research questionnaire about school facilities

School facility & equipment questionnaire template

1. please answer the following according to your personal opinion, does the school have double glazed or upvc windows, is the school warm enough, is there sufficient lighting in the hallways, is there sufficient lighting in the classrooms, are the benches in a satisfactory condition, are the chairs in a satisfactory condition, are the lockers big enough for your needs, are possessions in the lockers sufficiently safe, are the black/whiteboards in the classrooms in good condition, are there always writing materials available for the black/whiteboards, is the computer lab sufficiently equipped, is the sports suite equipment sufficient, does the school have a sufficient number of bicycle racks, is the school car park big enough, 2. does your school have interactive whiteboards, 3. is the school equipped with projectors, 4. is the school equipped with the required standard of computer:, for teaching students, for teaching and training members of staff, to support the daily operations of the school, 5. does your school have a freely available wifi network, 6. what is your opinion of the school cafeteria, canteen or dining facilities, 7. would you like to mention anything else about the school facilities please specify, school facilities survey, template categories, survio is a survey software for everyone., create a questionnaire in less than one minute, collect survey responses on multiple channels, analyze survey results with a single click, what people say about us, it’s not just a template. you’ll get the entire survey platform to collect desired data and understand them., enter survio, create engaging surveys, get genuine data and make the right decisions., start surveying now, contact sales.

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School Facilities Survey?

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School Facilities Survey

Understanding the importance of school facilities and gathering feedback to improve the learning environment.

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Startquestion is a free survey platform which allows you to create, send and analyse survey results.

Improving Education: The Importance of School Facilities

Properly designed and maintained school facilities play a crucial role in providing a conducive learning environment for students. The 'School Facilities Survey' aims to gather valuable insights regarding the existing school facilities and areas for improvement. As education continues to evolve, it is essential to understand the impact of physical spaces on the overall student experience. By categorizing this survey under 'Education', we recognize the importance of creating a comfortable and engaging atmosphere within educational institutions. The questionnaire consists of twenty thoughtfully crafted questions that address various aspects of school facilities, ensuring comprehensive feedback. With questions ranging from the adequacy of current facilities to desired improvements, the survey provides a holistic view of students' perspectives. Participants are encouraged to provide their honest opinions through the single choice, multiple choice, and open-ended question formats. This multi-faceted approach allows for a more detailed analysis of the feedback received. We understand that students spend a significant portion of their lives within the school environment, and their satisfaction with the facilities directly impacts their educational experience. By conducting this survey, we aim to identify areas that require attention and allocate resources accordingly. The 'School Facilities Survey' is not only aimed at improving the physical aspects of the educational institution but also seeks to enhance the overall quality of education provided. By analyzing responses, educational administrators can make informed decisions, leading to positive changes within their institutions. So, put on your thinking caps and answer the diverse range of questions in the survey. Your feedback holds great value and will contribute to creating an environment that supports excellence in education. In conclusion, the 'School Facilities Survey' highlights the significance of school infrastructure as it directly influences the learning experience. By gathering and analyzing data, we can strive towards continuous improvement and cater to the evolving needs of students. Let your voice be heard and be a part of the transformation! Take the survey now!

UCLA's Institute for Democracy, Education, and Access

School Facility Conditions and Student Academic Achievement

• Earthman, Glen I.

This paper shows that the condition of school facilities has an important impact on student performance and teacher effectiveness. In particular, research demonstrates that comfortable classroom temperature and noise level are very important to efficient student performance. The age of school buildings is a useful proxy in this regard, since older facilities often have problems with thermal environment and noise level. A number of studies have measured overall building condition and its connection to student performance; these have consistently shown that students attending schools in better condition outperform students in substandard buildings by several percentage points. School building conditions also influence teacher effectiveness. Teachers report that physical improvements greatly enhance the teaching environment. Finally, school overcrowding also makes it harder for students to learn; this effect is greater for students from families of low socioeconomic status. Analyses show that class size reduction leads to higher student achievement.

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Teachers ’ perception of school facilities and its impact on the academic achievement of the secondary school learners

Introduction School is a place where learning takes place with appropriate plan and procedure, Effective teaching and learning takes place in those school buildings that are quiet, safe healthy and clean, schools that are improperly constructed or unmaintained can inhibit student learning outcomes due to inabilities to meets the students learning requirements. As far as the learning facilities are concerned which school supposed to provide include the proper ventilation and thermal comforts, proper lighting, acoustics, building age and quality, school building size, and classroom size, if not proper available these can become potential threat for effective teaching learning process. Effect physical school environment plays a very vital role not only for students, but also important for the teachers, staff, and administrators. Effective school environment can achieve through physical improvement in the environment, in this regard quality air is one of the important factor which can m...

Related Papers

HILLARY BOIH

Ambalika Sinha

This paper has aimed at assessing the relationship between students’ and teachers’ satisfaction with physical facility, food facility (Mid Day meal) and finding a relationship between student’s and teachers’ satisfaction on Academic environment. It is an empirical paper to study the impact of physical facilities, food facilities and academic environment on students and teachers satisfaction level/comfort level. Data was collected by conducting survey method using various tools like questionnaire, Interview and Observation. Results revealled a good academic environment in the school and good cooperation between teachers and student which helps student in their study, but there was lack of proper physical facility as well as lack of quality food distribution in Mid Day Meal. Most of students expect better facility to be provided by the school.

International Journal for Research in Social Science and Humanities Research

Bijaya Nepal , Bijaya Nepal

The present study was analysed with the relationship between the condition of school's infrastructure facilities, learning environment and students' outcomes. The data were collected from the respondents to know the measure of schools' practices; management, utilization and planning of infrastructure facilities and its' effect on students' outcome. This study was conducted between Februarys to July 2014; close ended questionnaire was designed to expose the results. The sample size was taken proportionately from 3125 numbers of secondary school. The selected districts were Sindhupalchok, Kavre, Makwanpur, Kathmandu and Chitwan. From the universe, 40 schools were taken by using proportionate stratified random sampling. Respondents were taken equally from community and institutional schools. Respondents i.e. 4 students and 4 teachers were selected from each school. As whole 320 respondents were selected from 40 schools. Analysis of data was done by using the SPSS version 20. The multi regression test was applied to analyse the data. Keywords: Relationship, school, infrastructure facilities, learning environment and students' outcome 1 BACKGROUND A good Infrastructure facility always supported the educational enterprise. Research had shown that clean and good air quality, good light, a small, comfortable, safe environment, building age and condition, quality of maintenance, temperature, and colour, could affect student health, safety as well as a sense of self and psychological state. Policymakers should be concerned about the relationship between school Infrastructure facilities and student learning and achievement, not

SMCC Higher Education Research Journal

Beverly Jaminal

Azuka Ugoanefo Udoka

The study examined the Influence of School Environment on Academic Performance of Student of Public Secondary School in Aguata Educational Zones. Nigeria. The study was carried out with three research objectives, three research questions were formulated. The study is descriptive survey design while the population comprised principals and teachers in the education zone. A total of 196 respondent were sampled using stratified disproportionate random sampling technique, while a researchers' self developed questionnaire formed the instrument for data collection. Three experts validated the instrument was employed to ensure the reliability of the instrument. A review of empirical studies was carried out to guide the researcher into previous studies in the area and also to provide the researcher with the theoretical base. A 17-item questionnaire was used to get information from the respondents. Based on the data collected and analyzed, the following results were obtained. That staff office, classroom spaces for teaching students and staff common room represented the major areas that to a great extent affect the academic achievement of students in public schools, with regard to buildings. It was also revealed that desks, current books and presence of library assistants constituted the areas of influence to the academic achievement of the students with regard to library services in the public secondary schools. Both the principals and teachers agreed that access to reading materials in the school, lack of facilities, and nearness to school and in sufficient qualified teachers vary greatly affect the academic achievement of the students. Inadequate teaching materials were also noted as a major factor affecting the students' academic achievement. The two groups also shared common views in terms of the great influence of school health services, fencing of school for security and provision of power supply as important variable affecting the academic performance of the students of public secondary schools. Based on the above, the researcher recommends that schools should be provided with functional libraries, equipped with current reading materials to help enhance both the students' academic achievement and the teachers' effectiveness in academic activities in the school. CHAPTER ONE INTRODUCTION Background of the Study School environment is the thread that connects to the various activities on the school. In many respects, this thread is almost invisible, yet everyone experiences its influence. Dudek (2000), opined that it is external influences in the school that can influence academic performance of students, irrespective of their intelligent quotient. School environment can also be considered as a major factor in teaching and learning, since space has the power to organize and promote pleasant relationships between people of different ages, to provide changes, to promote choices and activities and for its potential for sparking different types of social and affective learning (Okeke, 2001). The school environment, include the classrooms, libraries, technical workshops, laboratories, teachers' quality, school management, teaching methods, peers, and others are variables that affect students' academic performance (Ajayi, and Oluchukwu, 2001). Hence, the school environment remains an important area that should be studied and well managed to enhance students' academic performance. School environment also include the planning of instructional spaces, administrative places, spaces for conveniences, equipments, the teachers as well as the students are all essential in teaching-learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the students. According to Williams, Persaud, and Turner (2008), safe and orderly classroom management and School facilities were significantly related to students' academic performance in schools. Therefore a comfortable and caring environment among others could help to contribute to students` academic performance. According to Frazier (2002). The physical facilities of the school have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high

International Journal of Social Science and Humanity

Marzita Puteh , Mazlini Adnan

Creative Education

Mujdem Vural

IJAR Indexing

The paper examined the impact school facilities have on academic achievement of students in Senior Secondary Schools in Bauchi State Nigeria. The total population of the study comprises all the principals of Senior Secondary Schools in Bauchi State, numbering eighty-four (84), as of (2011). Employing simple random sampling technique, sixty-two principals were selected to represent the entire population as pointed out by Krejcie and Mogan, (1970). The instrument used for the study was Total Learning Environment Assessment (TLEA) consisting of 42 items completed by the principals, to ascertain the condition of the school facilities in public Senior Secondary Schools in Bauchi State. Data on result for students? academic achievement, (SSCE results) 2007-2011 were collected through the Bauchi State Ministry of Education. The TLEA instrument was adapted from the study of O?Neil (2000) redesigned by the researcher. A reliability tested through split-half pilot study of calculated = 0.958 and r- critical value = 0.765 at α 0.05 levels for Total Learning Environment Assessment for secondary school was sought to ascertain the usability of the instrument. Based on the analysis, the result shows that, the instrument has appreciable measures of validity and reliability. The data collected was analyzed using inferential statistics where the frequencies of the participants? responses were tabulated using percentages and Spearman Rank Order Correlation. Major research finding of the study did not find statistically significant relationship in the areas of school plant and facilities and students? academic achievement as measured by the TLEA at 0.05 levels. The researcher?s recommendations based upon this study include the followings: Educational administrators, planners and other stake-holders should supplement the government effort by maintaining the school facilities and improvise these items locally from the immediate community where the schools are situated. An area of achievement and failure in the students? academic career needs to be evaluated in order to foster improvement and make full use of learning process.

Procedia - Social and Behavioral Sciences

SHAMSIDAR AHMAD

American Based Research Journal

American Journal , muhammad arshad

Education plays a vital role in uplifting economic development of the country. It helps to reform a nation or society for the betterment of human life. The main aim of the study was to know the effects of the school environment on students' performance at the secondary level. The study was descriptive in nature. The sample of the study consisted of 36 schools, 12 schools from each district of Sahiwal division. Total 180 teachers were selected as the respondents. The self-developed questionnaire was used as a research instrument. It was found that the school environment, discipline and physical facilities of school have serious effects on students' performance. The different measures of school environment like conducive classroom environment, peaceful classroom environment, peaceful school environment, safe and secure school environment, teaching techniques, professional qualification of teachers, peer groups, classroom activities, physical facilities (electricity, drinking water, audio visual aids, school building, school furniture), absenteeism, preparation of lesson plans, malpractices during examinations, illegal funds collection, school discipline affects students' personality, good behavior between school and society, teacher students' relationship, school visits and teachers' attitude affects students' learning. Introduction The environment is the totality of what we live in, natural, or constructed spiral, man-made machines, scientific appliances, equipment and natural conditions such as air, water, and land which directly and indirectly affect human beings. The school environment is the result of the interaction of teachers-students' relationship, teachers' academic and professional qualification, teachers' teaching experience, availability and utilization of physical facilities and learning materials, as well as socioeconomic background of students and other activities undertaken for achieving its objectives. It includes classrooms, science laboratories, workshops, libraries, gardens, playgrounds and equipment, etc. to the schools. Entwisle (2018) described that the environment plays a vital role in the personality development of the students. A proper and conducive environment is very much necessary for fruitful learning of the children. Especially home and educational institutions should provide necessary stimulus for the learning experience. The child spends most of his time in school, and here his environment is exerting a different influence on performance through curricula, teaching techniques, and relationship. As students are the backbones of the nation, it is important to maintain a healthy school environment. Mick (2011) stated that school environment consists of many areas including school settings, the safety of students, teachers, head and services supporting staff, plants, physical and instructional facilities, fairness and adequacy of disciplinary procedures. It also includes an attractive school building, properly ventilated classrooms with required electric appliances, well equipped laboratory, library, sufficient furniture, audiovisual aids, hygienic conditions, and playground, etc. It helps in energizing and speeding up the whole process of education and can play a leading role for personality development of children. It also helps in improving teaching and learning process. Maintenance of discipline in classes and educational institutions is the action taken by a teacher or the school heads towards a student/ students when their behavior disrupts the ongoing educational activity or breaks the rules and regulations. It helps to control the wrong done by the students, or they cross their limits. It indicates expected standards of clothing, timekeeping, social conduct, moral and ethical values. It is an

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• 33 School Survey Questions + [Template Examples]

School surveys are an excellent tool for understanding what people (students, teachers, and parents) think about your school policies, teaching methods, etc. It fosters communication between the different educational stakeholders and provides valuable information that improves teaching, administration, and learning.  

When conducting a school survey, you must be intentional about asking the right questions for each respondentㅡin other words, be sure that the respondent has the right answer to your question. In this article, we will discuss 33 school survey questions and show you how to conduct school surveys with Formplus. 

What is a School Survey?

A school survey is a tool that is used to collect feedback from different stakeholders about their experiences and well-being in the school. It is a data collection method that provides insights into the experience of students, parents, teachers, and other staff members.  

A school survey typically asks open-ended and closed-ended questions that allow stakeholders to provide objective feedback about the school. It gathers opinions from parents and guardians about their thoughts on the academic performances of their wards.

One of the most important reasons for conducting a school survey is it serves as a window for students, parents, and guardians to communicate their perceptions of different school policies. The information collected via this process helps you improve best practices in your school. 

11 School Survey Questions for Students  

1. How would you rate your teacher?

This question helps you to track the teacher’s performance within and outside of the classroom. You can also ask students to provide justifications for their ratings. 

2. How many hours do you spend learning on your own? Including this question in your school survey gives you a fair idea of how students prioritize their personal development. Students should be able to expand their knowledge by learning independently. 

3. Do you partake in any extracurricular activities?   This also hints at personal development because learning is not restricted to the classroom. Responses to this question help you to create and maintain a balance between academic work and out-of-classroom learning.

4. How much time do you spend on homework and quizzes every day? Use this question to gather feedback from students about their academic workload. If students spend all of their time on homework and quizzes, they may not have the time to focus on personal development. 

5. What classroom activities do you enjoy the most? Use this question to find out the multiple activities that students enjoy in the classroom. Classroom activities include evaluation and Q and A sessions. 

6. What is your greatest learning accomplishment so far? This question helps you to track students’ progress and to clearly outline how your school has supported them to achieve this goal. 

7. What would you like us to teach you next year? Use this question to gather suggestions from students that will go a long way to shaping future educational policies. 

8. Do you have any other suggestions and observations about the teaching method? With this open-ended question, you can collect useful information that will help you improve your teaching methods.

9. What advice would you give to students in next year’s class? This is another open-ended question that allows students to freely communicate their thoughts and share advice. You can use this information to improve the learning program for new and existing students. 

10. Did you have access to all the learning materials you need? For effective learning, students should have access to primary and secondary learning materials. Including this question in your school survey allows you to gather feedback from students concerning your teaching methods.    

11. What learning area did you find most challenging? This question allows you to identify different challenges students face as they learn. You should leverage this data to improve teaching and learning methods in your school. 

11 School Survey Questions for Teachers

1. How long have you worked with the school? With this question, you would be able to gauge employee retention in your school and staff growth. High employee turnover often hints at several structural lapses in your organization. 

2. How well does the school support your growth? Answers to this question give you a clearer idea of the growth and career patterns of your teachers and the role your school can play in this. 

3. Does the school allow you to innovate teaching methods? In other words, does this school micromanage its teachers or allow them to lead ideation and implementation of different strategies? Allowing teachers to innovate teaching methods gets them more involved in the overall pedagogic process in the school.  

4. How often do you receive critical feedback on your work? You must review employee performance regularly. Feedback is important for growth and so, this question allows you to track teacher assessment and evaluation in your school. 

5. Are you satisfied with the compensation you receive here? This question bothers on compensation and remuneration packages for your staff. In addition to listing this question in your school survey, you can carry out a salary survey to help you decide on workplace remuneration and benefits for your staff. 

6. Do you enjoy working with our school? This is a simple question that helps you to gauge employee satisfaction. You can ask respondents to provide more context around their answers to this question by outlining what they like or do not like about your school.

7. What major goals have you achieved since you started working with us? The responses provided here would help you assess the growth of your employees and to outline the contributions of your school to this growth process. 

8. Do you think the school’s administration treats you fairly? This question ties to employee satisfaction, remuneration, and workplace benefits. It helps you to identify any grey areas in the school administration’s relationship with employees. 

9. How would you describe your relationship with the students? Use this question to evaluate the teacher-student relationship in your school. 

10. How would you describe your relationship with other teachers? This question allows you to assess the workplace relationship between teachers in your school. A positive workplace relationship creates an exciting relationship for growth and learning. 

11. What teaching methods do you adopt? Teachers should be able to outline their teaching methods and more importantly, show why these methods are great for teaching and learning. 

11 School Survey Questions for Parents

1. Are you satisfied with your child’s performance? This question allows you to gauge parents’ satisfaction with your school’s standard of education. Ask parents to provide reasons for their answers too.

2. On a scale of 1-10, how involved are you in your child’s education? Parents’ involvement in their ward’s education is important for growth. More than gathering responses, you should also plan to provide support for parents who are lacking in this area. 

3. Do you think you are capable of supporting your child’s after school learning? Responses to this question help you to decide on after school learning programs for students. If many parents are not capable of providing support for students, then you can create an after school learning program that caters to this. 

4. How would you rate your child’s overall academic performance? Here, parents can provide feedback on their child’s classroom performance and highlight any areas needing improvement. 

5. How well do you think the school caters to your child’s learning needs? This question allows parents to assess the school’s performance. The responses you get here would enable you to implement new policies to improve learning.  

6. On a scale of 1 to 5, do you think that your child has too much academic work after school? This question points to the work-play balance of your school. If parents think that their children have too much after-school academic work, you need to balance this. 

7. Are you worried about the balance between academic workload and the school’s extracurricular activities? If parents are worried about the work-play balance in your school, they may begin to seek alternatives by going to your competitors. 

8. Do you help your child with his or her homework? This is a simple yes/no question that helps you to determine the degree of parental support the child gets after school in terms of learning. 

9. Does the school provide an opportunity for you to discuss your child’s academic performance? This question points to the parent-teacher relationship in the school. Usually, you should provide multiple avenues for parents to discuss their wards’ performance within and outside the classroom.  

10. Do you think the school should increase activities for out-of-school learning? This question gets the parents involved in decision making which makes them more likely to support policy changes in your school. 

11. The school administration and processes are very smooth and effective.

This question allows parents to provide direct feedback on the school administrative process. You should use these responses to improve the different organizational processes within your school. 

Importance of School Surveys  

• A school survey helps you to recognize trends in teaching and learning behaviors. Based on the responses provided by participants in your school survey, you would be able to identify any patterns in the thoughts, experiences, and ideas of your stakeholders. 
• Data collected via school surveys typically show the strengths and weaknesses of your school system from a stakeholder perspective. This makes it easy for you to identify challenges and address them at the right time. 
• It helps you to optimize your school’s communication by providing the public with the latest information about developments. Having accurate and up-to-date school data allows administrators and officials to distribute accurate information to the public and the press.
• A school survey allows for inclusive decision making: This means that you can get the opinions of different parties involved before going ahead to implement a significant change or policy in your school. Collecting and analyzing survey data from stakeholders provides a wealth of information that can help the school administration implement data-driven decision making.
• A school survey gets everyone involved. For instance, it allows the school administration to find out what parents think about the teachers, community, or school. 

How to Conduct School Surveys with Formplus  

To conduct school surveys with Formplus, log in to the form builder and create from scratch or edit an existing survey template. Formplus allows for seamless data collection and you can do this in 5 easy steps. 

• Access your Formplus dashboard via www.formpl.us if you have a Formplus account. If you do not, visit the website to create one. 

• On your dashboard, click the “create new form” button located at the top left side of the page. This will take you to the form builder. 

• The Formplus builder is an easy-to-use drag and drop tool that allows you to add different fields to your school survey. You can also edit each field by clicking on the pencil icon located just beside it.

• Save the form template you’ve created to access the builder’s customization section. Use the options you like to tweak the outlook of your form. 

• Copy your form link and share it with respondents. 

Conclusion  

Before creating your school survey, you need to identify your audience; that is, who should fill out the survey. Doing this helps you to choose the right type of questions to include in the survey and also collect valuable information from respondents.  

Next, you need to decide on the type of survey design you would adopt – Do you want to use paper forms or online forms? If you choose to do your school survey online, then Formplus is an effective data collection tool that can help you create and administer school surveys easily. 

Connect to Formplus, Get Started Now - It's Free!

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Assessment of School Facilities and its Relation to the Academic Performance of the Senior High School Student

• Marry Jean S. Bindoy

INTRODUCTION

School facilities can have a profound impact on both teacher and student outcomes. With respect to teachers, school facilities affect teachers' commitment and effort. With respect to students, school facilities affect health, behavior, engagement, learning, and growth in achievement. Thus, researchers generally conclude that without adequate facilities and resources, teaching and learning will be compromised. This study aimed to assess the school facilities and its relation to the academic performance of senior high school students.

The Simple Random Sampling was used on the survey questionnaire while Stratified Sampling was used on the interview protocol. To achieve this, the Quantitative and Qualitative method was utilized. Survey Questionnaire and Interview Protocol were used to collect data from the respondents. This research design is appropriate because it enables to generate the data and information needed for knowing the relationship of the school facilities to the academic performance of the senior high school students in Calamba Integrated School.

From the findings, school facilities such as the library, canteen, computer, and food laboratory are not properly maintained, resulting in being the lowest in the ranking. These facilities need to be improved to provide a pleasant environment for both teachers and students. The school also needs to take into account the SPED students. In addition, the facilities must prioritize the safety of students and teachers.

DISCUSSIONS

School facilities should be adequately provided in the school. The condition and provision of the school facilities and infrastructure can be improved with the financial allocation from the government as well as from the MOOE. In the future, there should be an allocation for financial support to expand the physical structure and to increase the school’s capacity. However, the development and improvement should be done by following the guidelines that have been noted by the authority. An adequate number of school facilities is important in creating a productive learning and teaching environment for students and teachers.

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News from the University of Wisconsin-Milwaukee

School of Freshwater Sciences Faculty Meeting, 04/26/2024

School of Freshwater Sciences Faculty Meeting Great Lakes Research Facility room 1099 & MS Teams, 01:00 pm Purpose of Meeting: Meeting to discuss course changes, standing committee updates, and student admissions to programs. https://teams.microsoft.com/l/meetup-join/19%3ameeting_OTNjNTBkODItMmVhMS00MzA5LWIyMjQtNzJlMjBmMjlmZmI1%40thread.v2/0?context=%7b%22Tid%22%3a%220bca7ac3-fcb6-4efd-89eb-6de97603cf21%22%2c%22Oid%22%3a%222ddad887-c813-4ed3-ab67-4463142d40c0%22%7d Contact: Lisa Alzalde, [email protected] , (414) 251-5628. This meeting may go into closed session, per state statute: Wis. Stat. sec. 19.85(1)(c) Considering employment, promotion, compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility., Wis. Stat. sec. 19.85(1)(f) Considering financial, medical, social or personal histories or disciplinary data of specific persons, preliminary consideration of specific personnel problems or the investigation of charges against specific persons.

This meeting will reconvene in open session.

• Zilber faculty member selected for Fulbright award By Kathy Quirk April 25, 2024
• Forbes names UWM a top employer for diversity By John Schumacher April 25, 2024
• 414 for UWM Giving Days raises $1.3 million By Kari Pink April 23, 2024
• Alum working to improve Clarke Square area By Kathy Quirk April 23, 2024
• Milwaukee Film Festival features works by UWM alumni, faculty and students By John Schumacher April 19, 2024
• Several UWM programs land high in U.S. News graduate school rankings By John Schumacher April 12, 2024
• Student’s crime research leads to national presentation By Kathy Quirk April 16, 2024
• $1.3 million gift moves UWM closer to new research vessel By Kari Pink April 2, 2024
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9 facts about bullying in the U.S.

Many U.S. children have experienced bullying, whether online or in person. This has prompted discussions about schools’ responsibility to curb student harassment , and some parents have turned to home-schooling or other measures to prevent bullying .

Here is a snapshot of what we know about U.S. kids’ experiences with bullying, taken from Pew Research Center surveys and federal data sources.

Pew Research Center conducted this analysis to understand U.S. children’s experiences with bullying, both online and in person. Findings are based on surveys conducted by the Center, as well as data from the Bureau of Justice Statistics, the National Center for Education Statistics and the Centers for Disease Control and Prevention. Additional information about each survey and its methodology can be found in the links in the text of this analysis.

Bullying is among parents’ top concerns for their children, according to a fall 2022 Center survey of parents with children under 18 . About a third (35%) of U.S. parents with children younger than 18 say they are extremely or very worried that their children might be bullied at some point. Another 39% are somewhat worried about this.

Of the eight concerns asked about in the survey, only one ranked higher for parents than bullying: Four-in-ten parents are extremely or very worried about their children struggling with anxiety or depression.

About half of U.S. teens (53%) say online harassment and online bullying are a major problem for people their age, according to a spring 2022 Center survey of teens ages 13 to 17 . Another 40% say it is a minor problem, and just 6% say it is not a problem.

Black and Hispanic teens, those from lower-income households and teen girls are more likely than those in other groups to view online harassment as a major problem.

Nearly half of U.S. teens have ever been cyberbullied, according the 2022 Center survey of teens . The survey asked teens whether they had ever experienced six types of cyberbullying. Overall, 46% say they have ever encountered at least one of these behaviors, while 28% have experienced multiple types.

The most common type of online bullying for teens in this age group is being called an offensive name (32% have experienced this). Roughly one-in-five teens have had false rumors spread about them online (22%) or were sent explicit images they didn’t ask for (17%).

Teens also report they have experienced someone other than a parent constantly asking them where they are, what they’re doing or who they’re with (15%); being physically threatened (10%); or having explicit images of them shared without their consent (7%).

Older teen girls are especially likely to have experienced bullying online, the spring 2022 survey of teens shows. Some 54% of girls ages 15 to 17 have experienced at least one cyberbullying behavior asked about in the survey, compared with 44% of boys in the same age group and 41% of younger teens. In particular, older teen girls are more likely than the other groups to say they have been the target of false rumors and constant monitoring by someone other than a parent.

They are also more likely to think they have been harassed online because of their physical appearance: 21% of girls ages 15 to 17 say this, compared with about one-in-ten younger teen girls and teen boys.

White, Black and Hispanic teens have all encountered online bullying at some point, but some of their experiences differ, the spring 2022 teens survey found. For instance, 21% of Black teens say they’ve been targeted online because of their race or ethnicity, compared with 11% of Hispanic teens and 4% of White teens.

Hispanic teens are the most likely to say they’ve been constantly asked where they are, what they’re doing or who they’re with by someone other than a parent. And White teens are more likely than Black teens to say they’ve been targeted by false rumors.

The sample size for Asian American teens was not large enough to analyze separately.

During the 2019-2020 school year, around two-in-ten U.S. middle and high school students said they were bullied at school . That year, 22% of students ages 12 to 18 said this, with the largest shares saying the bullying occurred for one day only (32%) or for between three and 10 days (29%), according to the most recent available data from the Bureau of Justice Statistics (BJS) and the National Center for Education Statistics (NCES).

Certain groups of students were more likely to experience bullying at school. They include girls, middle schoolers (those in sixth, seventh or eighth grade), and students in rural areas.  

The most common types of at-school bullying for all students ages 12 to 18 were being made the subject of rumors (15%) and being made fun of, called names or insulted (14%).

The classroom was the most common location of bullying that occurred at school in 2019-2020, the BJS and NCES data shows. This was the case for 47% of students ages 12 to 18 who said they were bullied during that school year. Other frequently reported locations included hallways or stairwells (39%), the cafeteria (26%) and outside on school grounds (20%).

Fewer than half (46%) of middle and high schoolers who were bullied at school in 2019-2020 said they notified a teacher or another adult about it, according to the BJS and NCES data. Younger students were more likely to tell an adult at school. Around half or more of sixth, seventh and eighth graders said they did so, compared with 28% of 12th graders.

Students who reported more frequent bullying were also more likely to notify an adult at school. For instance, 60% of those who experienced bullying on more than 10 days during the school year told an adult, compared with 35% of those who experienced it on one day.

In 2021, high schoolers who are gay, lesbian or bisexual were about twice as likely as their heterosexual counterparts to say they’d been bullied, both at school and online, according to the Centers for Disease Control and Prevention . In the 12 months before the survey, 22% of high school students who identify as gay, lesbian or bisexual – and 21% of those who identify as questioning or some other way – said they were bullied on school property. That compares with 10% of heterosexual students. The data does not include findings for transgender students.

The trend is similar when it comes to electronic bullying through text or social media: 27% of high school students who identify as lesbian, gay or bisexual say they experienced this in the 12 months before the survey, as did 23% of those who identify as questioning or some other way. That compares with 11% of those who identify as heterosexual.

• Online Harassment & Bullying

Katherine Schaeffer is a research analyst at Pew Research Center

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Teaching assistants routinely cover lessons in England and Wales, survey finds

Exclusive: Research shows extent to which schools are struggling to provide qualified teachers for every class

Hundreds of thousands of pupils in England and Wales are being educated “on the cheap” by low-paid teaching assistants (TAs) covering lessons for teachers who are off sick or have quit, according to new research.

A desperate teacher recruitment crisis, compounded by inadequate funding, means schools across the country are struggling to put a qualified teacher at the front of every class, unions say.

TAs – who earn as little as £14,000 with salaries rising to £21,000 for the most experienced – are being asked to plug the gaps for little or no extra pay. At primary level they describe being told to lead classes ranging from nursery to year 6, with just minutes to spare. In secondary schools, TAs are teaching subjects at GCSE level where teachers have left and not been replaced.

The use of TAs to supervise classes was introduced in 2004 in cases of unexpected teacher absence, to allow for supervision for limited periods. The current teacher shortage, as well increased levels of long-term sickness, means TAs are routinely being deployed as teachers, though national guidance states they should not “actively teach”.

Children with special educational needs (SEN) are among the worst-affected by the crisis, according to research by the public service union Unison . As TAs are increasingly asked to step in for teachers, many of the 1.5 million children with SEN they normally support are left to struggle in class on their own.

The survey of almost 6,000 TAs found two in five (39%) were covering classes for regular teachers for at least five hours a week – roughly the equivalent of one school day a week or half a term’s cover over a school year – while 15% said they were expected to teach entire classes for at least 11 hours a week.

“I don’t think parents have any idea how much of their children’s education is being delivered by unqualified teaching assistants,” one primary higher-level TA told researchers.

The research shows that the crisis is getting worse. Almost half (45%) of TAs who participated in the survey said they were teaching more classes than they did last year, while more than two-thirds (68%) said that it was having a negative impact on the quality of learning in their school.

A higher-level TA working in a secondary school in the north-east told the Guardian he had covered 448 lessons last year, and it would be more this year. “It can be anything,” he said. “French, maths, science, PE. I’m quite comfortable teaching maths and PE, but French and English I’m not so good at.

“Before Covid, when teachers were off, cover would come in, but it’s harder to find teachers since Covid. It’s sad for the kids. It’s sad for the school – they want the best for the kids, but half the time they can’t get anyone.”

Another TA, working in a primary school in the north-west, said: “When we were doing training, we were aware there would be occasional times – if a teacher goes home poorly – we might have to step in. But not to this extent. It all comes down to money. If schools were given a proper budget, there would be adequate support.”

TAs are particularly concerned about the consequences for children with SEN or additional learning needs (ALN). Four in five (81%) said that covering for teachers was having a negative impact on SEN and ALN provision in their school.

As a result, pupils were missing out on classroom support (63%) and intervention sessions (58%), while those with more complex needs who have an education, health and care plan were missing out on one-to-one support (52%).

The Unison head of education, Mike Short, said: “Schools’ budgets are so tight that, instead of getting in supply teachers to cover classes, heads are having to use teaching assistants on the cheap. This is neither right, nor fair.

“Parents will rightly assume their children are being taught by teachers, not teaching assistants. The government must ensure all schools have the budget and staff to provide the education they’re meant to deliver.

“This over-reliance on unsatisfactory stopgap measures and overburdening teaching assistants in this way has to stop.”

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Paul Whiteman, the general secretary of the school leaders’ union, the NAHT, said: “It is not right that teaching assistants should be asked to routinely cover classes but sadly sometimes schools have literally no other choice.

“Teaching assistants play a crucial role in our schools, particularly for pupils with additional needs, but we should not expect them to fulfil the role of the teacher.”

Pepe Di’Iasio, the general secretary of the Association of School and College Leaders, added: “Without action from the government to address the teacher recruitment and retention crisis by improving pay, conditions, and school funding, it is difficult to see how things will improve.”

Parents are also concerned. One mother of two told the Guardian: “My daughter is in reception and has not had a teacher since coming back from the Easter holidays. We don’t know what’s happening. She’s been taught by a range of TAs – never the same person.

“She’s at the very foundation of learning, and she’s getting bored. The TAs are struggling to hold the class. It means the ones who are able are missing out, and the ones who are struggling are missing out too.”

Rob Webster, a researcher and expert on teaching assistants, said: “This study reveals the hidden costs of deploying teaching assistants to plug gaps in the teacher workforce. It disrupts support for pupils who need it, and prevents teaching assistants from doing their essential work.

“The special educational needs system in England is already at breaking point. Parents of children with additional needs will wonder what effect this considerable loss of teaching assistant capacity is having on their child’s provision. “The current situation is having a detrimental effect on teaching assistants’ workload and wellbeing too. Left unaddressed, it could exacerbate the existing recruitment and retention crisis facing schools.”

A Department for Education spokesperson said: “We have undertaken the biggest reform of training and development in a generation, and … recognise the key role teaching assistants play in supporting children and young people with SEND. We are developing practitioner standards for all frontline staff to help them identify and support the needs of these children.”

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It's maybe the east side's largest commercial building. New zoning would allow medical uses

One of the largest commercial buildings on Milwaukee's east side − built as an auto factory − is seeking a zoning change to accommodate a clinic and other businesses.

The six-story, 500,000-square-foot Kenilworth Building, 2185 N. Prospect Ave., features University of Wisconsin-Milwaukee graduate student apartments as well as  Peck School of the Arts’ creative research facility.

The building, also known as Kenilworth Square East, includes first-floor commercial space.

Building retail space operator Doug Weas wants the Common Council to change the Kenilworth Building's zoning to allow such first-floor uses as a health clinic, medical office, and personal service establishment, according to a new council resolution.

That last zoning category covers such businesses as a "barber shop, beauty salon, shoe repair shop,seamstress, tailor, fortune teller, tanning salon, massage establishment, body piercing establishment ortattoo establishment," according to the council file.

Weas couldn't be immediately reached for comment on why he's seeking the change. The Plan Commission is to consider the proposal at its May 6 meeting.

The Kenilworth Building's commercial tenants include Urban Outfitters, Bisou Nails & Spa and Anytime Fitness.

The building runs between Prospect and Farwell avenues south of East Kenilworth Place.

The Farwell Avenue portion was built by Ford Motor Co. in 1914. It was used as an automobile assembly plant until 1942, when the building was sold to the federal government, which built the Prospect Avenue portion a year later. The expanded building was used by defense contractors until 1969.

UWM began leasing the property in 1971 and took ownership of it in 2001. It was used mainly for such things as storage as well as housing the university’s motor pool, mailroom and print shop.

UWM began seeking redevelopment proposals after taking ownership of the building. The $68 million redevelopment into student apartments and other new uses was completed in 2006.

Tom Daykin can be emailed at  [email protected]  and followed on  Instagram ,  X  and  Facebook .