survey assignment for high school

100+ Survey Questions For High School Students

Struggling to understand the world of high school students’ perspectives and experiences? Look nowhere else! A thorough set of over 100 survey questions created especially for high school students has been developed by us. This collection includes both humorous and light-hearted suggestions as well as serious and thought-provoking ones. 

Prepare to delve deeply into the thoughts of high school kids and obtain insightful knowledge that will help you make better decisions and foster a more welcoming and pleasurable learning environment for everyone.

Insights from the next generation: A comprehensive survey for high school students

• What time do you typically wake up for school?     
• Do you have a set morning routine?
• How do you usually travel to and from school?
• Do you feel that your classes are challenging enough?
• Do you feel that your homework load is too heavy?
• Do you feel that your teachers are supportive and helpful?
• How often do you seek help from teachers?
• Do you feel that you receive enough support and guidance from your school counselors?
• How often do you feel stressed about schoolwork?
• How do you typically manage stress related to school?
• Do you feel that your school provides enough opportunities for physical activity?
• Do you feel that your school provides enough healthy food options?
• How often do you eat school-provided meals?
• Do you feel that your school provides enough mental health resources and support?
• How do you typically manage mental health struggles?
• Do you feel that your school provides enough resources and support for college and career readiness?
• Have you witnessed any bullying or harassment at school?
• Do you feel that your school provides enough opportunities for community service and volunteering?
• How do you typically spend your weekends?
• Do you feel that your school provides enough opportunities for cultural and diversity education?
• Do you feel that your school provides enough opportunities for creative expression (e.g. art, music, theater)?
•  Do you feel that your school provides enough opportunities for leadership development?
• How do you typically manage time and prioritize tasks?
• Do you feel that your school provides enough technology resources and support?
• How often do you experience technical difficulties with school technology?
• Do you feel that your school provides enough opportunities for hands-on learning experiences?
• How often do you participate in field trips or other off-campus learning experiences?
• Do you feel that your school provides enough opportunities for travel and cultural immersion?
• Have you ever participated in a study abroad program or exchange program?
• Do you feel that your school provides enough opportunities for career exploration and internships?
• How often do you communicate with your school administration or principal about school-related issues?
• Do you feel that your school provides enough opportunities for student leadership and governance?
• How often do you participate in student government or other student leadership activities?
• Do you feel that your school provides enough opportunities for peer tutoring or academic support from older students?
• How often do you participate in peer tutoring or academic support programs?
• Do you feel that your school provides enough opportunities for guest speakers or educational events?
• How often do you attend guest speakers or educational events at your school?
• Do you feel that your school provides enough opportunities for language learning and proficiency?
• Do you feel that your school provides enough opportunities for financial literacy education?
• Have you ever participated in a financial literacy program or workshop?
• How often do you use your school’s library or media center?
• Do you feel that your school provides enough resources and support for research and project-based learning?
• How often do you participate in research or project-based learning activities?
• Do you feel that your school provides enough opportunities for environmental education and sustainability initiatives?
• Have you ever participated in an environmental education or sustainability initiative at your school?
• How often do you participate in school clubs or organizations?
• Do you feel that your school provides enough opportunities for social justice and advocacy education?
• Have you ever participated in a social justice or advocacy campaign or initiative at your school?
• How often do you communicate with your school’s guidance counselor about academic and personal issues?
• Do you feel that your school provides enough opportunities for student-led initiatives and projects?
• Do you feel that your school provides enough opportunities for stress relief during the school day?
• How often do you take mental health breaks during the school day?
• Do you feel that your school provides enough opportunities for peer mentorship and support?
• Do you feel that your school provides enough opportunities for collaborative learning and group projects?
• Do you feel that your school provides enough opportunities for advanced or specialized learning?
• How often do you use technology during class (e.g. computers, tablets, smartboards)?
• Do you feel that your school provides enough opportunities for entrepreneurship and innovation education?
• Have you ever participated in an entrepreneurship or innovation program or initiative at your school?
• How often do you participate in group discussions during class?
• Do you feel that your school provides enough opportunities for experiential learning and hands-on activities?
• Have you ever participated in a job shadow or internship program outside of school?
• Do you feel that your school provides enough opportunities for global and cross-cultural education?
• How often do you participate in debates or other public speaking activities?
• Do you feel that your school provides enough opportunities for leadership development outside of student government?
• Do you feel that your school provides enough opportunities for interdisciplinary learning (e.g. combining subjects like science and art)?
•  Have you ever participated in a school-sponsored athletic or sports team?
• Do you feel that your school provides enough opportunities for creative writing and storytelling?
• Do you feel that your school provides enough opportunities for learning about mental health and wellness?
• Have you ever participated in a mental health or wellness program or initiative at your school?
• How often do you participate in hands-on learning activities in science class?
• Do you feel that your school provides enough opportunities for entrepreneurship and innovation outside of the classroom?
• How often do you use technology to collaborate with classmates on school assignments?
• Do you feel that your school provides enough opportunities for learning about different cultures and religions?
• Have you ever participated in a cultural or religious awareness program or initiative at your school?
• How often do you communicate with your peers and classmates outside of school?
• Do you feel that your school provides enough opportunities for learning about different career paths and industries?
• Have you ever participated in a career exploration program or initiative at your school?
• Do you feel that your school provides enough opportunities for learning about the arts (e.g. music, theater, visual arts)?
• Have you ever participated in an arts-related program or initiative at your school?
• How often do you use the internet to research information for school assignments?
• Do you feel that your school provides enough opportunities for learning about personal finance and budgeting?
• Have you ever participated in a personal finance or budgeting program or initiative at your school?
• How do you prefer to study or learn new material?
• Do you feel that the workload at school is manageable?
• What challenges do you face in balancing schoolwork and personal commitments?
• How often do you seek academic help or tutoring outside of regular class hours?
• Are you satisfied with the availability of resources and materials provided by the school?
• Do you feel that the school adequately prepares you for future career or college opportunities?
• What kind of support systems or resources would you like to see implemented at school?
• How often do you feel engaged and motivated in your classes?
• Are you comfortable participating in class discussions and expressing your opinions?
• What role does technology play in your learning experience?
• Do you feel that your school promotes a diverse and inclusive environment?
• Do you have access to and utilize the school library and its resources?
• What kind of support or resources would you like to see for college or career planning?
• How often do you feel stressed or overwhelmed by school-related pressures?
• Are you satisfied with the cafeteria food and overall dining options at school?
• How often do you engage in physical activities or sports at school?
• Do you feel that there is a sense of community and school spirit among the student body?
• Are there enough opportunities for student leadership and involvement in decision-making processes?
• How do you feel about the level of diversity in the curriculum and educational materials?
• What type of educational field trips or outings would you like to see more of?
• Are you satisfied with the availability and functionality of school facilities and infrastructure?
• How often do you use online educational platforms or resources outside of school hours?
• How well do you feel your teachers understand and support your individual learning needs?
• Are you encouraged to explore and pursue your personal interests and passions at school?
• How often do you collaborate with peers on group projects or assignments?
• Do you feel that the grading system at your school accurately reflects your knowledge and abilities?
• Are you aware of and actively involved in any community service or volunteer programs offered by the school?
• What kind of communication channels or platforms would you prefer for receiving school updates and announcements?
• Are you satisfied with the level of technology integration in your classrooms?
• How often do you feel challenged intellectually in your classes?
• Are you aware of the school’s policies and programs related to academic integrity and honesty?
• How often do you engage in creative or artistic activities at school?
• Are there sufficient opportunities for cultural and diversity education at your school?
• Are you aware of and involved in any student clubs or organizations at school?

How can they help?

Survey questions for high school students can be a powerful tool for several reasons. These surveys can help identify areas where additional support or resources are needed. For example, asking questions about mental health, bullying, or academic stress can shed light on the well-being of students and highlight areas that require attention and intervention.

Similarly, gathering feedback on educational experiences, extracurricular activities, and support systems can inform school administrators and educators about areas of improvement and help shape a more positive and inclusive learning environment.

Survey questions can also aid in understanding student preferences and interests, informing decisions regarding curriculum development, extracurricular offerings, and career guidance . By understanding their aspirations, interests, and learning styles, educators can tailor their approaches to better engage and motivate students, enhancing overall educational outcomes.

Furthermore, surveys can be used to assess the effectiveness of existing programs and initiatives, providing feedback on what is working well and what needs adjustment. By collecting data over time, trends and patterns can be identified, enabling schools to make data-driven decisions and continuously improve their practices.

Overall, survey questions for high school students serve as a valuable tool for gathering student perspectives, improving educational experiences, and fostering a supportive and inclusive school environment. Additionally, these questions can help educators work and reflect on their classroom management strategies as well to ensure effective learning environment and smooth flow of activities

In conclusion, survey questions for high school students offer a multitude of benefits. These surveys help identify areas where additional support or resources may be required, contributing to the development of effective policies and interventions. They also aid in understanding student preferences and interests, informing decisions related to curriculum development, extracurricular activities, and career guidance.

Additionally, surveys can be used to assess the effectiveness of existing programs and initiatives, enabling schools to make data-driven decisions and continuously improve educational practices. By giving students a voice and incorporating their perspectives, surveys foster a sense of inclusivity and empower them to actively shape their educational experiences.

Having a 10+ years of experience in teaching little budding learners, I am now working as a soft skills and IELTS trainers. Having spent my share of time with high schoolers, I understand their fears about the future. At the same time, my experience has helped me foster plenty of strategies that can make their 4 years of high school blissful. Furthermore, I have worked intensely on helping these young adults bloom into successful adults by training them for their dream colleges. Through my blogs, I intend to help parents, educators and students in making these years joyful and prosperous.

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35+ Student Survey Questions to Get Valuable Feedback

Just like every good workplace keeps tabs on their employees’ feedback, every school or educational organization should know what their students think. And while you could wait for a special occasion to ask them, there is a better alternative— proactively sending out surveys to gather feedback .

When done right, student surveys can increase student engagement, improve your organization’s assessment score, and make the teaching experience more enjoyable for everyone involved . Sit back and relax as we walk you through the ins and outs of student surveys so you can get started with yours today.

What is a student survey?

A student survey is a type of survey that you send out to your students to find out how they feel about a course, instructors, school program, curriculum, and any other aspect of your educational program.

A student survey can be done in person on your premises, during or after classes. However, creating student surveys online with online survey software such as Survicate is a much quicker and more efficient alternative. Besides a great survey platform, you need some great student survey questions, and we’ll give you plenty of examples in a minute.

A student survey form is a way to gather feedback (in the form of qualitative and quantitative data) and analyze it much more quickly than you would by merely asking questions during or after classes.

When to run student surveys and why

Just like any other survey type, student surveys are not something you can do on a set-it-and-forget-it basis. It’s a great idea to catch up with your students on different occasions several times throughout the year . Here are some good situations to run student surveys. 

Getting feedback about your online course

Perhaps your students signed up for one thing and your course and instructors were teaching them something else. A student survey can show you quickly whether the course is meeting your students’ expectations and whether you need to make any major changes. The responses can shape the future of your course and teaching style.

Improving your school offering

A student survey allows your students to show how they truly feel about what your school or course has to offer. Remember, you can turn your student satisfaction survey into an anonymous one in Survicate with one click, which is a neat way to get raw feedback.

Running internal assessments on teacher performance

Maybe you have a hunch that a certain teacher or instructor is underperforming. Or maybe you just want to take a closer look at individual teacher performance every once in a while. A student survey is a superb way to get anonymous feedback about one or all of your teachers.

Evaluating teaching methods

Your instructors or teachers may think that the methods they use are current and up-to-date . In reality, though, your students may have different thoughts. You can use a survey to compare the teaching methods of two different teachers with the same curriculum, to see which one is preferred by the students.

Optimizing the workflow and workload

Unless you’re in your students’ shoes, you won’t be able to tell if the amount of material or the way it is delivered is overwhelming. Run a survey every once in a while to learn if you need to adjust the scope of your courses to better suit your students’ capacity.

Student survey questions 

Depending on what aspect of your student-teacher-course relationship you want to examine, you’re going to ask different types of questions. For your ease of use, we sorted these survey questions for students in groups. Each student survey question can have multiple forms: it can be an open-ended question , a rating scale question, a yes/no question… It all depends on the type of feedback you want to collect.

Student engagement survey questions

Students who are engaged are students who feel excited about participating in their classes. Engagement student survey questions let you find out just how invested your students are in the course materials.

• In general, how interested are you in your classes?
• How likely are you to actively participate in classes?
• What aspects of the course do you find the most/least engaging in this school year?
• On a scale from 1 to 10, how much effort are you putting into your class activities right now?
• If you were the teacher for this class, what is the one thing you would change to make the course more engaging ?

Student satisfaction survey questions

While students are here to learn, it’s also necessary for them to feel satisfied with their progress, the materials they’re learning from, and their teachers. Here are some great student survey questions to ask in your student survey form.

• Overall, how satisfied are you with this course/program?
• How likely are you to continue at this course/school/university after this year?
• On a scale from 1 to 10, how likely are you to recommend this course to others?
• On a scale from 1 to 10, how satisfied are you with our school/course policies?
• How satisfied are you with the quality of teaching?
• How satisfied are you with the overall learning environment?

Bear in mind that all of these questions are a variation of the standard CSAT survey. As such, you can use our CSAT survey template and adapt it according to your needs so you can measure student satisfaction just as well.

Student course evaluation survey questions

Before evaluating the teacher, you may want to take a look at your course first. The feedback you collect here shows you whether your course is structured the right way, at the right pace, and at the right level of knowledge and understanding.

• Overall, how satisfied are you with this course?
• How likely are you to recommend this course to a friend?
• What did you like the most/least about this course?
• Did this course meet your needs and expectations?
• Were the covered topics relevant to the course?
• How helpful was this course in advancing your educational/career goals?
• How practical do you think the materials you learned are?

Pro tip: every time you want to ask a question such as “How likely are you to recommend…”, you’re using an NPS survey, one of the most common survey types out there. To make the most of it, try using an NPS survey template from our library.

Teacher evaluation survey questions

The methods and qualifications of your teaching staff are just as important as your course materials. Especially if you have more than one teacher working on a specific course at a time, it’s useful to compare your students’ thoughts about your teachers.

• On a scale from 1 to 10, how knowledgeable is your teacher/instructor?
• How clearly did your teacher explain the course materials?
• How easy is it to approach your teacher/instructor if you have questions?
• How well did your teacher answer students’ questions?
• How receptive is your teacher to the feedback you gave them?
• How would you rate your teacher’s organizational skills this school year?
• Which areas did your teacher excel in? In which areas did they not do great?

Student bullying survey questions

If you work in a school setting (be it online or offline), you know that bullying is sadly quite common . However, the right kind of survey can help you spot student harassment in time, be it from other students or even your teachers.

• During this course, have you been bullied?
• Could you describe a situation when you were bullied?
• Where do you think most of the bullying situations happen?
• Have you missed classes this year because of bullying?
• Have you talked to your teacher or someone else about being bullied?
• How safe do you feel at school/in this institution?
• If you do get bullied, where do these situations happen the most?

Back-to-school student survey questions

As your students are just getting back to school with a fresh mind, this is the perfect time to ask them questions about their expectations for the upcoming semester or year. It’s also the perfect opportunity to lighten the mood and set the right tone by asking some more light-hearted questions to get to know your students better. Here are some survey question examples for this use case.

• What’s the most important quality for you in a teacher?
• What do you want to be doing in five years?
• What is your preferred way of learning?
• What are the five adjectives that would describe you best?
• What do you usually do for fun?
• What is your education/career goal after completing this course?

Start creating student surveys with Survicate

Now that you know the many benefits of running student surveys as well as great questions that you can use, you can create a student survey of your own. And you don’t have to be a professional marketer, developer, or researcher to create a survey. All you need is a Survicate account and some student survey questions from this list.

Getting started is a matter of signing up and browsing through our extensive library of survey templates . Student surveys are just one of the many survey types you can use as a template. Leave the questions as they are or change them to suit your student audience better. In any case, your student survey will be complete and ready to send out in less than five minutes.

Capture your students’ feedback today so you can prepare for a better tomorrow with Survicate's free trial !

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Engagement Survey – High School Students

Time to complete 8 minutes (approx.)

High school students are at an important stage, still in school but adding on new responsibilities and making plans for the future. The challenges to balance workload, extracurriculars, internships, volunteering, and more while charting the right career track can seem overwhelming without support. The High School Student Engagement Survey provides the right questions to aid your work in ensuring students have what they need to be successful.

Measuring student engagement by asking the experts directly gives you the best possible data, and drilling down lets you see results by school, grade, teacher, or any other grouping. Demographic details, added through the Data Population feature before students even participate, can enrich your analysis and serve any reporting needs you may have for accreditation, compliance, or other programs.

Engagement includes multiple drivers that allow you a clear picture of which critical improvements can have the highest impact on raising student engagement. Engaged students are more likely to stay in school, to achieve higher grades, to build better relationships, and to contribute to a positive school climate. Implement a systematic approach to regularly survey and measure student engagement to ensure you’re turning challenges into opportunities for student-focused improvements.

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75+ Student Survey Questions to Collect Valuable Students Feedback

Student survey questions help school administrators to periodically collect feedback and suggestions from the students to improve student engagement.

This can be simply done by frequently sending out student surveys .

A perfect blend of funny and serious student survey questions helps in bridging the gap between students’ expectations and reality about a school’s educational practices.

Why is Student Surveys?

Student surveys will enable you to garner insights about the most necessary aspects, such as:

• How supported do students feel in their coursework?
• How well are they socially connected with their classmates?
• Are teachers well-equipped to support students’ curriculum and learning facilities?
• What motivates them to learn more?
• Are their families comfortable with the existing learning model?
• How confident do they feel in supporting the educational experience for their online learners?

However, there is so much more that you can include in student surveys for student satisfaction and continuous improvement. For this reason, we have gathered in-depth insights about what are student surveys, including the steps to conduct them, examples, and how to create a perfect student survey using online survey software.

What are Student Survey Questions?

Student survey questions are often sent out by educational institutes at the beginning, middle, or end of the school year to measure student engagements. Such questions help students to voice their opinions, needs, and desires. High school student surveys are crucial because the collected information is the insights from your students, who have been with you all year. It encompasses several highlights about the key areas of improvement, including school curriculum, safety, education models, teachers, and more.

For example, “ How interesting does this teacher make this subject? ” Or “ How excited are you about going to this class? ”.

75+ Student Survey Questions for Valuable Students Feedback

For best results and meaningful data, the type of survey questions for students should be chosen in accordance with the survey goals. Else, it may confuse the students and you may end up gathering inaccurate data and lower survey response rates.

Student Engagement Survey Questions

Student engagement surveys act as a guide for understanding how engaging and valued your students find your lesson and courses. Then the collected information can be well-utilized to make lessons even more engaging and useful.

Below are some  of the questions you can use to easily gather data on student engagement.

1. How did you find this month’s course load?

• relatively easy
• very difficult

2. To what extent do you agree or disagree with the statement: I found value in what I have been learning so far this month ?

• I somewhat agree
• I was not paying attention

3. Do you feel focused in your class

4. Do you feel this month’s learning was exciting?

5. What could compel students to participate in class discussions?

6. What more resources do you think the college should offer?

7. During the last 3 months:

• I have approached a school representative for advice or guidance
• I have participated in a school activity
• I have attended a social event organized  by the college

8. How many hours a week do you spend participating in school’s extracurricular activities?

9. Overall, how interested are you in your classes?

10. Which aspects of the class do you find least engaging?

11. How do you know when you are feeling engaged in your class?

12. How keen are you to participate in your class activities and discussions?

13. What aspects of the school do you like the most?

14. What aspects of the school do you dislike the most?

15. Is it easy for you to stay focused on your classes?

Student Satisfaction Survey Questions

A student satisfaction survey enables administrators to analyze how satisfied the students are with their learning environment, school facilities, and other aspects of the school curriculum.

For measuring students’ satisfaction, try to ask relevant and to-the-point questions. For example, asking about their last year’s school trip is unlikely to collect student satisfaction about the quality of food service in the school cafeteria.

Therefore, choose the student satisfaction survey questions from the list below to collect accurate information about students’ satisfaction.

1. How helpful is your course advisor?

2. How safe do you feel while being on the school campus?

3. How helpful is the school staff with administrative and other issues?

4. How satisfied are you with the hostel facilities?

5. How satisfied are you with the quality of extracurricular activities offered at school?

6. How satisfied are you with the overall experience studying at this school?

7. How easy it is to get/access the resources from the school library?

8. How well-maintained are the school and hostel facilities?

9. How satisfied are you with the quality of the food served at the school cafeteria?

10. How convinced are you with the school policies?

11. How likely are you to continue attending this school/university next school year?

12. How likely are you to recommend this educational institution to others?

13. On a scale of 1-10, how would you rate the quality of the following facilities at your school:

• School campus
• Classroom and laboratory facilities
• School library
• School parking
• Public transportation
• Student hostel
• Food and cafeteria services
• Sports and gym facilities
• Career counseling and placement services

Student Course Evaluation Survey Questions

With a course evaluation survey, you can ask students -about various aspects of their courses including course structure, mentor feedback, course material, teaching aids, etc. The collected data helps administrators to improve the overall education quality of their schools, aiding in future course creation decisions.

Below are the questions that you could include in a course evaluation survey:

1. Do the lectures, tests, and assignments complement each other?

2. Do the resource materials, including books, readings, handouts, study guides, lab manuals, and software, help increase your knowledge and skills in the specific subject?

3. Does the course help you understand the fundamental concepts?

4. Does the course give you the confidence to do more advanced work in the subject?

5. Do the examinations and projects help you measure your knowledge of the course material?

6. Do you believe that what’s been asked to learn in this course is important and practical?

7. Would you recommend this course to other students?

8. Overall, does this course meet your expectations?

9. Was the course helpful in progressing toward your degree?

Teacher Evaluation Survey Questions

A student survey for teachers is essential to evaluate their teaching methods and attitude towards students. Such surveys are beneficial in highlighting the possible issues students encounter while dealing with their course teachers.

The responses collected by the student-teacher survey questions help schools in improving the behavior and teaching model of their teaching staff.

Some examples of such questions are:

1. Do you find your teacher knowledgeable?

2. Does your teacher answer your doubts on their subject?

3. How effectively does your teacher react to students’ suggestions?

4. Would you recommend this teacher to the other classes?

5. How clearly did your teacher explain the course material?

6. Was your teacher concerned that students were learning the material?

7. How organized for the class was your teacher?

8. How well does your teacher answer students’ questions?

9. Was the speed for presenting course material too fast, too slow, or about right?

10. Did you find homework assignments relevant to understanding the course material?

11. Is it easy to contact your teacher outside of class?

12. What are the areas where your teacher did really well?

13. Are there any areas that should be improved?

Student Harassment Survey Questions

Student harassment survey a.k.a. bullying survey helps administrators to pinpoint and analyze various aspects that lead to an act of bullying in schools. One can use student harassment questions to stop bullying at their schools and provide students with a healthy learning environment.

Below are the questions that you could include:

1. Do you feel safe at your school?

2. During this academic session, how many times have you been bullied?

3. Can you tell us how you were bullied?

4. Have you talked to anyone about being bullied?

5. How many students have bullied you?

6. Where do you think bullying occurs the most?

7. This year, how many days have you missed school because you felt unsafe coming to school?

8. Would you take action if you saw someone being bullied at school?

9. Do you experience violence at home?

10. Why do you think some students are bullies?

11. What do the adults in your school campus do when they see bullying?

12. Have you ever carried a weapon to the school?

13. What can the school do to stop bullying?

14. Have you ever been arrested by the police?

Back-to-School Student Survey Questions

At the start of each school year, it may be difficult for teachers to get to know their students. Every student possesses different characteristics – some are friendly and talkative while others may be more introverted and shy.

For this reason, you can send out back-to-school student surveys to learn more about each of the students.

Below are some questions that you could include in your questionnaire:

1. What’s your full name?

2. Have you ever been known by a nickname? If yes, what is it?

3. What quality do you think is the most important in a teacher?

4. What career do you want to pursue in the future?

5. Do you want to go to college? Why or why not?

If you want to go to college, which one do you want to attend?

6. In what position do you see yourself in five years?

7. Do you have a college preference?

8. What do you wish to learn in this classroom?

9. Which school activities would you like to participate in?

10. Are you interested in any extracurricular activities like a band, sports, or theater?

11. Do you have friends in this classroom?

12. What do you typically do in your leisure time?

13. Do you have any hobbies?

14. What are you looking forward to this year the most?

Best Question Types for an Engaging Student Survey

Less engaging surveys often capture inaccurate results and experience lower survey response rates. Hence, including the relevant and diverse question types can help you capture genuine student feedback and achieve a higher survey response rate .

1. Closed-ended questions: Closed-ended questions are helpful in capturing qualitative dat a and are easy to answer. Such questions generally start with ‘Can’, ‘Did’, ‘Will’ or ‘Have’. The data collected from close-ended questions are easy to analyze as it is available in a tabular format, which assists decision-makers to make decisions quickly.

2.  Open-ended questions: These questions cannot be answered with a simple ‘yes’ or ‘no’. Instead, they require the respondent to explain their viewpoints in a few words. You can use open-ended questions to allow students to openly share their opinions/concerns around a specific topic.

For example:

3. Multiple choice questions: Multiple choice questions are the most commonly used survey question type. Respondents find it easier to select one or more options from a list of defined answers. MCQs make surveys easy, which helps produce easy-to-analyze data.

4. Preference questions: As the name suggests, this question helps gauge respondents’ preference about a specific topic. You can include this question type to collectively understand your students’ likes and dislikes about something.

“ When preparing for an exam, what would you prefer the most”?

• Easy-to-learn notes
• One-on-one session with a teacher
• Online resources
• Group studies

5. Ranking questions: This question type offers quantitative data by allowing respondents to identify which objects are most and least preferred. You can use the ranking questions to analyze the order of importance the items have in the minds of students.

Steps to Conduct a Student Survey

Now that you are familiar with the best survey question types , you should follow these steps to create an effective student survey.

 1. Set your Goals and Objectives

For your surveys to yield higher response rates and accurate information, you need to set your goals right. This will help you decide the survey tone and the good survey questions for students you should choose.

For instance, if you want to know the student’s perception of the course, then you should ask questions like – “ How satisfied are you with the course material ?”

Therefore, setting up your goals and objectives is the first thing you must do cautiously before creating a student survey.

2. Set Up a List of Student Survey Questions and Create the Survey

Once you have decided on your survey goals, you can choose the question types you can include to gather accurate information from the students. Now, make use of online survey software to start creating your survey.

Also, while drafting the school survey questions, keep the language as simple as possible. Use images, gifs, and conditional branching to offer the best survey experience.

3. Send the Survey 

With online survey tools such as ProProfs Survey Maker and Qualaroo , you can easily share surveys via email , social media platforms, direct links or you can easily embed them to your company’s website, blog, or Facebook page.

4. Analyze the Responses

Once you start getting feedback from students, share the results with your team members and start analyzing the results via charts and graphs for quick reference. Look for the trends and patterns that will help you take necessary actions for improving the overall effectiveness of your school.

How to Create a Student Survey (Using ProProfs Survey Maker)

After deciding upon the survey goals and types of questions that you will be using, all you need to do is select the right platform to create and share your survey. If you have the right tool at your disposal,  you can effortlessly create a student survey in minutes.

Let’s get started.

Step 1: Choose an Online Tool

The best online survey software supports easy survey creation via an intuitive dashboard. They also provide useful reports and rich insights. ProProfs Survey Maker is the perfect example here, which features advanced filters, drop-down options, and customized reports for easy analysis of the research data.

To create a quick survey, select “ create a survey ” tab from the dashboard.

Step 2: Use Ready Made Templates

For a quick survey creation, choose a ready-made survey template that provides you with a starting point. Choose from a variety of available educational survey templates available, including student surveys, faculty satisfaction, parent engagement, teacher feedback, course evaluation, and more.

Also, you can choose to create a survey from scratch.

Step 3: Choose Questions

As discussed above, you can make use of various question types including open-ended questions, closed-ended questions, etc to capture student opinions. ProProfs Survey Maker has a library of question templates, including thousands of question types like multiple choice, rating scales, NPS , Likert scale, and more that makes survey creation a simple task.

Here are some examples of the common education survey questions:

• Would you recommend this course to other students?
• Overall, does this course meet your expectations?
• How satisfied are you with the hostel facilities?

You can find hundreds of sample survey questions for students to build a survey in minutes.

Step 4: Survey Branding and Customization

Giving a personalized touch to a student survey is essential for better engagement. With ProProfs Survey Maker users have the leverage to choose various customization options to add company logo, colors, and images.

For creating a beautiful survey, you can select a predefined theme or upload your custom logo, backgrounds, fonts, etc.

Step 5: Apply Skip Logic

The success of a survey depends on how well it’s been tailored to the respondent. Advanced features like skip logic and branching help you create interactive surveys that ask only the relevant questions to the user.

You can apply skip logic , also known as conditional branching, to present the next question to the students based on their answer to the current question. Meaning, the answer to the previous question will tell which question needs to be presented to the students next.

Skip logic benefits student surveys in the following ways:

• Get detailed insights with follow-up questions
• Filter out questions that are irrelevant to a particular student
• Offer personalized experience to each student
• Improve survey completion rates by keeping surveys short and to the point

Step 6: Preview and Send Your Survey

Once you are done with formatting, branding, and customizing your student survey, make sure to preview your survey before finally sending it to students. This will help you check if there are any mistakes or logic issues.

Choose the Preview option from the top bar.

Proprofs Survey Maker enables you to preview how your survey will appear on different screens, including desktops, tablets, smartphones, and popups.

Once you’re done with the preview, you can click done. Now you are ready to send it out and collect your survey responses.

Choose the Best Student Survey Questions

Students always have so much to share and you never know how it could help in transforming the way your education model works. Hence, student surveys cannot be discounted. It can bring in thousands of thoughtful feedback with minimal effort.

All you have to do is select the right set of student survey questions because it will make it much easier to motivate students to provide honest answers. And the collected feedback will undoubtedly assist you with a precise focus on the key areas that need improvements and a chance to know the best aspects of your institute.

Also, don’t overlook using a survey tool such as ProProfs Survey Maker or Qualaroo that will help you with easy survey creation and sharing via social media, email or website. The tool comes with 100+ pre-built survey templates.

About the author

Emma David is a seasoned market research professional with 8+ years of experience. Having kick-started her journey in research, she has developed rich expertise in employee engagement, survey creation and administration, and data management. Emma believes in the power of data to shape business performance positively. She continues to help brands and businesses make strategic decisions and improve their market standing through her understanding of research methodologies.

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Top 16 Student Survey Questions for Student Feedback

Student survey questions are a quick and intelligent way to collect accurate and honest information from students and alumni about school-related issues. With the help of this tool, all the people studying in an institution share their thoughts, keeping them on the path to success.

A student survey or school survey is carried out to gather the opinion of students on various aspects of their educational institute. Each survey question must be framed so that the answer can benefit the performance of the school site. Let’s talk about that.

What are the types of student surveys?

Educational institutes run multiple student surveys for colleges or schools to gather feedback about various topics. Here’s a list of some popular survey questions for students:

• School climate surveys: These surveys address issues like student-teacher relationships, faculty involvement, student mental health, student tobacco, alcohol, and drug use, and student relationships.
• Student mental health and bullying surveys: It is highly essential to assess student mental health and address issues at the beginning before they bloom into bigger ones. Institutes must run surveys like peer relationship surveys, bullying behaviors, childhood trauma , social skills surveys, and substance abuse surveys to identify their mental health .
• Course evaluation surveys:   Student feedback is vital to understanding the shortcomings of courses and identifying gaps that impact learning. As students are the best critics on courses, you must run surveys to capture their feedback about the class to make their learning experience more fun and fruitful.
• Faculty evaluation surveys : Students and faculty interact almost daily. The faculty must get feedback from students about different aspects like preparedness, subject matter knowledge, problem-solving approach, grading, time management, talent management , etc. to name a few. The institute also keeps track of student feedback to help teachers deliver the best education that suits students’ needs.

LEARN ABOUT: course evaluation survey examples

What are student survey questions?

Student feedback is essential for teachers and academic institutes to improve continuously. If you work in academia, it is a great idea to know the perceptions and opinions of students. Educational institutes conduct surveys to gather actionable feedback from students about the institute and its faculty. Schools run surveys for kids at the start, the middle, or the end of the academic year.

Frame questions in a way that the answer to each question benefits the educational institute in one form or another. Survey students to improve the educational institute’s overall functioning by analyzing the feedback received from student surveys.

Top 16 student survey questions for academic feedback

Here are the top 16 student survey questions to capture academic feedback. We’ve divided them into two categories – Questions about the class and issues about the teacher.

Student perception survey questions about the class

Academic institutions continuously run course experience surveys among students to know more about their feelings towards the classes. Here are some essential questions to ask students.

1. Which activities in the classroom do you enjoy the most?

• Treasure Hunt

Teachers are generally aware of the most loved classroom activities, but knowing it directly from the students is an assurance. An assurance that students enjoy the tasks performed in class.

2. Given a chance, what is one change that you would like to see?

• Teaching method
• Time taken to complete a chapter
• Extracurricular activities

A student’s opinion is always unadulterated; it feels like a breath of fresh air in teaching monotony. Gain insights about what the students think the teacher or the institute must do differently and regularly implement these changes.

Learn more about academic surveys here !

3. Do you have supportive classmates?

• Yes, extremely supportive
• They are neither supportive nor unsupportive
• No, extremely unsupportive

Growing up, every child needs a productive ecosystem. Schools and universities are among the most influential parts of a child’s ecosystem, and support of classmates/friends matters to each child. Analyze whether the child is having trouble with his/her classmates. Check whether the lack of support is disrupting their overall growth.

4. What motivates you to learn more?

• Asking a lot of questions to the teacher
• Completing various assignments
• Sports and other extracurricular activities

If conducted at the beginning of the year, this survey can be encouraging to the students and insightful for teachers. Teachers can create their lesson plans according to the response to this question. By including this question in a student survey conducted towards the end of the year can help boost a student’s confidence in making their own academic decisions.

5. Do you think that the school provides you with adequate sports facilities?

Sports is a very good teacher. and is essential for the overall development of the student. It helps them build a strong mind. Ensure to provide students with adequate sports facilities to keep their minds strong.

Student perception survey questions about the teacher

Teacher feedback is also essential for the institute. Here are some critical questions to ask about the teachers and faculty members:

6. On a scale of 0-10, please rate your teacher – This rating scale question is the most basic yet essential question for a teacher. Ratings reflect the teacher’s performance. In case the average score is 8 or above, it indicates that the teacher’s work is appreciated and needs to be maintained. In other instances where the ratings are lower, the teacher needs to understand the reason and work towards improvement.

LEARN ABOUT: System Usability Scale

7. How much time do you spend every day on homework?

• <2 Hours
• >5 Hours

Homework is something that most students do not enjoy. If a student spends a significant time duration doing homework, there are higher chances that he/she dislikes attending the classes too. Homework often induces stress in students, which can lead to health scares, and as a class teacher, it is essential to ensure that the students are mentally secure and healthy. Authorities can ask this question so that they can analyze the answers to minimize or eliminate the stress of homework.

8. What are some achievements you’re proud of?

• Securing the 1st rank
• Participating in an inter-school debate competition
• Participating in a culture-exchange program
• Representing the school/university at a national level

Every student is unique. Their achievements will be different, and each of these achievements should be celebrated. It is practically impossible to celebrate them in class after a class test or an activity. Know from the students about what they think are their achievements and create a list. Teachers can reward all the students periodically to maintain student satisfaction and happiness.

9. Does your teacher encourage you to perform better?

• Yes, all the time
• Only sometimes
• No, not at all

Students need constant encouragement to push their boundaries so that they perform well academically as well in terms of extracurricular activities. Teachers or school management can ask this close-ended question to understand whether the students feel encouraged to perform better or not. By evaluating the answers to this question, the management can either prompt teachers to be more encouraging or train them to be more empathetic towards their class.

10. How would you evaluate the overall academic experience you had with this professor in our university program?

• Very Dissatisfied
• Not Satisfied
• Very Satisfied

Schools and colleges must evaluate the performance of teachers from time to time and understand if students face difficulties with the professor.

11. Please share your agreement with this statement: “My teacher has fair rules for the class and is extremely impartial.”

• Strongly Agree
• Strongly Disagree

Teachers are expected to be fair in their judgment towards every student. There can be instances where the students may not feel that their teacher is fair. The management should include the Likert scale question in their student perception survey to learn about a teacher’s classroom behavior.

12. Please share your agreement with this statement: “My teachers asks each one of us whether we have understood what she taught and helps us in case we have doubts.”

A classroom is where children learn the most, and a teacher is whom each turns to, in case of doubts and troubles. Ask this Likert Scale question to evaluate how good a teacher is at addressing and solving doubts.

13. Does your teacher appreciate the times when you work hard towards scoring well in a test or performing well in extracurricular activities?

• Yes, she/he always appreciates my hard work
• No, she/he never appreciates my hard work

The primary goal of a teacher should be the overall progress of a student. Learn from the students whether their teacher appreciates their hard work and reassures them to keep working hard or not.

14. Does your teacher guide you in setting personal targets and developing strategies to achieve that target

• Yes, she/he always guides me to set targets
• In most situations, she/he guides me to set targets
• She/he rarely guides me to set targets
• No, she/he never guides me to set targets

Children need to understand the importance of setting personal goals and striving to achieve them. Teachers play a critical role in teaching a habit of setting targets in school and working hard. Learn from the students whether they resonate with the teacher’s guiding method to set personal goals.

Learn more:  Sex Education Survey Questions + Sample Questionnaire Template & Travel Survey Questionnaire

15. After each test, does your teacher help you in understanding ways to improve your grades?

Marks/grades are a significant part of a student’s life at school. A teacher should help students understand where they go wrong while answering, how they can improve their performance after each test etc.

LEARN ABOUT:  Social Communication Questionnaire

16. Top 3 things that your teacher can improve – There are specific open-ended questions such as this one, leading to accurate feedback. Teachers or management can analyze and collect insights obtained for this question and start working towards improving their class performance.

Steps to conduct a student survey

Follow these steps to gather honest feedback from your students and keep them engaged throughout the student perception survey.

Step 1:   Decide the approach and tone of the student survey .

Every teacher has their style of communicating with the students. This internal communication evaluation pattern differs from teacher to teacher. Each teacher can design a student interest survey based on the type of bond they share with their class. The tone of the study will change with the type of information expected from this survey.

LEARN ABOUT: Testimonial Questions

Step 2: Send out the student survey

Teachers can send out surveys via convenient mediums. The advantage of using online survey software is that teachers can send surveys via email . For high school and university teachers and professor evaluation , it is very convenient to conduct student perception surveys since the main task they have to do is send an email for the survey. 

Learn more:  School Cheating Survey Questions

Step 3: Analyze the collected data

After sending out the survey and receiving responses, teachers can analyze the opinions and feedbacks. What do most of their students have to say? Where do the students need help? How can they change their teaching methods to accommodate the less inclined students? What did most students appreciate? What made most students unhappy? – Answers to such questions can be analyzed using a student interest survey . With online survey software such as QuestionPro , teachers, professors, and management can analyze a central dashboard’s response.

Step 4: Take actions

After analyzing the collected information, teachers can contemplate the changes which can be implemented based on that information. You can obtain insights into details such as improvement in teaching methods, attention to weaker students, or fun activities on a specific day of the week.

How to create a free student survey in minutes?

Follow these steps to create simple student surveys from scratch:

1. Create a FREE account with QuestionPro

2. Give your survey a name and hit ‘Create Survey.’

3. Add an intro to introduce the topic of your survey or just start adding questions.

4. Choose from 25+ question types – all for free

You can also import a Word document or use any of our existing survey templates . A lot of features make QuestionPro stand out as a robust survey partner, between multiple customization options, and an intuitive layout, you can create multiple surveys that fit your many needs.

Example of a good survey for students

Here is a student survey example. This template is free to download.

USE THIS FREE TEMPLATE

Ask students consistent questions that help them capture attention, explore information and promote their knowledge. Being responsive is crucial. It is recommended to accept any answer so that, based on them, direct new questions that lead to the correct information. You should ask the necessary questions until you understand the topic.

• Advanced logic and workflows for more intelligent surveys
• Over 5000 universities & colleges and over 1 million+ students use QuestionPro
• Academic license supports multi-admin role environment

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Whether you need a simple survey tool or a collaborative research solution, with our Academic licenses for universities and educational institutions, you get access to all the best features used by our Enterprise research clients. Try it today!

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Student Surveys: An End-of-the-Year Reflection

The end of the year will be here before we know it! Summer is soooo close. With the end of the year approaching, the time for reflection is upon us. Let’s dive into student surveys – why we love them, how to implement them, and how to grab our free m iddle school survey (+ Google Form option too!)

WHAT IS A STUDENT SURVEY?

A student survey is a great tool to get students thinking about their experience in your classroom – their achievements, areas of growth, and what they learned over the course of the year.

For you, the teacher, it serves as a tool to improve your craft and make choices about what you will do next year. One year, I received overwhelming feedback that students had a hard time seeing notes on my document camera. The next year I invested in technology to connect my iPad to my projector.

They can be as in-depth as you would like, but I would suggest keeping them around 10 questions with a variety of free-response, check boxes, and ranking scales. We are looking for quality answers over quantity. 

WHEN TO DO A STUDENT SURVEY

The end of the year is notorious for a random assortment of bell schedules. Sometimes you only see classes for 20 minutes a day or you only see your morning classes one day and the afternoon classes the next. That is a perfect time for a student survey! Student surveys can be the perfect bell ringer (they are pretty self-explanatory) or exit ticket. I would recommend doing it in class, so you can guarantee 100% completion.

STUDENT SURVEYS SOUND INTIMIDATING

I loved doing end of the year surveys with my students because it provided some great insight and helped me to reflect on the year!  

You may feel nervous to hear what your students think about your class and your teaching, so let me encourage you by stating – you are a great teacher!  I know this because in your spare time you are reading a teacher blog.  🙂

Remember that you are the one crafting the questions.  Think about how you word them and what exactly you want to learn from the response. 

For example, you could ask “What was your favorite part of this class?” and if you leave it open you may get a few responses that say “Nothing.”  But likely you will get better responses if you provide a few selections for students to choose from and then an “other” blank where students can write in something you may had not thought of.  

You could also reframe the question to, “What is one thing you learned in this class that you can carry into next year?”

SUGGESTIONS FOR QUESTIONS

Before you write your questions, really think about what you want to accomplish with the responses:

• Do you want to improve your classroom management?
• Do you want to get a feel of how your classroom felt?
• Do you want to rework your lessons and need some suggestions for the fall? 

Here are a few general suggestions:

• How has your confidence in _________ (subject) improved this year?
• What lesson/project/activity did you most enjoy?  Why?
• What lesson/project/activity was the most difficult for you ?  Why?
• What is one piece of advice that you would share with a student who is entering this class next year?
• What skills do you still need help with?
• Explain a time in class in which you were able to overcome a struggle.
• What is something that you would change about our class?
• What is one thing in class that made it difficult for you to learn?
• Did you feel as though I had high expectations of you?

You can also grab our free printable 12 question End-of-the-Year Survey, complete with an editable Google Form (since paper is so valuable!)

GRAB THIS FREE STUDENT SURVEY WITH AN EASY TO USE EDITABLE TEMPLATE!  

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Reader Interactions

April 15, 2018 at 11:56 am

What great ideas for end of the year surveys.! Thanks for sharing these ideas and templates. I am excited to get them.

June 22, 2018 at 12:19 pm

Glad to hear it!

May 9, 2018 at 9:29 am

Hey there! I signed up for the freebie of end of year student surveys, but haven’t gotten an email. Will I get it soon?

June 22, 2018 at 11:00 am

I’m so sorry about that! Could you resubmit with your personal email? If you use your school email, the filters usually prevent our freebies from coming through. Thank you!

May 18, 2018 at 2:40 pm

I use Office 365 forms for reflections all the time. It is so convenient and easy to go back to for reflection or review without the hassel of paper. I hate paper! I love when students can submit online. I already had an end of the year reflection, but I added some of your questions along with the answer choices as all of mine were short essay or a sentence or two. Thank you for sharing. One question that I used last year and got many interesting responses for, and some were so funny, is ” Finish this sentence: If teachers/Mrs. ______ only knew…” The students answered honestly; many revealing how they cheated on assessments and how often or watching others do so. They also said things like, “How much I will miss her.”; “That she worked hard to teach us and that we actually learn something from her teaching.”; “how honest she was with us. “; and one of my favorites “That I used to not like her class, but then I started studying.” I laugh whenever I reread this.

June 22, 2018 at 10:48 am

Students are so funny sometimes! That is a great fill-in-the-blank to add. Well done!

May 21, 2019 at 4:50 pm

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Free end-of-year letter templates to your students 📝!

Student Perception Survey (Free Printable)

What did your students really think about the time they spent in your class?

Asking students to give their honest opinions about what they liked (and disliked!) about our class can be downright terrifying! Do I really want to read that they thought my lessons were boring or too easy? It’s scary to put ourselves out there like that. But when we allow our students to share their insights and reflections on their learning experiences, we gain valuable feedback into what worked well and areas where we can improve.

Offering a student perception survey at the end of the semester or school year allows our students to share their thoughts about their learning experiences. By listening to their perspectives, we get to see what worked well and areas where we can improve. And often, we find out that our students appreciated our efforts to make learning engaging and meaningful far more than we thought they did! Download our free End-of-Year Student Survey today and let your students share their thoughts about the time they spent learning with you.

What sorts of questions does the survey ask?

The End-of-Year Student Survey does a great job of asking a wide variety of questions in different formats. This allows students to provide as little or as much feedback as they choose. Additionally, the questions are designed to make students consider the positive aspects of their experiences as well as areas they wish were done differently, so you won’t just be receiving complaints or criticism.

Some examples of included questions are:

• What do you like best about this class and/or teacher?
• Was there anything about this class and/or teacher that frustrated you?
• Was your teacher approachable when you had questions and/or needed help?
• What is one thing you think your teacher should do differently in future classes?
• What is one piece of advice you would give a student taking this class with this teacher in the future?

What should you do with the feedback you receive from the survey?

Getting feedback from our students is awesome, but only if we use it to reflect on this year’s learning and how we can improve in the future.

Here are some great ways to get the most out of the End-of-Year Student Survey:

• Take a deep breath: It’s never fun to receive critical feedback, but if we’re serious about improvement, we have to be willing to listen. (That being said, you might get some negative comments that aren’t constructive and are just meant to be mean. Ignore those remarks!)
• Looking for patterns: If most students stated they disliked a unit or assignment, maybe that’s an area that could be revised for upcoming school years. If students said you made them feel seen and heard in class, pat yourself on the back for creating a positive classroom culture, and make sure you continue that in the future!
• Celebrate the victories: Most importantly, take pride in the positive comments about fun lessons, times you made students feel seen and supported, and compliments you receive. Save these surveys in your “Warm Fuzzies File” for when you need a reminder of the difference you make every day!

Get your free End-of-Year Student Perception Survey

To download your free End-of-Year Student Survey, just fill out the form on this page for instant access!

You’ll also have the option of downloading an editable Google Forms version of the survey if you’d prefer to add/change questions and have your students complete the survey digitally.

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• 33 School Survey Questions + [Template Examples]

School surveys are an excellent tool for understanding what people (students, teachers, and parents) think about your school policies, teaching methods, etc. It fosters communication between the different educational stakeholders and provides valuable information that improves teaching, administration, and learning.  

When conducting a school survey, you must be intentional about asking the right questions for each respondentㅡin other words, be sure that the respondent has the right answer to your question. In this article, we will discuss 33 school survey questions and show you how to conduct school surveys with Formplus. 

What is a School Survey?

A school survey is a tool that is used to collect feedback from different stakeholders about their experiences and well-being in the school. It is a data collection method that provides insights into the experience of students, parents, teachers, and other staff members.  

A school survey typically asks open-ended and closed-ended questions that allow stakeholders to provide objective feedback about the school. It gathers opinions from parents and guardians about their thoughts on the academic performances of their wards.

One of the most important reasons for conducting a school survey is it serves as a window for students, parents, and guardians to communicate their perceptions of different school policies. The information collected via this process helps you improve best practices in your school. 

11 School Survey Questions for Students  

1. How would you rate your teacher?

This question helps you to track the teacher’s performance within and outside of the classroom. You can also ask students to provide justifications for their ratings. 

2. How many hours do you spend learning on your own? Including this question in your school survey gives you a fair idea of how students prioritize their personal development. Students should be able to expand their knowledge by learning independently. 

3. Do you partake in any extracurricular activities?   This also hints at personal development because learning is not restricted to the classroom. Responses to this question help you to create and maintain a balance between academic work and out-of-classroom learning.

4. How much time do you spend on homework and quizzes every day? Use this question to gather feedback from students about their academic workload. If students spend all of their time on homework and quizzes, they may not have the time to focus on personal development. 

5. What classroom activities do you enjoy the most? Use this question to find out the multiple activities that students enjoy in the classroom. Classroom activities include evaluation and Q and A sessions. 

6. What is your greatest learning accomplishment so far? This question helps you to track students’ progress and to clearly outline how your school has supported them to achieve this goal. 

7. What would you like us to teach you next year? Use this question to gather suggestions from students that will go a long way to shaping future educational policies. 

8. Do you have any other suggestions and observations about the teaching method? With this open-ended question, you can collect useful information that will help you improve your teaching methods.

9. What advice would you give to students in next year’s class? This is another open-ended question that allows students to freely communicate their thoughts and share advice. You can use this information to improve the learning program for new and existing students. 

10. Did you have access to all the learning materials you need? For effective learning, students should have access to primary and secondary learning materials. Including this question in your school survey allows you to gather feedback from students concerning your teaching methods.    

11. What learning area did you find most challenging? This question allows you to identify different challenges students face as they learn. You should leverage this data to improve teaching and learning methods in your school. 

11 School Survey Questions for Teachers

1. How long have you worked with the school? With this question, you would be able to gauge employee retention in your school and staff growth. High employee turnover often hints at several structural lapses in your organization. 

2. How well does the school support your growth? Answers to this question give you a clearer idea of the growth and career patterns of your teachers and the role your school can play in this. 

3. Does the school allow you to innovate teaching methods? In other words, does this school micromanage its teachers or allow them to lead ideation and implementation of different strategies? Allowing teachers to innovate teaching methods gets them more involved in the overall pedagogic process in the school.  

4. How often do you receive critical feedback on your work? You must review employee performance regularly. Feedback is important for growth and so, this question allows you to track teacher assessment and evaluation in your school. 

5. Are you satisfied with the compensation you receive here? This question bothers on compensation and remuneration packages for your staff. In addition to listing this question in your school survey, you can carry out a salary survey to help you decide on workplace remuneration and benefits for your staff. 

6. Do you enjoy working with our school? This is a simple question that helps you to gauge employee satisfaction. You can ask respondents to provide more context around their answers to this question by outlining what they like or do not like about your school.

7. What major goals have you achieved since you started working with us? The responses provided here would help you assess the growth of your employees and to outline the contributions of your school to this growth process. 

8. Do you think the school’s administration treats you fairly? This question ties to employee satisfaction, remuneration, and workplace benefits. It helps you to identify any grey areas in the school administration’s relationship with employees. 

9. How would you describe your relationship with the students? Use this question to evaluate the teacher-student relationship in your school. 

10. How would you describe your relationship with other teachers? This question allows you to assess the workplace relationship between teachers in your school. A positive workplace relationship creates an exciting relationship for growth and learning. 

11. What teaching methods do you adopt? Teachers should be able to outline their teaching methods and more importantly, show why these methods are great for teaching and learning. 

11 School Survey Questions for Parents

1. Are you satisfied with your child’s performance? This question allows you to gauge parents’ satisfaction with your school’s standard of education. Ask parents to provide reasons for their answers too.

2. On a scale of 1-10, how involved are you in your child’s education? Parents’ involvement in their ward’s education is important for growth. More than gathering responses, you should also plan to provide support for parents who are lacking in this area. 

3. Do you think you are capable of supporting your child’s after school learning? Responses to this question help you to decide on after school learning programs for students. If many parents are not capable of providing support for students, then you can create an after school learning program that caters to this. 

4. How would you rate your child’s overall academic performance? Here, parents can provide feedback on their child’s classroom performance and highlight any areas needing improvement. 

5. How well do you think the school caters to your child’s learning needs? This question allows parents to assess the school’s performance. The responses you get here would enable you to implement new policies to improve learning.  

6. On a scale of 1 to 5, do you think that your child has too much academic work after school? This question points to the work-play balance of your school. If parents think that their children have too much after-school academic work, you need to balance this. 

7. Are you worried about the balance between academic workload and the school’s extracurricular activities? If parents are worried about the work-play balance in your school, they may begin to seek alternatives by going to your competitors. 

8. Do you help your child with his or her homework? This is a simple yes/no question that helps you to determine the degree of parental support the child gets after school in terms of learning. 

9. Does the school provide an opportunity for you to discuss your child’s academic performance? This question points to the parent-teacher relationship in the school. Usually, you should provide multiple avenues for parents to discuss their wards’ performance within and outside the classroom.  

10. Do you think the school should increase activities for out-of-school learning? This question gets the parents involved in decision making which makes them more likely to support policy changes in your school. 

11. The school administration and processes are very smooth and effective.

This question allows parents to provide direct feedback on the school administrative process. You should use these responses to improve the different organizational processes within your school. 

Importance of School Surveys  

• A school survey helps you to recognize trends in teaching and learning behaviors. Based on the responses provided by participants in your school survey, you would be able to identify any patterns in the thoughts, experiences, and ideas of your stakeholders. 
• Data collected via school surveys typically show the strengths and weaknesses of your school system from a stakeholder perspective. This makes it easy for you to identify challenges and address them at the right time. 
• It helps you to optimize your school’s communication by providing the public with the latest information about developments. Having accurate and up-to-date school data allows administrators and officials to distribute accurate information to the public and the press.
• A school survey allows for inclusive decision making: This means that you can get the opinions of different parties involved before going ahead to implement a significant change or policy in your school. Collecting and analyzing survey data from stakeholders provides a wealth of information that can help the school administration implement data-driven decision making.
• A school survey gets everyone involved. For instance, it allows the school administration to find out what parents think about the teachers, community, or school. 

How to Conduct School Surveys with Formplus  

To conduct school surveys with Formplus, log in to the form builder and create from scratch or edit an existing survey template. Formplus allows for seamless data collection and you can do this in 5 easy steps. 

• Access your Formplus dashboard via www.formpl.us if you have a Formplus account. If you do not, visit the website to create one. 

• On your dashboard, click the “create new form” button located at the top left side of the page. This will take you to the form builder. 

• The Formplus builder is an easy-to-use drag and drop tool that allows you to add different fields to your school survey. You can also edit each field by clicking on the pencil icon located just beside it.

• Save the form template you’ve created to access the builder’s customization section. Use the options you like to tweak the outlook of your form. 

• Copy your form link and share it with respondents. 

Conclusion  

Before creating your school survey, you need to identify your audience; that is, who should fill out the survey. Doing this helps you to choose the right type of questions to include in the survey and also collect valuable information from respondents.  

Next, you need to decide on the type of survey design you would adopt – Do you want to use paper forms or online forms? If you choose to do your school survey online, then Formplus is an effective data collection tool that can help you create and administer school surveys easily. 

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Student Feedback Survey

• Download this tool as a printer-friendly PDF

The following student feedback survey can be used by educators to systematically collect feedback from their students about classroom practice and classroom environment. Developing a habit of seeking feedback from students provides real-time data that can inform instructional changes and wider school improvement strategies. Collecting student feedback is also a way to elevate student voices, which is a key strategy for equitable community engagement. Reviewing the data is just as important as collecting it; we suggest reviewing your data with at least one other colleague to help you unpack findings, identify trends, and strategize about ways to respond or adapt.

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Back to Yearbook

50 Yearbook Survey Questions for Students

A starting place for interviews.

We have provided some survey questions to ask high school students to inspire yearbook coverage ideas. Use these 50 top questions for surveys or as a jumping-off point for yearbook interviews.

• What is the most challenging task as a senior ?
• What is the most creative excuse you’ve ever used to get out of a homework assignment?
• What advice do you have for incoming freshmen?
• Describe senioritis.
• Describe your senior year in three words.
• What has been the highlight of your senior year ?
• Where do you imagine yourself 10 years from now?
• If you were told you couldn’t graduate unless you could prove your achievements from the past four years, what three examples would you use?
• Who do you think is the most influential person in the United States? Why?
• In some cultures, if you save someone’s life, he/she is forever in your debt. Who would you most want to be indebted to you?
• What do you collect and how long have you been collecting? Why?
• What sport should our school add next year and why?
• What is the one sacrifice you would not be willing to make, even if it meant solving all of the world’s problems?
• What is the strangest advice your parents ever gave you that proved to be correct?
• What trend or fad are you most embarrassed about being a part of?
• I am always happy to see…(a particular person) because…
• I am most grateful for…
• I am inspired by…(a person or event and why).
• I am disappointed with…
• I am waiting for…(some important event or circumstance).
• I will never forget…(most memorable event/person).
• Describe the scariest encounter you ever had.
• What was the dumbest saying of the year?
• What was the most meaningful assignment a teacher ever had you do?
• What is your greatest fear and have you ever tried to face it?
• Do you have any bad habits that you simply refuse to change? Explain.
• What is the most important quality in a friendship and why?
• Do you think high school is preparing you for college?
• Finish this sentence: “I could not live without…”
• Which one memory will you remember forever about your time here?
• Who has given you the best advice? What did they say?
• What is the worst thing about being a senior?
• What is your dream college and why?
• Which event did you most look forward to this year? Did it live up to expectations?
• If you could go back and change one thing, what would it be?
• Finish this sentence:  “In 20 years, I’m going to be…”
• Describe a dramatic/serious experience that has altered your life completely.
• When you look back on this school in later years, what will you remember most?
• What is one outrageous thing you desperately want to try before you die?
• If you could move anywhere in the world, where would you move and why?
• Do you have a childhood toy that you refuse to give up? If so, what is it and why is it so special to you?
• What’s usually the first thought in your head when you wake up in the morning?
• Have you ever predicted an event and then had it happen? What was it?
• Do you have a special place where you go to be alone? If so, where is it and why is this place so special?
• What weird habit do you have when you’re nervous and how long has it been going on? (Ex. tap your foot, twirl your fingers, etc.)
• What excuses do you give people when you don’t want to go somewhere?
• What dreams do you have for the world of tomorrow?
• Do you have any scars that resemble something? If so, what and where?
• Who is your hero and why?
• If you were stranded on a desert island, what five things would you need to survive and why?

Additional Resources

New adviser checklist.

h1.post-name {display: none;}NEW ADVISER CHECKLISTDownload PDF →ESSENTIALS Follow HJYearbook on Facebook, Instagram and Twitter. And, add herffjones.com as an approved sender for your email. Watch for our Adviser Assistance email. It’s packed with practical, timely links so you don’t have to learn everything on day one. Help your staff …

Keep Reading

Learn More and Be Inspired

Learning about yearbook journalism never quite ends. There is always room to grow, and widespread yearbook events could be the answer for you and your staff. With so many summer workshops and various conventions throughout the year, like JEA, NSPA and CSPA, the opportunity to learn, share ideas and improve …

Adviser Assistance Checklist 6

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12 Reading Interest Survey Questions To Ask Students + Sample Questionnaire

Kate williams.

31 October 2022

Table Of Contents

What Is A Reading Interest Survey?

• 12 Reading Interest Survey Questions + Sample Questionnaire

4 Ways To Conduct Reading Interest Surveys

• 8 Tips To Cultivate A Reading Habit for Life

Looking to learn about your students’ reading preferences? Reading interest surveys can help! Scroll down a bit to find the 12 best reading interest survey questions that will get you the insights you seek.

So what was it? What was the book that made you fall in love with reading? Was it Jane Austen’s? Or Harry Potter? Or Dan Brown’s excellent thrillers?

Not these? Well, we have to admit we’re not solid with our guessing game. But there’s one thing we’re damn good at, according to our clients. Surveys. That’s our thing.

And if you’re an educator looking to build reading habits among students, you’ve come to the right place as we’ll discuss:

• The definition of a reading survey
• 12 reading interest survey questions
• 4 ways to conduct reading interest surveys
• 8 tips to cultivate a reading habit

Ready with your coffee?

Daniel is a first-grader who said this in his introduction at school –

“Hey, I’m Daniel. My mum calls me Dan. I love to play with my dog, Bozo. I love to draw, and I don’t enjoy reading.”

So Daniel, a.k.a Dan, doesn’t like to read. But his teacher knows reading is essential. And so, she’ll arrange a reading interest survey for Daniel to know why he does not like reading, and what to do about it.

In simple words, reading interest surveys are surveys that let the teacher know about a student’s reading interest. Sometimes, it’s also called a reading interest inventory.

There are a bunch of different questions in this reader’s survey, and the teacher prepares a reading schedule for individual students based on their responses.

12 Reading Interest Survey Questions + Sample Questionnaire Template

You already know what reading interest surveys are, and why they’re crucial. Now, it’s time to discuss the questions to include in these surveys that bring the intended results. From our experience and research, we’ve selected 12 reading interest survey questions.

Here is a sample Reading Interest Survey created using SurveySparrow.

Let’s go through the questions above to create a fun reading interest survey questionnaire.

PS: You can make your own, share by email, QR code or SMS and track the results. Try SurveySparrow with a free account. 

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1. How do you feel about reading?

No reading interest surveys can do well without this question.

It’s one of the first questions educators ask as part of their free reading interest surveys, and it works all the time! Because young students only know how to portray their thoughts directly with no sugar coating on them. And that is what’s needed with this question.

So, as an educator or student counselor, if you directly want to get to the point, asking this question would do that.

2. What kind of book would you like to read for fun?

Asking this in your reading interest surveys would bring to light the type of book a student prefers reading.

Now, instead of giving fictional/non-fictional as your options for an elementary student, try giving options like a book with many pictures, a book with lots of words, or a book with crossword puzzles. They’ll be way more interested in choosing from these options.

3. How do you like to spend your free time?

This question would highlight the interest areas of the student, based on which the reading material or books can be selected for them.

4. What’s the best way to study for a test?

Reading the notes or study material on platforms like StuDocu is considered the most efficient way to prepare for a test, and usually, students score high test grades by studying in this way. But if the student chooses other options, you would clearly understand the work required to bring out the reader in them.

With this question, you would be able to separate the occasional readers from the ones that dislike reading.

5. What distracts you the most when you’re reading?

Is it food cravings? Other students? Noises?

Understanding what distracts your students while reading helps in removing those distractions from their environment, which allows them to continue reading and eventually build the reader’s habit.

6. How much time in a day would you prefer reading?

This question should be put in the reading interest surveys of older students – because students who’re not in elementary school would give a more thoughtful and honest answer to this. And based on their answers, you could frame a reading schedule that works and can be followed by them.

We’ve seen our clients building impressive reading schedules based on the answers to this question, and we’re pretty sure you’ll do the same.

7. Apart from school assignments, do you like the reading process?

Including this in the reading interest surveys would give you an idea about how inclined the students are towards reading.

And based on that, their reading programs can be structured.

8. What type of books are you most comfortable reading?

This is where the options of fictional/historical/novel, etc, would come in. As a teacher, this question will let you understand your student’s preferred choice for reading and the type they find interesting.

Mind you, the type of books they’re reading would somewhat affect their personalities as well. So, before helping them with their reading habits, you also need to explain the pros and cons of the different reading material & genres. The answers to this reading interest survey would let you do that.

9. What’s the best book you’ve read so far and why do you think that?

You’ll get to observe the student’s level of understanding with this survey question.

This question works brilliantly after a reading assignment involving different types of books, as you get to see how well the students are reciprocating to each book’s message.

And based on the reasons they give for their ‘best book’ pick, you’ll be able to suggest books with a similar message to take their reading habit onto the next level.

10. How would you choose a book to read?

Would it be from a website or blog recommendation, or parents, friends, or while going through the bookstore?

The way your students choose their books says a lot about their personality and who do they trust the most. This helps you prepare a reading schedule that works all the time.

11. If you won a game or a challenge, what would you choose as the prize?

If you give the option of a ‘pack of books’ here, this question would separate the readers from the rest.

So, you can shift your focus to the ones that love reading by asking this question.

12. Which statement best describes your reading style?

The last question that you should definitely include in reading interest surveys is this. This question would show how much the students know about their reading habits & style.

Based on this, improvements and changes can be made in their reading schedule, if needed. That’s the goal, right? Gradual improvements in your student’s reading habits over time.

To create reader interest surveys using SurveySparrow, you can sign up here for FREE!

Why are reading interest surveys important?

Reading is awesome. We adults certainly feel that way after spending countless hours reading our favorite books, be it fiction, non-fiction, or autobiographies.

Here, at SurveySparrow, we also have a ‘Share Some Book’ club where all of us exchange books with each other and keep the reading process going. it’s an absolutely fun and enriching process.

But most students don’t think the same about reading, especially the school-going young ones. In fact, some would do anything else apart from reading another page! But all hope is not lost, as not understanding the importance of reading is pretty common among students, which is exactly where reading interest survey questions come in.

Educators have four different options for conducting reading surveys:

• Paper surveys
• Oral surveys
• Online surveys
• Google forms

Let’s dig deep to know more about these.

#1. Paper Surveys

Conducting paper versions of the reading interest surveys allows for student differentiation easily. It gives the option for younger students and hesitant writers to even draw their answers instead of writing them down.

Paper surveys work well for students from elementary school, as they’re more accustomed to questions being read aloud by the teachers before they can read them themselves and answer.

So, it allows the teacher to give some extra help to the students. It also gives them the option to explain the questions using examples when the students are not sure about what to write.

#2. Oral Surveys

This survey type is used only when the students are extremely reluctant to read, and they’re not even willing to read the questions in the survey.

In that case, the teacher says the question out loud with the options, and the students write their answers down on a piece of paper against the question number.

#3. Online Surveys

With technology, and especially after the Covid-19 pandemic, the entire world has shifted online. Schools are no different, which is why online surveys have been widely used in the past year to conduct reading interest surveys.

From what we’ve observed, this transition was an exciting improvement in the way reading interest survey questions are conducted. It took some time, especially for the young students, to get used to this type of survey. But now things are moving swiftly here, and there’s a chance online surveys might replace paper surveys once and for all!

#4. Google Forms

Google Forms gave a very easy and reliable option for teachers to conduct reading interest surveys lately.

While online surveys are more appealing for students and young kids, Google Forms appeal to the teachers because of their simplicity and reliability.

The results from the survey are automatically compiled for teachers – so it’s simple. And the teacher doesn’t have to worry about the survey links not working or surveys crashing mid-stage – so it’s reliable! Why won’t a teacher love Google Forms then?

8 Tips To Cultivate A Reading Habit In Students for Life

Over the years, we’ve helped educational institutions and teachers develop the needed habits in their students. And most of them started by working on students’ reading habits, as it paved the way for other positive habits.

Whenever we used to survey or talk to them directly, they were up with stories on how they handled the most difficult of situations and brought the best result out of it to develop the reading habit. Their stories became the tips we want to share with you here.

These tips have come from different institutions and educators, but they all got the intended success from it. We’re hoping that you, too, get similar results. Off we go!

• Encourage curiosity because then, students would want to understand why reading is an important habit to have even when they dislike it.
• Don’t leave questions unanswered if you’re a teacher trying to instil reading habits among young kids. That’ll bring their motivation to learn down.
• Give quick challenges . Students, especially the young ones, learn quickly that way as challenges bring excitement for them.
• Promote healthy competition . It’ll always push the group in the right direction.
• Create and teach students in groups based on similar survey results. You’ll use your energy better, as it’s easy to track the progress of an entire group than of individuals.
• Before giving the students a reading assignment, tell them the summary of the books to read, and keep the ending a mystery!
• Ask students to find 5 (or any number) interesting aspects in a book. It could be the book cover, one of its characters, the ending, etc. This would act as a motivation to read the book properly.
• Before assigning a book to read, explain the topic and genre , and give them links to a few articles relating to the topic.

Time For Some Action Now!

Ok, so you’ve read this far, which means, you know these four things:

• How crucial reading interest survey questions are for the right development of students.
• What are some time-tested questions to include in these surveys.
• The different ways to conduct such surveys.
• And finally, some tips to cultivate reading habits in students.

What remains now? The start! You have the right information with you, and the only thing that remains is for you to conduct reading interest surveys using the information you’ve got here. We’re sure you are excited to do that, and we’re just as excited to see you succeed and get the right results.

So, waiting to hear all about your success story. Good luck!

Content Marketer at SurveySparrow

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• Our Mission

Improving Teaching With Expert Feedback—From Students

Teachers can improve their practice by giving students a voice in the classroom.

A student survey allows students to voice their issues, needs, and desires, giving feedback on how a teacher can change his or her instruction to help them perform better in class.

When Christopher Pagan, a physics teacher at Trinidad Garza Early College High School, reflected on his students' performance, he realized that they weren't meeting his expectations or their own potential. "I needed to come up with some way where I could improve how they were performing in class," recalls Pagan.

He didn't have all the answers, so he came up with an idea: he'd ask his students.

Knowing that his students had a hard time learning the content, Pagan wanted them to reflect on what would make them more successful in his class, how do they learn best, and what kind of in-class activities would benefit their learning the most. Furthermore, many of his students were not retaking the tests on which they underperformed and were turning in their homework late, or not at all. He incorporated questions around those problems as well to learn how he could best help his students.

The survey he developed took about five to ten minutes for students to fill out during class. "He got the information back, changed how he taught, and changed how he tutored," says Dr. Janice Lombardi, Trinidad Garza's principal. “It changed and informed his instruction. As a result, last year, his students' physics scores phenomenally increased. We decided this might be one of our best practices.”

Now, Trinidad Garza administers student surveys twice a year for all classes.

How It's Done

Step 1. Build a Small Group of Advocates:  Start with one or more teachers who are enthusiastic about adopting student surveys. Track their data and impact over a year. By building small successes with this core group, other teachers will see the impact, you can share real-life success stories from your school, and you'll have a strong group of advocates who will support you throughout this process.

At Trinidad Garza, Principal Lombardi was able to share Pagan's success. This helped to bring other teachers on board.

Step 2. Get Schoolwide Teacher Buy-In:  Ease your teachers into the new practice. Take your time with introducing student surveys to your staff before having them implement them. Lombardi familiarized her faculty with student surveys over a number of meetings before they actually started using them. All staff went through a trial run of having their students take the surveys, and attended two mandatory presentations during a staff development and faculty meeting. After these presentations, any future meetings about surveys were optional.

Preview the survey questions with your teachers. It can be intimidating for teachers to receive feedback from their students on how they teach. Will the questions enable students to vent their frustration and take revenge on a teacher they don't like? Can these questions threaten a teacher's job? These were some of the concerns that Trinidad Garza’s teachers had. Cynthia Hess, a Trinidad Garza English teacher, recalls, "My initial reaction was a little tinge of worry. Am I putting my professional hands in the opinions of a 17-year-old?"

When reviewing the questions with your teachers, share the purpose behind each question, and allow teachers to ask questions and share their thoughts and concerns.

"Once we were given the opportunity to look at the questions, we saw that the questions were designed to inform instruction," reflects Hess. “The questions weren't open-ended questions where a kid could be upset with you and take revenge if they were failing your class or didn't like you. Knowing that gave me a good degree of comfort.”

Gather and share research, benefits, and examples. Gather research to share out with your staff about how student surveys can improve their teaching practice. Using educational websites, Lombardi found research that showed the impact of student surveys and examples of other schools that were successfully using them.

This is what she shared with her teachers during a professional development session:

• " 5 Reasons You Should Seek Your Own Student Feedback " (Cult of Pedagogy)
• " Gathering Feedback From Students " (Center for Teaching, Vanderbilt University)
• " 3 Ways of Getting Student Feedback to Improve Your Teaching " (Vicki Davis, Edutopia)

Lombardi also had Pagan present his experience and results with using student surveys in his physics classes. "I was able to look at both my first and second semester data and share how this survey really helped in my classroom," says Pagan. “One of the most striking things was the students’ satisfaction with their grades. That jumped about two or three points per class period, and the percentage of students that were turning in their homework in on time -- or almost always on time -- greatly increased.”

Reinforce the purpose of implementing student surveys. Trying out a new practice can seem stressful, and many teachers will be concerned about adding one more thing to their workload. Be clear on the purpose of student surveys, reinforcing how they will benefit your teachers in the classroom.

"As the time for surveys approached, Dr. Lombardi reminded us and we talked about their purpose again," says Hess.

Be clear about the process of implementing student surveys. Be transparent with your teachers about what implementing this practice will entail, what their role in it will be, and the support they'll have.

• What will administering the student survey look like?
• What will reviewing the student feedback look like?
• Are these evaluative surveys that will impact their job security?

Step 3. Create Your Schoolwide Survey:  If you're a teacher and want to adopt this practice in your classroom right away, you can use the Trinidad Garza survey —or use these tips on how to create your own questions.

Keep the focus on your instruction, suggests Pagan. He explains, "The purpose of this survey is to give my students a voice to tell me what changes I can make and what practices can I implement to help them perform better in class. It has nothing to do with content. There's no questions on there about physics. It's general to what can I do to help my students."

He also suggests keeping it simple. "Think of one problem area in your class and set up some questions around that. Also, leave some open-ended questions to surface problem areas that you didn't think about."

Pagan's problem areas were homework and quizzes. Many of his students weren’t turning in their homework at all or were regularly turning it in late. He wanted to know why, and he wanted to know how he could help them fix the problem. Also, many of his students weren’t retaking quizzes on which they’d underperformed, and he wanted to learn how he could change that.

When brainstorming questions for his survey, he thought of open-ended questions like, "What can I do to help you?" and "What would be beneficial that I could change?" He also brainstormed questions specific to homework and tests: "Do you turn your homework assignments in on time? And if so, or if not, why?" and "How do you perform on tests and quizzes? If you don't do well, why is that? If you do well, why is that? Do you retake tests when you perform low on them? Why or why not?"

Step 4. Help students feel comfortable responding to the survey:  The first time that students take a survey, most are surprised that they're being asked to give their opinion, and Pagan remembers that a few were apprehensive. They often have questions like:

• Are we going to be able to say whatever we want?
• Do we have to put our name on it?

Students do not have to add their names to the surveys. To preserve students' anonymity, the teachers step out of the classroom, and school counselors come in to administer the surveys. They give the surveys twice a year, about six to eight weeks into each semester, allowing students to discover what does and doesn't work for them in the classroom before taking the survey.

The counselors emphasize the importance of responding honestly and the power in using their voice, and over time, when teachers change their instruction based on their feedback, students see the impact of their honest responses.

Step 5. Review the survey results with your teachers:  Either Trinidad Garza's principal or assistant principal shares the survey feedback with teachers in a one-on-one, non-evaluative session. They have two ways of looking at the student feedback: a four-point scale on close-ended questions and qualitative feedback from open-ended questions. The point scale highlights teacher strengths and areas of improvement, and the written feedback lets teachers know their students' experience in the classroom and how they can specifically help them.

A non-evaluative feedback review is important in creating an atmosphere where teachers feel supported and encouraged to take risks in their classroom, emphasizes Lombardi. "I do not include any kind of judgement,” she says. “I want it to really be their professional growth, and as a consequence, we have teachers who do change the way that they teach. For example, in one case, the students said that the class was not rigorous. The teacher had an a-ha moment. 'I thought I was really rigorous, and I'm not. Let me reevaluate what I'm asking them to do,' she told me. That's how those surveys work."

The principal and teacher weed out surveys from disgruntled students, as well as those with over-the-top praise. "There were two or three students who used the survey as an opportunity to say, 'I'm going to voice every problem I've ever had,' says Hess. "But together, Dr. Lombardi and I sorted out the outliers and established a range, grouping the rest of the surveys by common themes that were coming up."

Step 6. Take action on your survey feedback:  Pagan had included questions about homework on his student survey because a lot of his students weren't turning theirs in on time, or at all. From the survey feedback, he learned that students became frustrated when they got stuck on a problem, and wouldn't turn in their homework because it wasn't complete. "Students want to make sure they get everything correct, but it's a problem for them if they're not turning in their work," he says.

Once he knew the issue behind his students not turning in their homework, he started each class by asking them to vote for one or two homework questions they found the most difficult, and then they reviewed those together in class.

"That was something I did last year, and I've carried that over to this year," adds Pagan. “This year, I found out that some of the students need more help with tests or quizzes.”

To help his students improve on their quizzes, he begins class on quiz days with a pre-quiz to review the topics they'll need to know later in the day. "If they don't yet have the topics mastered at the start of class,” he says, “we can go over those questions through the progression of class, and hopefully by the end, they'll have mastered those concepts."

The surveys help students reflect, become more self-aware, and adopt agency and ownership over their learning. "By giving my students surveys, they realize that I care about how they're doing," reflects Pagan. “Some students that were always turning in homework one or two days late, now they're turning in their homework on time. Students that had a hard time turning in homework at all, now they start to get it in more often. The student surveys allowed them to reflect and realize that if they want to reach their goals, they're going to have to put in more work, and that I'm there to help them along the way.”

Trinidad Garza Early College High School

Per pupil expenditures, free / reduced lunch, demographics:.

• May 11 Art Car Club showcases its rolling artwork on wheels at the Orange Show parade
• May 3 Cultures collide at the Bellaire International Student Association Fest
• May 2 Uncalculated uncertainties
• May 1 National Honor Society welcomes new inductees
• April 27 The road from Rhode Island

Three Penny Press

Students spend three times longer on homework than average, survey reveals

Sonya Kulkarni and Pallavi Gorantla | Jan 9, 2022

Graphic by Sonya Kulkarni

The National Education Association and the National Parent Teacher Association have suggested that a healthy number of hours that students should be spending can be determined by the “10-minute rule.” This means that each grade level should have a maximum homework time incrementing by 10 minutes depending on their grade level (for instance, ninth-graders would have 90 minutes of homework, 10th-graders should have 100 minutes, and so on).

As ‘finals week’ rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments.

High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number.

The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average.

When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than nine with an average of about four hours. In contrast, polled students said that about one hour of homework would constitute a healthy number of hours.

Junior Claire Zhang said she feels academically pressured in her AP schedule, but not necessarily by the classes.

“The class environment in AP classes can feel pressuring because everyone is always working hard and it makes it difficult to keep up sometimes.” Zhang said.

A total of 93 students reported that the minimum grade they would be satisfied with receiving in a class would be an A. This was followed by 81 students, who responded that a B would be the minimum acceptable grade. 19 students responded with a C and four responded with a D.

“I am happy with the classes I take, but sometimes it can be very stressful to try to keep up,” freshman Allyson Nguyen said. “I feel academically pressured to keep an A in my classes.”

Up to 152 students said that grades are extremely important to them, while 32 said they generally are more apathetic about their academic performance.

Last year, nine valedictorians graduated from Bellaire. They each achieved a grade point average of 5.0. HISD has never seen this amount of valedictorians in one school, and as of now there are 14 valedictorians.

“I feel that it does degrade the title of valedictorian because as long as a student knows how to plan their schedule accordingly and make good grades in the classes, then anyone can be valedictorian,” Zhang said.

Bellaire offers classes like physical education and health in the summer. These summer classes allow students to skip the 4.0 class and not put it on their transcript. Some electives also have a 5.0 grade point average like debate.

Close to 200 students were polled about Bellaire having multiple valedictorians. They primarily answered that they were in favor of Bellaire having multiple valedictorians, which has recently attracted significant acclaim .

Senior Katherine Chen is one of the 14 valedictorians graduating this year and said that she views the class of 2022 as having an extraordinary amount of extremely hardworking individuals.

“I think it was expected since freshman year since most of us knew about the others and were just focused on doing our personal best,” Chen said.

Chen said that each valedictorian achieved the honor on their own and deserves it.

“I’m honestly very happy for the other valedictorians and happy that Bellaire is such a good school,” Chen said. “I don’t feel any less special with 13 other valedictorians.”

Nguyen said that having multiple valedictorians shows just how competitive the school is.

“It’s impressive, yet scary to think about competing against my classmates,” Nguyen said.

Offering 30 AP classes and boasting a significant number of merit-based scholars Bellaire can be considered a competitive school.

“I feel academically challenged but not pressured,” Chen said. “Every class I take helps push me beyond my comfort zone but is not too much to handle.”

Students have the opportunity to have off-periods if they’ve met all their credits and are able to maintain a high level of academic performance. But for freshmen like Nguyen, off periods are considered a privilege. Nguyen said she usually has an hour to five hours worth of work everyday.

“Depending on the day, there can be a lot of work, especially with extra curriculars,” Nguyen said. “Although, I am a freshman, so I feel like it’s not as bad in comparison to higher grades.”

According to the survey of Bellaire students, when asked to evaluate their agreement with the statement “students who get better grades tend to be smarter overall than students who get worse grades,” responders largely disagreed.

Zhang said that for students on the cusp of applying to college, it can sometimes be hard to ignore the mental pressure to attain good grades.

“As a junior, it’s really easy to get extremely anxious about your GPA,” Zhang said. “It’s also a very common but toxic practice to determine your self-worth through your grades but I think that we just need to remember that our mental health should also come first. Sometimes, it’s just not the right day for everyone and one test doesn’t determine our smartness.”

HUMANS OF BELLAIRE – Lydia Elias

HUMANS OF BELLAIRE – Ella Turney

HUMANS OF BELLAIRE – Andre Couturier

HUMANS OF BELLAIRE – Samip Bhattarai

HUMANS OF BELLAIRE – Kristen Lea 

Art Car Club showcases its rolling artwork on wheels at the Orange Show parade

Cultures collide at the Bellaire International Student Association Fest

Uncalculated uncertainties

National Honor Society welcomes new inductees

The road from Rhode Island

Humans of Bellaire

HUMANS OF BELLAIRE – Jeunesse Manarang

HUMANS OF BELLAIRE – JuanDiego Cerda

HUMANS OF BELLAIRE – Michael Goldman

HUMANS OF BELLAIRE – Caroline Pettigrew

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Anonymous • Nov 21, 2023 at 10:32 am

It’s not really helping me understand how much.

josh • May 9, 2023 at 9:58 am

Kassie • May 6, 2022 at 12:29 pm

Im using this for an English report. This is great because on of my sources needed to be from another student. Homework drives me insane. Im glad this is very updated too!!

Kaylee Swaim • Jan 25, 2023 at 9:21 pm

I am also using this for an English report. I have to do an argumentative essay about banning homework in schools and this helps sooo much!

Izzy McAvaney • Mar 15, 2023 at 6:43 pm

I am ALSO using this for an English report on cutting down school days, homework drives me insane!!

E. Elliott • Apr 25, 2022 at 6:42 pm

I’m from Louisiana and am actually using this for an English Essay thanks for the information it was very informative.

Nabila Wilson • Jan 10, 2022 at 6:56 pm

Interesting with the polls! I didn’t realize about 14 valedictorians, that’s crazy.

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Suicidal Thoughts and Behaviors Among High School Students — Youth Risk Behavior Survey, United States, 2021

Supplements / April 28, 2023 / 72(1);45–54

Elizabeth M. Gaylor, MPH 1 ; Kathleen H. Krause, PhD 2 ; Laura E. Welder, DrPH 1 ; Adina C. Cooper, PhD 2 ; Carmen Ashley, MPH 2 ; Karin A. Mack, PhD 1 ; Alexander E. Crosby, MD 3 ; Eva Trinh, PhD 1 ; Asha Z. Ivey-Stephenson, PhD 1 ; Lisa Whittle, MPH 2 ( View author affiliations )

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Introduction, limitations, future directions.

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Suicide is the third leading cause of death among high school-aged youths aged 14–18 years. The 2021 suicide rate for this age group was 9.0 per 100,000 population. Updating a previous analysis of the Youth Risk Behavior Survey during 2009–2019, this report uses 2019 and 2021 data to examine high school students’ reports of suicidal thoughts and behaviors. Prevalence estimates are reported by grade, race and ethnicity, sexual identity, and sex of sexual contacts. Unadjusted logistic regression models were used to calculate prevalence differences comparing 2019 to 2021 and prevalence ratios comparing suicidal behavior between subgroups across demographic characteristics to a referent group. From 2019 to 2021, female students had an increased prevalence of seriously considered attempting suicide (from 24.1% to 30%), an increase in making a suicide plan (from 19.9% to 23.6%), and an increase in suicide attempts (from 11.0% to 13.3%). In addition, from 2019 to 2021, Black or African American (Black), Hispanic or Latino (Hispanic), and White female students had an increased prevalence of seriously considered attempting suicide. In 2021, Black female students had an increased prevalence of suicide attempts and Hispanic female students had an increased prevalence of suicide attempts that required medical treatment compared with White female students. Prevalence of suicidal thoughts and behaviors remained stable overall for male students from 2019 to 2021. A comprehensive approach to suicide prevention with a focus on health equity is needed to address these disparities and reduce prevalence of suicidal thoughts and behaviors for all youths. School and community-based strategies include creating safe and supportive environments, promoting connectedness, teaching coping and problem solving, and gatekeeper training.

Suicide presents a major challenge to public health in the United States and globally ( 1 ). In 2021, a total of 48,183 persons (all ages) died from suicide; suicide was the 11th leading cause of death overall in the United States, accounting for approximately 1.4% of all deaths ( 2 ). Although suicide and suicidal behaviors are a public health concern across the life span, youths aged 14–18 years present unique prevention challenges. Among high school-age youths aged 14–18 years, 1,952 suicides occurred in 2021, making suicide the third leading cause of death for this age group (2021 rate = 9.0 per 100,000 population). Suicide accounted for approximately one fifth of deaths (18.6%) among this age group ( 2 ). Deaths are only a portion of the burden of suicidal behavior; suicide attempts and suicidal thoughts among youths exceed deaths among this group. In 2020, according to data from a nationally representative sample of emergency departments (EDs), approximately 105,000 youths aged 14–18 years visited EDs for self-harm injuries ( 3 ).

One of the main objectives of Healthy People 2030 Mental Health and Mental Disorders is to reduce suicide attempts by youths ( 4 ). The Youth Risk Behavior Survey (YRBS) monitors six categories of priority health behaviors and experiences among high school students with four questions related to suicide ( 5 ). This report summarizes 2021 YRBS data regarding suicidal thoughts and behaviors among high school students and compares results with 2019; this report also updates a previous analysis of the YRBS examining 2009–2019 data ( 6 ). The findings of this report indicate the need for a comprehensive public health approach to youth suicide prevention with attention to disproportionately affected populations.

Data Source

This report includes data from the 2019 (N = 13,677) and 2021 (N = 17,232) YRBS, a cross-sectional, school-based survey conducted biennially since 1991. Each survey year, CDC collects data from a nationally representative sample of public and private school students in grades 9–12 in the 50 U.S. states and the District of Columbia. Additional information about YRBS sampling, data collection, response rates, and processing is available in the overview report of this supplement ( 5 ). The prevalence estimates for suicidal thoughts and behaviors for the overall study population and by sex, race and ethnicity, grade, and sexual identity are available at https://nccd.cdc.gov/youthonline/App/Default.aspx . The full YRBS questionnaire, data sets, and documentation are available at https://www.cdc.gov/healthyyouth/data/yrbs/index.htm . This activity was reviewed by CDC and was conducted consistent with applicable federal law and CDC policy.*

Four questions about suicidal thoughts and behavior are the focus of this report. The first asked, “During the past 12 months, did you ever seriously consider attempting suicide?”; the second, “During the past 12 months, did you make a plan about how you would attempt suicide?”; the third, “During the past 12 months, how many times did you actually attempt suicide?”; and the fourth, “If you attempted suicide during the past 12 months, did any attempt result in an injury, poisoning, or overdose that had to be treated by a doctor or nurse?” All questions had response options of yes or no except for the question about how many times a student attempted suicide, which was recoded to reflect whether a student had attempted suicide: yes (1 time, 2 or 3 times, 4 or 5 times, or 6 or more times) versus no (0 times). The question about needing medical treatment for a suicide attempt had an additional response option of “I did not attempt suicide during the past 12 months,” which was recoded to no.

Demographic variables included sex, measured as female or male and grade, measured as 9, 10, 11, or 12. Race and ethnicity was coded as a composite of two questions. First, students were asked, “Are you Hispanic or Latino?” This question measured as yes versus no; regardless of how students responded to the race question, those who answered yes were coded as Hispanic or Latino (Hispanic). Second, students were asked, “What is your race? Check all that apply” and coded as American Indian or Alaska Native (AI/AN), Asian, Black or African American (Black), Hispanic, Native Hawaiian or other Pacific Islander (NH/OPI), and White. Students who selected more than one race were coded as multiracial. (Persons of Hispanic origin might be of any race but were categorized as Hispanic; all racial groups were non-Hispanic.) Sexual orientation was measured by sexual identity and sex of sexual contacts. Sexual identity, measured as heterosexual; lesbian, gay, bisexual, questioning, or other (LGBQ+), had new response options in 2021 and was not comparable to the sexual identity measure from 2019. Sex of sexual contacts (“During your life, with whom have you had sexual contact?”) was measured as: “I have never had sexual contact,” “females,” “males,” or “females and males.” Responses were compared with the student’s sex to create the following categories: no sexual contact, opposite sex only (e.g., female students who have only ever had sexual contact with males), same sex only, or both sexes (e.g., female students who reported contact with females only or females and males).

Prevalence estimates and 95% CIs were calculated for each of the four suicidal measures, stratified by sex (historically, female youths are more likely to have suicidal thoughts and attempts, whereas male youths are more likely to die by suicide) ( 6 ), for the years 2019 and 2021. Sex-stratified prevalence estimates were further stratified by race and ethnicity, grade, sexual identity, and sex of sexual contacts. Using unadjusted logistic regression models with a statement to generate predicted marginal proportions, prevalence difference (PD) and prevalence ratios (PRs) were calculated to detect a difference in prevalence of a suicidal behavior for 2019 as compared with 2021 within a stratum (e.g., AI/AN female students). Using 2021 data only, PR were calculated to detect a difference in the prevalence of a suicidal behavior between subgroups across a demographic characteristic as compared with a referent group. A p value of <0.05 and 95% CI that did not cross the null value of 1.0 were used to determined statistical significance. The absolute value of the prevalence difference is presented. Prevalence estimates with a denominator <30 were considered statistically unreliable and therefore were suppressed ( 5 ). All analyses were conducted using SUDAAN (version 11.0.3; RTI International).

Seriously Considered Attempting Suicide

Approximately one third (30.0%) of female students in 2021 reported that they had seriously considered attempting suicide during the 12 months before the survey, a substantial increase compared with 2019 (24.1%) ( Table 1 ). The percentage of male students reporting that they had seriously considered attempting suicide were similar during the study period (2019 = 13.3%; 2021 = 14.3%). Increases in seriously considered attempting suicide differed by race, grade, and sex of sexual contacts among female students. For example, the prevalence significantly increased among Black (PD = 6.8%; PR = 1.29), Hispanic (PD = 6.0%; PR = 1.27), and White (PD = 7.1%; PR = 1.29) female students. Among male students, although the overall prevalence were similar, increases were observed among Hispanic (PD = 2.8%; PR = 1.24), 11th-grade (PD = 3.2%; PR = 1.23), opposite sex only sexual contacts (PD = 4.0%; PR = 1.27), and same sex or both sex sexual contacts (PD = 18.2%; PR = 1.47).

In 2021, Asian female students had a lower prevalence of seriously considered attempting suicide compared with White female students (PR = 0.77). The prevalence of female students in 9th, 10th, and 11th grade who seriously considered attempting suicide was significantly greater (PR = 1.20, 1.31, and 1.16, respectively) than female students in 12th grade. In addition, prevalence was significantly higher among LGBQ+ female students (PR = 2.06 lesbian or gay; 2.60 bisexual; 1.80 questioning; 2.40 other) compared with heterosexual students. Among males in 2021, students in 9th and 10th grade were less likely (PR = 0.72 and 0.77, respectively) than students in 12th grade to report seriously considered attempting suicide. Similar to female students, prevalence was significantly higher among LGBQ+ male students (PR = 3.05 gay; 3.45 bisexual; 2.40 questioning; 3.93 other) compared with heterosexual students.

Made a Suicide Plan

Approximately one fourth (23.6%) of female students in 2021 reported making a suicide plan during the 12 months before the survey, a significant increase over 2019 (19.9%) ( Table 2 ). The percentage of male students reporting making a suicide plan was stable during the study period (2019 = 11.3%; 2021 = 11.6%). Significant increases in prevalence between 2019 and 2021 of reporting having made a suicide plan were observed among Hispanic (PD = 5.2%; PR = 1.26), White (PD = 3.7%; PR = 1.19), 9th grade (PD = 4.7%; PR = 1.23), and 10th grade (PD = 6.6%; PR = 1.33) female students as well as female students who had sex only with opposite sex partners (PD = 7.2%; PR = 1.35). NH/OPI male students (PD = 12.8%), male students who had sexual contact with opposite sex partners only (PD = 3.2%; PR = 1.25), and those who had sexual contact with same sex or both sex partners (PD = 15.5%; PR = 1.50) reported significant increases in the prevalence of having made a suicide plan from 2019 to 2021.

In 2021, female students in 9th and 10th grade were significantly more likely (PR = 1.28 and 1.37, respectively) than 12th grade students to report having made a suicide plan. Female students reporting opposite sex only sexual contacts (PR = 1.81) and those with same sex or both sex partners were more likely (PR = 3.33) than those with no sexual contact to report having made a suicide plan. In 2021, NH/OPI male students (PR = 1.62) were significantly more likely than White male students to have made a suicide plan. Additionally, male students reporting opposite sex only sexual contacts (PR = 2.38) and those with same sex or both sex partners were more likely (PR = 6.89) than those with no sexual contact to report having made a suicide plan. Prevalence of having made a suicide plan was significantly higher among LGBQ+ students (females: PR = 2.06 lesbian or gay; 2.87 bisexual; 1.91 questioning; 2.44 other; males: PR = 3.59 gay; 3.23 bisexual; 2.58 questioning; 4.00 other) compared with heterosexual students.

Attempted Suicide

Reports of suicide attempts during the 12 months before the survey significantly increased among female students (PD = 2.3%; PR = 1.21) and was unchanged among male students from 2019 to 2021 ( Table 3 ). The prevalence of reported attempted suicide was 13.3% among females in 2021 and 6.6% among males. Increases in reports of suicide attempts occurred among White (PD = 3.0%; PR = 1.32), 10th grade (PD = 4.6%; PR = 1.41) female students, as well as among female students with opposite sex only sexual contacts (PD = 4.7%, PR = 1.41). In 2021, Black female students were more likely (PR = 1.43) than White female students to report having attempted suicide, as well as 9th and 10th grade (PR = 1.54 and 1.52 respectively) female students compared with 12th grade, and LGBQ+ students (PR = 1.86 lesbian or gay; 3.26 bisexual; 1.53 questioning; 2.47 other) compared with heterosexual students. Also in 2021, female students reporting opposite sex only sexual contacts (PR = 2.50) and those with same sex only or both sex partners (PR = 5.19) were more likely than those with no sexual contact to report having attempted suicide. In 2021, AI/AN and Black male students reports of attempted suicide were significantly higher (PR = 2.37, 2.05 respectively) than White male students. Among males in 2021, LGBQ+ students (PR = 3.93 gay; 3.44, bisexual; 2.81 questioning; 6.60 other) were more likely to have reported attempting suicide compared with heterosexual students, and male students reporting opposite sex only sexual contacts (PR = 2.96) and those with same sex only or both sex partners were more likely (PR = 10.72) than those with no sexual contact to report having attempted suicide.

Attempted Suicide that Required Medical Treatment

The prevalence of attempted suicide that required medical treatment was relatively stable between 2019 and 2021 for female (2019 = 3.3%; 2021 = 3.9%) and male (2019 = 1.7%; 2021 = 1.7%) students overall and by student characteristics ( Table 4 ). In 2021, female Hispanic students were more likely (PR = 1.31) than female White students, and 9th grade female students (PR = 1.51) were more likely than 12th grade students, to report an attempted suicide that required medical treatment. Bisexual and other identifying female students were more likely (PR = 4.23 and 3.04, respectively) than heterosexual female students to report an attempted suicide that required medical treatment. Black (PR = 2.64) and Hispanic (PR = 1.61) male students were more likely than White male students to report an attempted suicide that required medical treatment. Among males in 2021, LGBQ+ students (PR = 7.93 gay; 7.23 bisexual; 7.06 questioning; 14.31 other) were more likely to report an attempted suicide that required medical treatment compared with heterosexual students. Students with opposite sex only sexual contacts (PR = 5.08 female; 4.09 male) and those with same sex or both sexes sexual contacts were more likely (PR = 14.36 female; 30.15 male) than students with no sexual contact to report an attempted suicide that required medical treatment.

Overall results from the 2019 and 2021 YRBSs highlight stable prevalence of suicidal thoughts and behaviors among male students across all outcomes, with increases observed among certain subgroups of male students and significant increases among female students in three of four outcomes (i.e., suicidal thoughts, plans, and attempts). This is similar to trends observed before the COVID-19 pandemic ( 7 ). These findings are consistent with the trends of rising rates of suicide risk among females ( 8 ) and highlight the potential effect of the COVID-19 pandemic mitigation measures that might have increased students’ social isolation and anxiety, leading to the onset or exacerbation of adolescent mental health concerns and suicidal thoughts and behaviors ( 9 ).

The COVID-19 pandemic had a differential effect on suicide risk among male and female youths ( 10 ). Consistent with a study that cited a 50.6% increase in mean weekly emergency department visits during February and March 2021 for suspected suicide attempts among females aged 12–17 years versus 3.7% among males of the same age ( 10 ), the current study found significant increases in female students who reported seriously considered attempting suicide, making a suicide plan, and attempting suicide. In 2021, approximately one third of female students reported that they had seriously considered attempting suicide, approximately one fourth reported making a suicide plan, and 13.3% reported attempting suicide.

In 2021, 9th- and 10th- grade female students were significantly more likely than 12th-grade students to seriously consider attempting suicide, make a suicide plan and report a suicide attempt; 9th-grade female students compared with 12th-grade female students were more likely to have made a suicide attempt that required medical treatment. These findings concur with previous research indicating that both females and those in younger grade levels (7th and 9th grade) are more likely than males and those in older grade levels (11th and 12th grade) to report both nonfatal self-harm and suicide attempts ( 11 ). Because of the increased prevalence of suicidal thoughts and behaviors among female students, particularly for those in 9th and 10 th grade, the importance of early prevention and intervention to prevent suicide is evident. Given multiple developmental needs, determining how to best implement developmentally appropriate, evidence-based strategies to reach elementary and middle school-age youths might be a critical step in disrupting the upward trend of suicidal behaviors and might require further research on programs that are effective for young children and youths and their implementation.

In 2021, among both female and male students who reported having had same sex sexual contact or opposite sex sexual contact, the prevalence of all outcomes was significantly higher than students with no sexual contact. In addition, in 2021, prevalence of all four outcomes was found to be significantly higher among male LGBQ+ students compared with male heterosexual students. The prevalence of three outcomes (seriously consider suicide, plan and attempt) was higher among female LGBQ+ students compared with female heterosexual students. These findings are consistent with previous research that indicate that LGBQ+ youths are at increased risk for suicidal thoughts and behaviors ( 6 ) ( https://www.cdc.gov/suicide/facts/disparities-in-suicide.html ). Creating a safe and supportive school environment for LGBQ+ students by implementing gay and straight alliances, training teachers on LGBQ+ inclusivity, and using an LGBQ+ curriculum, has been associated with lower odds for suicide-related thoughts and behaviors among LGBQ+ students ( https://www.liebertpub.com/doi/10.1089/lgbt.2021.0133 ). Creating affirming environments in both home and online spaces has also been determined to reduce suicide attempts among LGBQ+ youths ( https://www.thetrevorproject.org/resources/article/facts-about-lgbtq-youth-suicide ).

Significant prevalence increases among those who seriously considered attempting suicide, made a suicide plan, and reported making a suicide attempt were observed from 2019 to 2021 by race and ethnicity. For example, increases were noted between 2019 and 2021 among Black, Hispanic, and White female students who seriously considered attempting suicide, among White, and Hispanic female students who made a suicide plan, and among White female students who reported attempting suicide. A substantial number of students rely on school-based mental health care, especially youths in racial and ethnic minority groups from under-resourced families ( 12 ); the increased prevalence of suicidal behaviors among these students might reflect a lack of access to mental health care as schools closed to offset transmission of COVID-19.

Although lack of access to mental health services might have contributed to increased suicide risk, certain other factors, including substance misuse, family or relationship problems, community violence, and discrimination, might have also contributed to the increased risk ( 13 ). These factors highlight the need for a comprehensive approach to suicide prevention that is aimed at preventing suicide risk, supporting those at increased risk for suicide, preventing reattempts, and supporting survivors of suicide loss ( 13 ).

General limitations for the YRBS are available in the overview report of this supplement ( 5 ). The findings in this report are subject to at least two additional limitations. First, the 2021 national YRBS expanded its options to the sexual identity question to be more inclusive of how students self-identify; thus, the results from this question should not be compared to results from previous surveys. Second, this analysis was conducted among all students and did not stratify based on whether students had considered suicide; suicidal behaviors might differ between those who experienced suicidal thoughts and those who did not.

There were marked differences in suicidal thoughts and behaviors by sexual orientation. Future research examining how intersectional identities and social norms regarding gender, race and ethnicity, and sexual orientation contribute to risk for suicidal behaviors can guide the development of effective interventions. Expanding the research evidence on the factors contributing to racial and ethnic differences in suicidal thoughts and behaviors can guide the development of inclusive intervention approaches. Increasing access to culturally and linguistically relevant mental health services can improve suicide prevention for racial and ethnic minority youths by connecting them to services that address their lived experiences ( 14 ). Better understanding how the pandemic exacerbated suicide risk could be important in developing school and community-based interventions for implementation during times of infrastructure disruption. These interventions should address common risk and protective factors considering student sex, grade, sexual identity, and race and ethnicity.

The CDC Suicide Prevention Resource for Action identifies strategies for a comprehensive approach to suicide prevention ( 13 ) that addresses the multiple factors associated with suicide risk. The implementation of school-based strategies, in addition to other community-based supports, has the potential for great reach and importance for youth suicide prevention. For example, creating safe and supportive environments for students by promoting school connectedness, teaching coping and problem solving, gatekeeper training, and implementing mental health services and programs can support youths in school ( 13 , 15 ).

From 2019 to 2021, the prevalence of suicidal thoughts and behaviors increased among certain demographic groups but was stable among other groups. The increased prevalence of suicidal thoughts and behaviors among females, particularly among 9th- and 10th-grade females and Black, Hispanic, and White female students, as well as youths identifying as LGBQ+ and youths with same sex sexual contact, point to notable disparities warranting further consideration. Understanding the stable prevalence of suicidal thoughts and behaviors among males overall during a major infrastructure disruption (e.g., during the COVID-19 pandemic) could yield insights into protective factors. A combination of risk and protective factors at the individual, relationship, community, and societal levels likely contributes to the differences in suicidal thoughts and behaviors among sexual minority youths, different racial and ethnic groups and the differences observed by sex and grade. A comprehensive approach to suicide prevention, which reduces risk and supports youths at increased risk, provides support to those at risk and can ultimately save lives ( 13 ).

Corresponding author : Karin A. Mack, PhD, Division of Injury Prevention, National Center for Injury Prevention and Control, CDC. Telephone: 770-488-4389; Email: [email protected] .

1 Division of Injury Prevention, National Center for Injury Prevention and Control, CDC; 2 Division of Adolescent and School Health, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, CDC; 3 Department of Community Health & Preventive Medicine, Morehouse School of Medicine, Atlanta, Georgia

Conflicts of Interest

All authors have completed and submitted the International Committee of Medical Journal Editors form for disclosure of potential conflicts of interest. No potential conflicts of interest were disclosed.

* 45 C.F.R. part 46.102(l)(2), 21 C.F.R. part 56; 42 U.S.C. §241(d); 5 U.S.C. §552a; 44 U.S.C. §3501 et seq.

• World Health Organization. Preventing suicide: a global imperative. Geneva, Switzerland: World Health Organization; 2014. https://apps.who.int/iris/bitstream/handle/10665/131056/9789241564779_eng.pdf
• CDC. CDC WONDER: about provisional mortality statistics, 2018 through last month. Atlanta, GA: US Department of Health and Human Services, CDC; 2022. https://wonder.cdc.gov/mcd-icd10-provisional.html
• CDC. Injury prevention & control: WISQARS—web-based injury statistics query and reporting system. Atlanta, GA: US Department of Health and Human Services, CDC; 2020. https://www.cdc.gov/injury/wisqars
• Office of Disease Prevention and Health Promotion. Healthy People 2030: social determinants of health. Washington, DC: US Department of Health and Human Services, Office of Disease Prevention and Health Promotion; 2022. https://health.gov/healthypeople/priority-areas/social-determinants-health
• Mpofu JJ, Underwood JM, Thornton JE, et al. Overview and methods for the Youth Risk Behavior Surveillance System—United States, 2021. In: Youth Risk Behavior Surveillance—United States, 2021. MMWR Suppl 2023;72(No. Suppl 1)1–12.
• Ivey-Stephenson AZ, Demissie Z, Crosby AE, et al. Suicidal ideation and behaviors among high school students—Youth Risk Behavior Survey, United States, 2019. In: Youth Risk Behavior Surveillance—United States, 2019. MMWR Suppl 2020;69(No. Suppl 1):47–55.
• CDC. Youth Risk Behavior Survey: data summary & trends report 2009–2019. Atlanta, GA: US Department of Health and Human Services, CDC; 2021. https://www.cdc.gov/healthyyouth/data/yrbs/pdf/YRBSDataSummaryTrendsReport2019-508.pdf
• Ruch DA, Sheftall AH, Schlagbaum P, Rausch J, Campo JV, Bridge JA. Trends in suicide among youth aged 10 to 19 years in the United States, 1975 to 2016. JAMA Netw Open 2019;2:e193886. https://doi.org/10.1001/jamanetworkopen.2019.3886 PMID:31099867
• Pfefferbaum B. Children’s psychological reactions to the COVID-19 pandemic. Curr Psychiatry Rep 2021;23:75. https://doi.org/10.1007/s11920-021-01289-x PMID:34613515
• Yard E, Radhakrishnan L, Ballesteros MF, et al. Emergency department visits for suspected suicide attempts among persons Aged 12–25 years before and during the COVID-19 pandemic—United States, January 2019–May 2021. MMWR Morb Mortal Wkly Rep 2021;70:888–94. https://doi.org/10.15585/mmwr.mm7024e1 PMID:34138833
• Swahn MH, Ali B, Bossarte RM, et al. Self-harm and suicide attempts among high-risk, urban youth in the US: shared and unique risk and protective factors. Int J Environ Res Public Health 2012;9:178–91. https://doi.org/10.3390/ijerph9010178 PMID:22470286
• Knopf JA, Finnie RKC, Peng Y, et al.; Community Preventive Services Task Force. School-based health centers to advance health equity: a community guide systematic review. Am J Prev Med 2016;51:114–26. https://doi.org/10.1016/j.amepre.2016.01.009 PMID:27320215
• CDC. Suicide prevention: resource for action. Atlanta, GA: US. Department of Health and Human Services, CDC; 2022. https://www.cdc.gov/suicide/pdf/preventionresource.pdf
• Ford-Paz RE, Reinhard C, Kuebbeler A, Contreras R, Sánchez B. Culturally tailored depression/suicide prevention in Latino youth: community perspectives. J Behav Health Serv Res 2015;42:519–33. https://doi.org/10.1007/s11414-013-9368-5 PMID:24132548
• Jones SE, Ethier KA, Hertz M, et al. Mental health, suicidality, and connectedness among high school students during the COVID-19 pandemic—Adolescent Behaviors and Experiences Survey, United States, January–June 2021. In: Adolescent Behaviors and Experiences Survey—United States, January-June 2021. MMWR Suppl 2022;71(No. Suppl 3):16–21.

Abbreviations: N/A = not applicable; PD = prevalence difference; PR = prevalence ratio; Ref = referent group. * 2019: N = 13,677 respondents; 2021: N=17,232 respondents. Because the state and local questionnaires differ by jurisdiction, students in these schools were not asked all national YRBS questions. Therefore, the total number (N) of students answering each question varied. Percentages in each category are calculated on the known data. † Absolute value presented. § On the basis of t -test with Taylor series linearization (p<0.05). ¶ 95% CI did not cross the null value of 1.0. ** Persons of Hispanic origin might be of any race but were categorized as Hispanic; all racial groups were non-Hispanic. †† Prevalence estimates with a denominator <30 were considered statistically unreliable and therefore were suppressed.

Abbreviations: N/A = not applicable; PD = prevalence difference; PR = prevalence ratio; Ref = referent group. * 2019: N = 13,677 respondents; 2021: N=17,232 respondents. Because the state and local questionnaires differ by jurisdiction, students in these schools were not asked all national YRBS questions. Therefore, the total number (N) of students answering each question varied. Percentages in each category are calculated on the known data. † Absolute value presented. § On the basis of t -test with Taylor series linearization (p<0.05). ¶ Prevalence estimates with a denominator <30 were considered statistically unreliable and therefore were suppressed. ** Persons of Hispanic origin might be of any race but were categorized as Hispanic; all racial groups were non-Hispanic. ¶ 95% CI did not cross the null value of 1.0.

Abbreviations: N/A = not applicable; PD = prevalence difference; PR = prevalence ratio; Ref = referent group. * 2019: N = 13,677 respondents; 2021: N=17,232 respondents. Because the state and local questionnaires differ by jurisdiction, students in these schools were not asked all national YRBS questions. Therefore, the total number (N) of students answering each question varied. Percentages in each category are calculated on the known data. † Absolute value presented. § On the basis of t -test with Taylor series linearization (p<0.05). ¶ 95% CI did not cross the null value of 1.0. ** Prevalence estimates with a denominator <30 were considered statistically unreliable and therefore were suppressed. †† Persons of Hispanic origin might be of any race but were categorized as Hispanic; all racial groups were non-Hispanic.

Abbreviations: N/A = not applicable; PD = prevalence difference; PR = prevalence ratio; Ref = referent group. * 2019: N = 13,677 respondents; 2021: N=17,232 respondents. Because the state and local questionnaires differ by jurisdiction, students in these schools were not asked all national YRBS questions. Therefore, the total number (N) of students answering each question varied. Percentages in each category are calculated on the known data. † Absolute value presented. § Prevalence estimates with a denominator <30 were considered statistically unreliable and therefore were suppressed. ¶ Persons of Hispanic origin might be of any race but were categorized as Hispanic; all racial groups were non-Hispanic. ** 95% CI did not cross the null value of 1.0.

Suggested citation for this article: Gaylor EM, Krause KH, Welder LE, et al. Suicidal Thoughts and Behaviors Among High School Students — Youth Risk Behavior Survey, United States, 2021. MMWR Suppl 2023;72(Suppl-1):45–54. DOI: http://dx.doi.org/10.15585/mmwr.su7201a6 .

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Teen suspended for using term ‘illegal aliens’ sues his north carolina high school.

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A 16-year-old North Carolina student has sued his high school for suspending him after he used the term “illegal aliens” in a question about an assignment.

Christian McGhee, who received a three-day suspension for using the phrase last month at Central Davidson High School in Lexington, has accused the school of violating his First Amendment rights in the lawsuit filed in federal court Tuesday.

“Aside from the obvious fact that his words had nothing to do with race, his speech was protected under the First Amendment: he asked his teacher a question that was factual and nonthreatening, and officials could not have reasonably forecast that his question would cause substantial School disruption,” the suit said.

“Nor did his question actually cause substantial School disruption.”

According to the lawsuit, the incident occurred on April 9 when a teacher gave Christian an assignment that used the word “alien,” and he asked, “Like space aliens or illegal aliens without green cards?”

A Hispanic student in Christian’s class reportedly “joked” that he was going to “kick Christian’s a–,” so the teacher took the matter to the assistant principal, per the suit.

Eventually, his words were deemed to be offensive and disrespectful to his classmates, so he was suspended.

“The School punished C.M. for his question with three days out-of-school suspension — a punishment described by the administration as ‘harsh,'” the suit states. “In issuing that punishment for his comment, the School baldly concluded that C.M.’s question was ‘racially insensitive’ and a ‘racially motivated comment which disrupts class.’”

According to the complaint, the school had no legal justification for harshly punishing the student.

The teen’s mother, Leah McGhee, said the lawsuit was filed against the North Carolina school because it indirectly accused her son of being a racist, and she doesn’t want that to affect his chances of being accepted into colleges.

“This label that was so unfairly placed on his record is going to hinder him,” she told  NewsNation . 

The suspension may also affect the student-athlete’s prospects of securing a college sports scholarship, the Carolina Journal reported

“Because of his question, our son was disciplined and given THREE days OUT of school suspension for ‘racism,’” McGhee wrote in an email describing the incident.

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“He is devastated and concerned that the racism label on his school record will harm his future goal of receiving a track scholarship. We are concerned that he will fall behind in his classes due to being absent for three consecutive days,” she added in the message, which was shared with the outlet.

McGhee said she hired an attorney because the assistant principal refused to remove the suspension from her son’s record.

The popular  X account Libs of TikTok  weighed in on the issue by saying Christian’s record could be “damaged” by the brouhaha over political correctness.

“Please support this based student by helping to raise awareness to his story!” the conservative account wrote in the post, which has received more than 4 million views.

Among those to respond was X owner Elon Musk, who wrote: “This is absurd.”

Conservative personality Ian Miles Chong called it “insane.”

“How does one get suspended for using the term illegal alien?” he asked.

Libs of TikTok added: “Hopefully North Carolina officials can step in and ensure his record isn’t tarnished in any way because he’s trying to secure an athletic scholarship for college.

“He should not be persecuted for using the correct term just because the left is trying to change our entire language,” the account added.

A staffer at Central Davidson High School told Newsweek that they could not comment about a specific student due to federal protections.

“Please know that Davidson County Schools administrators take all discipline incidents seriously and investigate each one thoroughly,” the rep told the mag. “Any violation of the code of conduct is handled appropriately by administrators.”

The student handbook says that “schools may place restrictions on a student’s right to free speech when the speech is obscene, abusive, promoting illegal drug use, or is reasonably expected to cause a substantial disruption to the school day,” the Carolina Journal reported.

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Southern Nevada Health District asks for input with public health survey

LAS VEGAS, Nev. (FOX5) - The Southern Nevada Health District is seeking public input on how to improve the community’s health.

The survey is a part of a health district’s joint study with the Nevada Institute for Children’s Research and Policy, conducted every three to five years. It aims to “assess the current health status of resident while identifying barriers to care and other relevant demographic and social issues.”

Officials note that this survey is crucial to understanding challenges in low-income and at-risk communities in the valley.

The survey will include 36 questions and should take around 10 minutes to complete. Those interested can take the survey from now until Thursday, August 15.

The results from the survey will go toward identifying priorities for the upcoming Community health Improvement Plan, which will begin in October.

To take the survey, click here .

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Governor Parson accepts Conway High School student’s invitation to visit school as part of teacher’s assignment

CONWAY, Mo. (KY3) - Wednesday (May 15) marked a historic occasion in Conway, Missouri, and it was all because a high school student took a teacher’s assignment and ran with it.

Christen Wilson teaches Civics at Conway High School, and little did she know that a simple assignment about the Constitution would spark a momentous occasion in the small Laclede County town of just over 700 people, thanks to junior student Kolby Wicker.

“I gave the class an assignment that they had to symbolize the Preamble,” Wilson explained. “And I told them to play to their strengths. So, if they’re a great woodworker, make symbols of the Preamble out of wood. And Kolby says, ‘I don’t really know what to do. What if I write to an elected official?’ I told him that was fine, and when he told me he was going to write the governor, I said, ‘Sure! Think big. Think outside the box.’ But never in a million years did I think the governor would accept the invitation.”

“I wrote a letter and sent in a formal request through his website,” Wicker said of his longshot attempt. “When I wrote the letter, I was thinking, it was never going to happen but I’ll do it anyway because I’m stubborn. It’s like Wayne Gretzky, who once said, ‘You miss 100 percent of the shots you don’t take.’”

So Wicker took a shot and scored as during the school’s spring break in late March, he heard back from Governor Mike Parson’s office that Missouri’s top state official would love to accept the invitation.

Kolby then notified his teacher that his homework assignment had been completed.

“The message actually said: ‘Mrs. Wilson, Governor Parson has agreed to roll up at Conway,’” Wilson recalled with a laugh.

And sure enough, Governor Parson and his staff did roll up to Conway High School at 9:30 Wednesday morning.

Kolby Wicker was among the first in the receiving line to shake Parson’s hand.

“You’re the one who sent me that request,” Parson said as he greeted Wicker. “You made it happen for everybody here.”

Parson toured the school’s agricultural center, met with the Civics class, and was greeted by a packed house of students and adults in the gym. Wicker was in the seat right next to Parson as Principal Kathryn Taylor explained the historical significance of the occasion.

“Thanks for helping us celebrate what we believe to be the first time a governor has visited Conway,” she said as Parson smiled.

Parson made it clear why he decided to make the trip. A native of Wheatland and long-time resident of Bolivar, where he still owns and operates a family farm, the governor holds a special place in his heart for rural communities.

“My staff has a meeting every week to discuss my schedule, and as they were running through all the requests for appearances, I said, “Whoa, whoa, whoa. Let’s go back to Conway,’” Parson recalled. “I said to them, ‘I come from the kind of people who live in Conway. I grew up like the kids from Conway. I want to go there.’ And that’s the main reason I’m here today. I want all of you to understand that all things are possible. I’m standing here in front of you as one of those people who never dreamed I’d be in the position I am today.”

Parson told the crowd about his childhood growing up on a farm.

“There were four of us boys, and my mom and dad were sharecroppers,” he said. “So we moved from farm to farm when I was a kid just trying to scratch out a living. And I will tell you that mom and dad knew nothing about child labor laws. They didn’t even know what that meant. When you were old enough to get out there and drive a tractor or a truck, they put you to work. But one thing you learn by being out on the farm is a good work ethic.”

Parson explained that his life experiences, including his time in the military and law enforcement, prepared him for his most challenging days in the governor’s office when the COVID-19 pandemic hit and no one knew exactly what would happen.

“As students, you know that when you have a question, you can go to your teacher, head to the library, or go to the internet to find out the answers,” he said. “But here’s the challenge I had that you might have someday. When COVID first hit, there was nobody to ask. There was no playbook on what to do. You are the only one to decide what’s going to be best for the people of this state, and you have to live with that responsibility. But what prepares you for that moment is everything that’s happened to you before that moment. How you grew up, where you got your schooling, what your parents are like, what your grandparents are like, what common sense means, and what faith means. All that goes into making those decisions and those are the things that really influence your life more than you’ll ever know. Because at a difficult time, you’ll always go back to the foundation of where you came from. The vast majority of people don’t know where Wheatland or Conway is, but don’t you ever think that because you come from a small school, you’re at a disadvantage? I say it’s more of an advantage because of all the skill sets you learned and the way you were brought up.”

Parson concluded his message to the crowd by telling the students they had the responsibility to uphold the rights and freedoms outlined in the Declaration of Independence, Bill of Rights, and Constitution.

“The only way that the American Dream stays alive is through you,” he said to the students. “Someday, somebody’s going to open a door for you, and you are going to make the decision about whether you walk through the door or not. If you don’t walk through it, somebody else will, and you’ll be standing there scratching your head and wondering why you didn’t go through the door. When opportunity comes, you need to be ready for it.”

Afterward, the teacher and student who had made it all possible expressed relief and appreciation for what they’d just witnessed.

“This will be one of those stories I’ll tell my children and grandchildren,” Wicker said.

“Our town doesn’t get a lot of recognition, but I think this was such a proud moment for our community and our school,” Wilson said.

To report a correction or typo, please email [email protected]

Copyright 2024 KY3. All rights reserved.

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Wednesday, May 15, 2024

MCHD seeking community input through survey, town hall meetings

Two town hall meetings have been planned to allow community members to provide feedback, ask questions and learn more about the Monongalia County Health Department. 

The meetings will be held today (May 15) at the Morgantown High School Library and Thursday (May 16) in the Clay-Battelle High School Auditorium. Both meetings will are scheduled from 6-7 p.m. 

In addition to the town hall meetings, a survey has also been distributed throughout the community that can also be found on the MCHD website , @wvmchd on Facebook and X, and #wvmchd on Instagram.

“What we want to accomplish with the survey and town halls is to identify the services we currently have and improve upon them and to add services that meet the needs of the community,” said Anthony DeFelice, MCHD executive director.

In addition to a variety of other services, the MCHS inspects local restaurants, trains food service workers and offers Smile Express, a mobile dentistry unit.

MCHD also provides the following services free of cost:

Breastfeeding classes, 

STI testing and treatment,

Birth control,

Infant, childhood and adult vaccines, including those that would be needed for  international travel,

And naloxone distributed as part of the Monongalia County Quick Response Team. 

Established in 1929, the MCHD also operates the federal Women, Infant and Children program in six counties — Monongalia, Preston, Marion, Harrison, Doddridge and Taylor. 

The town halls come at a time of great change for MCHD, including undergoing an accreditation process through the Washington-based Public Health Accreditation Board and the arrival of a new health officer, Dr. Brian H. Huggins, on July 1.

 “As the new, incoming health officer, it’s really important to me that as we expand services, we do it in a way that is responsive to the community,” Dr. Huggins said. “In order to move forward in a meaningful way, we need feedback from all members of our community. We hope as many community members as possible will fill out a survey and even consider attending a town hall meeting.” 

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Twins' Royce Lewis: Cleared for running

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Lewis (quadricep) did some light running on the field Tuesday, Do-Hyoung Park of MLB.com reports.

Twins head athletic trainer Nick Paparesta described the upcoming week as a big one for Lewis when it comes to his recovery from the right quad strain that has kept him out since he suffered the injury Opening Day. Lewis will gradually ramp up the intensity of his running this week while incorporating more change-of-direction work into his training regimen. Depending on how Lewis responds to the running work, he could be cleared to begin a minor-league rehab assignment next weekend. In addition to running, Lewis has been fielding grounders and hitting.

Twins' Royce Lewis: Could return in late May

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Scott white • 1 min read.

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Week 8 sleeper hitters