● 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