Waukegan district unveils listening tour and survey to address safety, climate and belonging

The Waukegan Community Unit School District 60 superintendent on Monday outlined a plan to strengthen perceptions of safety, climate and belonging after a fall set of staff, student and family surveys and early listening tours produced mixed results.

The administration said the majority of students report feeling safe “always or often,” but identified notable groups who feel safe only sometimes, particularly in areas such as restrooms and common areas. Staff and families raised recurring concerns about inconsistent discipline, uneven communication of policies and the need for clearer follow‑up when safety concerns are reported, the superintendent told the board.

Nick Alatsakis, who presented the survey summary with the superintendent, said staff responses showed both support and inconsistency: “Staff feel supported by their peers, but discipline practices vary from classroom to classroom,” he said. The administration plans superintendent‑led listening tours across school buildings, targeted student focus groups of about five to eight students, and parent sessions beginning in February, with results to be synthesized on a public dashboard.

Board members pressed for clearer definitions and methodology. “What does belonging actually mean for the student?” asked a board member, urging a common definition and targeted survey questions rather than broad phrasing. The superintendent acknowledged early questions at one school were not the right fit and said staff would draft and redraft questions with student input.

On representativeness, board members noted staff response rates were low in some cohorts and cautioned that surveys often draw responses from those strongly for or against an issue. The superintendent said the listening tours include both surveys and open‑ended conversations and that recordings (with consent) and manual notes would be analyzed to identify themes.

The presentation also surfaced student recommendations for more culturally inclusive celebrations and for communication methods that suit students (for example, Google Classroom, social media or dedicated folders rather than district email). The superintendent said student input from a Jack Benny listening session prompted a change in approach and that administrators would invite board members to observe future tours.

Next steps include completing remaining listening tours, analyzing survey and tour feedback, releasing a dashboard of findings, and developing short‑ and long‑term responsive actions for the board. The superintendent committed to sharing prior research questions submitted by a board member and to working with students to refine the listening‑tour prompts. The administration said it will bring regular updates back to the board as plans move toward implementation.