Social Welfare Professor Ron Avi Astor co-authored a paper in the Journal of the Society for Social Work and Research about the importance of including teachers and staff in discussions of school climate and student risk. The paper, “School Staff Members in California: How Perceptions of School Climate are Related to Perceptions of Student Risk and Well-Being,” highlighted the perspectives of school staff members who help shape the environment of their schools. Research has shown that a positive school climate is associated with improved academic achievement and social and emotional outcomes for students. According to Astor and co-authors Gordon Capp and Tamika Gilreath, the current literature on school climate largely overlooks the perspectives of school staff members. They argue that in order to accurately understand school climate and how it influences all school constituents, school climate models need to include viewpoints of school staff members. The team used survey data from the 2013 California School Climate Survey, which included responses from 54,000 teachers, administrators, counselors, nurses, social workers and other school staff members. The researchers used regression models to examine the relationship between school climate and student outcomes. Their results support a staff-focused model of school climate, and they found an increased need for training and support associated with higher levels of student risk, bullying and violence. Astor’s team encouraged school stakeholders to pay greater attention to staff perceptions and experiences before implementing interventions to improve school climate. — Zoe Day