullying scale is reverse-coded, so higher scores mean less bullying. That direction matters when interpreting the negative correlation: the statistic describes how the school-level measures moved together in the analysis, not an individual student relationship or a causal effect. (Maryland School Survey Analysis: School Year 2024-2025)
Maryland also reports educator topic scores. Educator student-student relationship scores had a correlation of 0.28 with attendance rate across schools. The student and educator results concern distinct survey respondent groups and topic scores. The report’s student analysis uses schools with a survey score, and its results may differ from accountability report results. (Maryland School Survey Analysis: School Year 2024-2025)
| Maryland school-level association, 2024–2025 | Pairwise correlation across schools |
|---|---|
| Student emotional safety score and attendance rate | 0.34 |
| Student staff-student relationships score and attendance rate | 0.33 |
| Student physical safety score and chronic absenteeism | -0.43 |
| Student bullying score and chronic absenteeism | -0.38 |
| Educator student-student relationships score and attendance rate | 0.28 |
Correlation values are not percentages. The table preserves the report’s scale and outcome labels; it does not convert them into attendance changes or estimates of impact. (Maryland School Survey Analysis: School Year 2024-2025)
school climate surveys: School climate survey methods, populations and participation
Participation figures show how each survey reached its intended respondents, but the denominators differ. In ACT’s 2025 survey, 13,114 parents/carers participated, a reported participation rate of 26%. Staff participation was 4,380, or 68%, and 21,346 students in Years 4–12 participated, also a reported rate of 68%. The counts and rates describe the ACT public school survey’s parent/carer, staff and student groups. (2025 School Satisfaction and Climate Survey results)
Virginia’s January–March 2024 survey received 174,156 student responses from grades 9–12, with a reported response rate of 47.4%. The student portion included 89.5% of eligible schools. The classroom instructor portion received 18,424 responses, a 56.4% response rate among teachers and teacher’s aides. These figures are specific to the respective portions and respondent groups. (2024 Virginia School Survey of Climate and Working Conditions — Executive Summary)
The French survey sampled 11,550 Grade 4 and Grade 5 pupils in spring 2021. Its reported findings cover public and government-dependent private schools in metropolitan France and overseas departments and regions, excluding Mayotte. (Results of the first school climate and victimisation survey among fourth and fifth grade French pupils)
Glisten’s 2025 National School Climate Survey describes a final sample of 2,800 students. The survey was conducted from April to October 2024 and asked eligible students about the 2023–2024 school year. It focused on LGBTQ+ youth aged 13 or older in the United States and territories who attended middle or high school, and recruitment was nonprobabilistic, so the sample should not be treated as a probability estimate of all students. (The 2025 National School Climate Survey)
The same report describes a separate qualitative activity: 36 LGBTQ+ students took part in 8 focus groups held in June–July 2025, reflecting on the 2024–2025 school year. Those focus groups are distinct from the 2024 survey sample in both method and period. Across these sources, participation counts, rates, school coverage and sampling approaches provide essential context for reading the reported climate measures. (The 2025 National School Climate Survey)
Sources
- 2025 School Satisfaction and Climate Survey results
- Maryland School Survey Analysis: School Year 2024-2025
- 2024 Virginia School Survey of Climate and Working Conditions — Executive Summary
- Results of the first school climate and victimisation survey among fourth and fifth grade French pupils
- The 2025 National School Climate Survey