Each student—including students with higher needs and students of color—has access to an effective integrated system of supports (which includes an accurate and unbiased identification process) to address their individualized, nonacademic needs, so all students can reach high standards and thrive. Each student has access to meaningful guidance to set them up for success beyond high school.
Sample Questions to Ask
- How does the student-to-staff ratio for school psychologists, social workers, nurses, and other social-emotional and health support staff vary across schools in our district?
- What data, processes, and routines exist to identify when students need targeted social-emotional, physical, or family support—and to connect them to the right support?
- How do schools in our district integrate college and career support across grade levels, including for students enrolled in vocational or career and technical education programs?
See our DIY District Diagnostic for more examples and recommendations about the types of data to look at.
Common Causes of Inequity
- Biased Identification Process: If obscure or biased systems for identifying and monitoring students’ needs are in place, schools in a district will struggle to provide appropriate non-academic supports for students.
- Insufficient Staff Capacity and Expertise: Students may not have access to the staff and support services that would best meet their needs if hiring and professional learning practices are insufficient or if staff don’t have the expertise or time they need to effectively support students.
- Insufficient Programs and Practices: When schools do not have effective, culturally sustaining programs and practices embedded into the day-to-day functioning, it can be challenging to provide students with individualized supports.
See our District Guidebook for more root causes and action steps to address inequities.
No single dimension of education resource equity can unlock every student’s potential—but when dimensions are combined to meet students’ distinct needs, they are a strong foundation for unlocking better, more equitable experiences in school.
Explore the Positive & Inviting School Climate dimension because climate is, in part, affected by the universal supports that are readily available to all students.