From Assumptions to Awareness: Using Data to Help Schools Identify the True Needs of Their Community

Every school district is different. And within each district, every school is different. Even within the same neighborhood, the needs of one school population can look entirely different from another.

Yet schools are often expected to “fix” concerns using broad solutions that don’t always fit the students, families, or staff they serve.

If schools want to move from reacting to problems to proactively supporting their communities, the starting point must be intentional, data-driven self-reflection.

One Community, Many Realities

When we think about school needs, it’s easy to assume challenges only exist in certain types of communities. In reality, every population carries its own barriers... 2some visible, some hidden.

In more affluent communities, families may have access to resources, but that does not mean students are immune to struggle. High-pressure environments, intense academic and social expectations, anxiety, depression, substance use, and emotional neglect due to parent isolation are often present but overlooked. Students may experience perfectionism, eating disorders, entitlement, or risky behaviors while appearing “high-functioning” on the surface.

In lower-income communities, challenges are often more visible and systemic. Food insecurity, housing instability, limited healthcare access, and chronic stress directly impact students’ ability to learn. Schools may see lower cognitive readiness, higher absenteeism, behavioral and emotional regulation concerns, limited digital access, and reduced school engagement.

Different communities.Different presentations. But challenges exist everywhere.

The Importance of Asking & Not Assuming

Too often, schools attempt to address concerns based on assumptions or outdated information. Instead, schools should begin each academic year with intentional climate and needs assessments to understand what is currently happening within their community.

This is not about identifying what is “wrong.”It is about understanding what is needed.

Four Essential Surveys Every School Should Use

To truly understand the ecosystem surrounding a school, multiple perspectives must be included.

1. Educator Survey

Educators are the backbone of our schools and they are human.

This survey should explore:

• What is going well professionally and personally

• Areas where educators feel supported

• Areas where they need additional support

• Stress levels, workload, and well-being

If we expect educators to support children, we must first understand what supports educators need themselves.

2. Student Survey

Students are often talked about, but not always talked with.

This survey should ask:

• What is going well in their lives

• What challenges they are facing academically and emotionally

• Where they feel supported

• Where they need help

Students’ voices provide invaluable insight into both school climate and unmet needs.

3. Family/Caregiver Survey

Families are experts on their children and essential partners in the process.

This survey can explore:

• Academic concerns

• Social-emotional concerns

• What families feel is going well

• What supports they believe are still needed

Including families builds trust and strengthens home-school partnerships.

4. Community Partner Survey

Schools do not exist in isolation.

Local community members: churches, law enforcement, fire departments, healthcare providers, and businesses often notice trends schools may not see.

This survey can gather:

• Observed community concerns or crime trends

• Observations of student behavior to and from school

• Willingness to partner or provide support

This is often the most underutilized, but powerful data source.

Why Digital Surveys Matter

These surveys should be digital, not paper-based.

Digital surveys allow data to:

• Flow directly into a database

• Be easily organized and analyzed

• Identify patterns and trends efficiently

• Support clear decision-making

Good intentions without data lead to guesswork. Good data leads to targeted, sustainable solutions.

From Data to Action: Identifying Gaps and Building Partnerships

Once data is collected, schools can begin to:

• Identify gaps in services

• Recognize strengths already present

• Locate community organizations to bridge unmet needs

• Build strategic partnerships rooted in shared goals

This process shifts schools from reactive problem-solving to intentional, collaborative planning.

A Strengths-Based Foundation

Equally important is identifying what is working.

A strengths-based perspective allows schools to:

• Build upon existing supports

• Reinforce positive culture and practices

• Avoid deficit-based narratives

• Create momentum rather than burnout

We do not start from scratch... we start from what’s already strong.

It Takes a Village—Always Has

I fully believe in the saying, “It takes a village.”

Raising and supporting children cannot fall solely on parents. It cannot fall solely on teachers. And it cannot fall solely on schools.

It must be a community effort.

When schools gather meaningful data and invite their community into the process, they gain more than information... they gain collective ownership of outcomes.

With strong data as a starting point, schools can move from merely surviving each year to intentionally helping their communities thrive!

~Dr. Abi