● What are the first words that come to mind when describing your community?
● What are the first words that come to mind when describing your students?
● How would parents, coaches, teachers, school staff, and students answer that
● Are there hallways, bathrooms, or other places in the school that students perceive as
being “owned” by a particular group of students?
● Are there hallways, bathrooms, and other locations in the school where some students
do not feel safe?
● Which school disciplinary procedures do students consider a slap on the wrist and
which are taken seriously? Why?
● How does your school or institution assess if young people safe?
● How do you assess whether parents who may feel uncomfortable bringing their
concerns to your school or organization (because of class, status in the community,
ethnicity, race, or religion) communicate with you to express their concerns?
● How did you come up with the answers to all of the above questions? Which people in
your community did you ask? Do any patterns emerge from the answers?
● What are the mechanisms for reporting social cruelty, bullying, or violence in your
school or organization? What are the strengths and weaknesses of this process?
● Have you asked students and adults in your setting how they feel about reporting
procedures? Does the community in general know about the protocols? Do the
students who haven’t used these protocols know about them? For the students who
have used them, do they describe the experience as helpful or leading to more
How are students given ownership of creating a culture of dignity in your school or