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Radnor schools report progress on ‘belonging’ work; district to expand empathy interviews and classroom-level supports
Summary
Building teams from Ithan, Radnor Elementary, Wayne, Radnor Middle and Radnor High presented belonging action plans, reported positive student-climate scores and identified priorities (teacher–student connections, peer validation, staff time and resource equity). District will continue empathy interviews, expand paraprofessional PD on active listening, and run targeted student focus groups over the summer.
Administrators and building principals described a year of work on belonging, dignity dispositions and student climate across Radnor Township School District at the May 13 curriculum committee meeting, and outlined next steps including student empathy interviews and expanded training for paraprofessionals and staff.
Mr. Wagner and Doctor Bridal opened the series of presentations by summarizing iTHEN’s work: SAP-team reviews, stall-story flyers, law-enforcement classroom visits and wellness Wednesdays to address elevated vaping and substance-use indicators. "We reviewed the PACE summary and data...these actions are gonna continue for next year," Bridal said, noting collaboration across counselors, social workers and SAP teams.
Elementary leaders highlighted school-specific initiatives: Dr. Young described staff empathy interviews, morning meeting routines using dignity dispositions and Pineapple Day, an elementary hospitality-themed event that raised more than 1,000 cereal boxes for a local food pantry. Wayne and middle-school leaders focused on restructuring meetings to protect teacher planning time, restorative practices, and the Where Everyone Belongs program; Radnor Middle reported 83% of students feel connected in its survey.
High-school leaders said Radnor High’s student-climate score was 4.16 — among the highest their consultant reported nationally — and that peer-to-peer validation (3.81 on a related question) remains an area for growth; administrators plan monthly student forums, No Place for Hate programming, and committees to strengthen peer supports. School leaders across buildings emphasized that empathy interviews with students will inform professional development and school-level actions during the summer and next school year.
Board members thanked presenters, raised questions about question wording on the survey and urged careful follow-up to ensure small but meaningful negative responses are addressed. Administrators said they will use student interview data to identify themes and target supports where students do not feel seen, heard or treated fairly.
