SCHOOL SCAN SURVEY RESULTS SUMMARY

Our focus on improving our students' sense of belonging continued throughout the 2024-2025 school year. As noted previously we surveyed most of our students from K to 7 in December, 2024, and then we met as a staff in January to analyze this important data, and use the information gathered to guide our practice. Specifically, our students indicated that they felt connected and cared for by the adults at Errington but they did not feel as connected and cared for by their peers. We as a staff identified a need to find ways to create more frequent and meaningful connections between students. Our staff decided to do more family teams activities, buddy activities with two or more classes, field trip learning experiences with other classes of similar grade level, and planned Intermediate and Primary "Connect" days to create opportunities for our students to get to know each other in deeper ways, and build a sense of belonging amongst our students. 

In June we surveyed the students again to see if the actions undertaken made a difference to our learners, We are pleased to report significant progress to the question, " Other students care about me - true or false?"

There continues to be a need to improve our students sense of belonging, and we hope that our work school-wide on promoting, teaching, reinforcing, and acknowledging CARES actions and choices will improve the way our students feel about being part of the team here at Errington.

Please see the results of both surveys listed below:

January                 June 

1. 224  243 ( + 21) students Errington students from K to 7 were surveyed on the following “True or False” questions

Here are the January and June percentages, listed from highest to lowest (in June), of students that responded with “true” to the following questions: 

1. The adults at Errington CARE about me                             

• 96%                 96%                          no change

2. Other students at Errington CARE about me

• 88%                 93%                          + 5%

3. When I am at Errington, I feel that I belong.
   • 92%                 90%                          - 2%
4. If more people showed “Errington CARES” behaviours more often, it would help me to feel like I belong to the Eagles team.

• 91%                 90%                          - 1%

5. It helps me with my learning when I feel like I belong.
   • 84%                 88%                          + 4%
6. If more people made “Errington CARES” choices more often, it would help me to feel that people care at Errington about me.

• 92%                 87%                          - 5%

(B) These students also indicated their sense of belonging in various school      locations.

• Here are the percentages, listed from highest to lowest, of students who indicated they feel they belong in the following areas:

1. In the classroom
   • 96%                 97%        +1%
2. In the Library
   • 93%                 93%        no change
3. In the gym
   • 89%                 91%        +2%
4. On our playgrounds and fields
   • 88%                 91%        +3%
5. In our hallways
   • 75%                 86%        +11% 
   • More students feel they belong in our hallways than in Jnauary
   • Still work to be done to help younger students feel better in hallways
6. In our washrooms
   • 62%                 71%        +9%
   • Feelings of safety/belonging in our washrooms have improved but this continues to be an area of need.

The results in section (B) Indicate that our students continue to feel safe, secure and connected in the spaces under direct adult care and/or supervision, such as the classroom, library, gym, playgrounds. Despite improved results, it does appear that we still have work to do to improved their sense of security and belonging in our hallways and washroom spaces. This information will be used by our Social Responsibility and staff to guide our instruction and practice. In particular, we will be looking to teach our students how to behave in ways that make these spaces more welcoming for one another; that is, to teach specific CARES behaviours to increase our students' sense of belonging in these areas of our school.