Every day, students juggle the challenges of academics, friendships and mental health, yet rarely have the chance to voice their concerns to those who can implement support on a systematic level — school staff and teachers. Students should take advantage of the Panorama Survey, a pair of two student self-reports, to anonymously share their perspectives on their social-emotional well-being and school environment.
The survey is administered once a year during advisement period, permitting students to take the questionnaire in a designated, structured time period. The survey data informs the allocation of state funding and is used by campus administration to address particular needs of the student population, according to Assistant Principal Steven Chai. Consisting of fewer than 30 questions total, the survey offers students a platform to share honest opinions without fearing judgment or accountability.
Rather than viewing it as a mere formality, students should approach the survey with the seriousness and sincerity it warrants, since participation ensures that critical issues like academic pressure, social issues and mental health are addressed in decisions that impact the school community.
“[The survey] informs all aspects of what we do, starting at the planning stages — how we design and develop curriculum — to how we modify and adapt testing schedules,” English teacher Desmond Hamilton said. “If you look at a different member of the staff, the survey is going to affect them in a different way because they’re each responsible for different elements of what makes the school function. [The survey] is a really cool thing for making the school a better environment.”
Despite the survey’s potential to influence school policy and introduce changes that could benefit the entire campus, some students fail to recognize its significance, rushing through the questionnaire or responding thoughtlessly by clicking random answers, thus compromising the integrity and value of the data.
“It’s like a test,” Chai said. “When students don’t take tests seriously, teachers don’t know how to help them or improve lesson planning. If we don’t have accurate survey data or people just click through the buttons, it gives a false sense of what we’re doing well and what we’re not doing well.”
While some students hurry through the survey without fully engaging, it is important to consider that they may feel apathetic or skeptical about how their feedback will impact change due to lack of communication regarding the survey’s role in influencing policies. Encouraging a clearer understanding of how student input directly affects campus changes may motivate more thoughtful participation, according to junior Grace Li.
“Before the survey, we kind of have a general idea, which is to get feedback from students, but we aren’t really told how they’re planning to analyze the feedback and implement it into things that can actually be seen in our daily lives,” Li said. “We’re just given a lot of surveys without really knowing what it’s about. If that were communicated better, a lot more people would be willing to put more time and effort into them.”
While student apathy remains a challenge, enhancing communication about the survey’s purpose and its potential impact can help address it. Once students understand the importance of their participation, they will have a stronger inclination to respect and apply themselves to the survey, ensuring their voices are heard and contributing to meaningful school wide improvements.
