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We conclude by identifying future directions for research related to school climate and highlight the role school psychologists can play in improving measurement, promoting the use of data-based decision making which leverages various sources of information on school climate, implementing school-wide programming, and considering the influence of school climate more broadly on implementation science.
The collaboration provided clear evidence that sustained change will occur only if it aligns with the goals of school leaders and fully engages members of the community, and it sheds light on the unique challenges and strengths present in a small rural community that will influence foundation work. The process also produced five recommendations for foundations that seek a partnered approach to school change.