What factors led you to choose this school?

What words would you use to describe your classmates and the school community?

Were there things that surprised you after you started here?

What type of student does well here? What type of student seems to struggle here?

What would you like to see improved at your school?

The questions below are intended for high school juniors and seniors

Tell me about your closest friends here. How did you meet them?

If you could restart high school, would you choose this school again? Why or why not?

What will you miss most about your school after you graduate?

What are some of the first words that come to mind to describe a typical student here?

What words come to mind when you describe your school community?

How does the school balance academic competition with collaboration?

How does the school regulate use of student devices (if at all)? For example, are there restrictions on student phone use during the school day? How do students generally regard these restrictions?

What do you and your classmates do on the weekends?

Do you think your school marketing materials (website, viewbook, newsletters, social media, etc.) accurately reflect what you’ve experienced as a student? If not, why?

How much time, on average, do most students spend on homework or preparing for assessments during the week and on the weekends? Is there some amount of homework that’s considered “too much” at your school?

What courses are unique to your school?

What adjustments do teachers make (if any) when students feel overwhelmed?

What type of student thrives here? Alternately, what type of student struggles here?

Do classes reflect current student interests, in addition to the “canon” of the liberal arts?

To what extent does the school administration consider parent input in designing curriculum?

What are some of the most popular classes?

Does the school assign homework over breaks, beyond reading? Do the nature and amount of homework feel fair to students?

What books are required for summer reading (or other)?

Does the school offer courses in current events that affect US society, such as civics, government, law, epistemology, misinformation and disinformation?

Would you characterize your school’s program as more traditional or more progressive? Why?

Have parents demanded that specific books be removed from the library or the curriculum? If so, how has the school responded?

Are there minimum SSAT/ISEE percentiles — even as a “ballpark estimate” — that suggest the school may struggle to meet a student’s needs academically? (Schools are often evasive when asked this kind of question, responding, with some justification, that there is no minimum, and that applicants are considered holistically. That’s fair, but it may also be worthwhile to push a little bit in a follow-up question: “We understand that, but certain scores may automatically raise concerns, even in the context of a holistic approach. Are there scores that would normally raise those concerns here?”)

If applications are “test-optional,” are there SSAT/ISEE scores — even as a “ballpark estimate” — that you would counsel applicants to submit or not to submit?

When students submit test scores, what information does the admission committee infer from them? Specifically, what skills does the admission office believe that the scores measure, and how do those skills align with the school’s approach to teaching and learning?

How does the school accommodate highly able students, those who can handle more challenge than the average, in their classes?

What kinds of unusual learning opportunities — clubs, faculty-sponsored independent study, extension programs — are available to students who want to take advantage?

How does the school accommodate students when they struggle?

How does the school go about assessing learning challenges, and/or does the school rely on the assessment of professional evaluators?

What kinds of modifications does the school permit for testing, projects, or other assessment methods for students with learning challenges?

What proportion of students utilize ongoing academic support services?

For faculty and staff

Tell me about your head of school? How long has he/she/they been here?

What changes have you noticed under the current head?

How would you describe the school’s leadership relative to other schools where you’ve worked?

How involved is your head of school with students on a regular basis?

For students

Does the head of school know your name and the names of most students?

What kind of interactions have you had with your head of school?

What programs and personnel are in place to care for students’ mental health?

We know that a moderate level of stress is healthy, but that too much stress is dangerous. How do teachers challenge kids to grow while avoiding over-stressing them?

How is the school working to destigmatize mental health challenges among students?

How is mental health education incorporated into advisory or other programming beyond health classes?

What speakers/assemblies has the school hosted recently on campus related to this topic?

Does the school require or offer a mental health first aid class?

Does the school offer mental health–oriented clubs, such as Wellness Club, Mindfulness Club, Morgan’s Message, or other clubs like these on campus?

Do students complete surveys periodically to measure their overall well-being, resilience, and other measures related to their mental health?

How does the school work to minimize bullying and hazing? How does the school respond when incidents do occur?

What does the school prioritize in mental health, e.g., anxiety, grief, sleep, crisis management, etc.?

How many students does each college counselor work with?

What college counseling programs are offered to students? To parents? What topics are covered?

When are college counselors assigned, and is there any formal academic/extracurricular advising in place before students are assigned their college counselors?

How many colleges does the average student apply to?

How does the school help prepare students for college life and challenges, academically and in other ways?

What colleges are most often attended by very strong students? By average students?

What percentage of students participates in school athletics?

How many seasons of team sports does the school require of students?

Is the school willing to adapt athletic requirements for students who participate in equivalent pursuits, such as dance or martial arts, outside of school?

What aspects of team sports are most important here — skill-building, lifelong fitness, teamwork, bringing home championships, preparing to play in college?

How do teams train? Are there sufficient facilities that teams have adequate access to the equipment they need?

What kinds of PE and fitness classes, clubs, or activities are offered beyond team sports?

How does the athletic department help students with college recruitment, including determining whether a student might be a Division I, II, or III candidate, and evaluating college programs?

What percentage of (or how many) recent graduates went on to play sports in college, and where? (Note: For families focused on specific colleges, it may be helpful to learn how many students were recruited and at which colleges.)

How many team levels do most teams offer? Are there freshman and JV teams in some or all sports?

Does the school have a “no-cut” policy for sports? How do students fulfill their sports requirements if they are cut from a team?

How do students balance their other obligations — sports requirements, in particular — with desires to participate in extracurricular visual and performing arts activities?

What media are most supported for visual artists?

What fields are most supported for performing arts?

Does the school have an orchestra? Ensembles? A cappella groups? Jazz and/or rock bands? Hip-hop and music production facilities?

How many students participate in theater, technical theater, dance, musical groups, etc.?

How do the school’s facilities support programs in the arts? What would you add if you could?

How often do performances occur? How often do gallery shows open, and how long do they run?

What outside talent does the school recruit in the arts? What performances by non-school groups occur on campus, and what outside artists’ works are displayed?

In what ways does the school feel safe and inclusive for nonwhite and/or LGBTQ students and other community members?

Are there ways the school could feel more inclusive or safer for nonwhite and/or LGBTQ students and other community members?

For schools with religious affiliations, how do students generally feel about chapel or other services?

For schools with religious affiliations, how does the school include those who are not part of the school’s religious traditions? For example, how are Hindu, Jewish, or Muslim students included in the spiritual life of a given Episcopal school?

For boarding schools, what religious worship opportunities are offered? Do students from minority religious groups feel like they have freedom and space to practice their own religious traditions and customs, at local houses of worship or elsewhere?

What affinity groups are offered? Does it feel like the school as a whole supports those groups enthusiastically, or do they merely feel like obligations?

How is diversity reflected in the faculty and staff? (Note: Browsing an online employee directory or paging through a recent yearbook with photos can offer some insight into ethnic and racial diversity.)

How is diversity education incorporated into the curriculum, and what types of training are offered to faculty, staff, and students?

Is there a strong desire to learn about others and to work through conflicts, or is diversity something that’s discussed only on a superficial level?

Do students and faculty from minority groups feel “heard”? (It is probably obvious that this question might yield different answers, depending on who’s responding.)

Is there tolerance for unpopular opinions expressed in classes? Are ideas that diverge from the mainstream treated with respect?

To what extent are students involved in discipline, such as on a judiciary board or student council? Do those student groups have power of their own, or do they merely inform and advise the school administration?

How are alcohol and other drug infractions treated? Are there “zero tolerance” rules in place, or does the school respond to individual infractions on a case-by-case basis? Either way, does it feel like the school imposes consequences in a fair and consistent way?

Are there clear consequences for bullying and/or hazing?

What work does the school do to minimize assault, including sexual assault, before it can occur? How does the school respond when there are incidents of assault?

What kinds of infractions lead to suspension? What does suspension look like?

Are there infractions that automatically lead to a student’s dismissal?

What programs are in place to support students through their first term, and the homesickness and anxiety that are common in the fall?

What would day students say is the biggest advantage of being a boarding student?

What would boarding students say is the biggest advantage of being a day student?

What percentage of students board?

If the boarding percentage is less than 50%, do boarders feel like second-class citizens?

How many day students visit campus on the weekends?

What percentage of boarders stay on campus most weekends?

What restrictions does the school place on boarders’ ability to leave campus (e.g., can boarders leave campus two weekends per month, or anytime they want)?

How do students spend their weekends when they stay on campus? How enthusiastic are boarders about the weekend activities (sometimes called “mandatory fun”) offered?

Are there local restaurants, shops, or other places that students frequent?

How friendly are the town residents toward students?

Do faculty provide useful guidance on sexuality issues students are grappling with, through advisory groups, health class, or dormitory programs?

Do the school’s programs include guidance for LGBTQ students equivalent to that offered for straight kids?

Does the school normalize sexuality among teenagers, or is sex among students always treated as a disciplinary situation?

(These questions are intended for faculty and staff)

What led you to choose this school?

How long have you been working here?

What do you like most about working here?

How does working here compare to other places you’ve worked?

Are employees (teachers and staff) evaluated on a regular basis?

Do you have ample opportunities for professional development?

What improvements would you make to the school?

What are the priorities in the school’s current strategic plan? Are these priorities generally known among the school community? Does it feel like the school is making progress on its strategic goals?

Does the school publish the result of its self-assessments, such as the NAIS School Climate Survey, the NAIS Assessment of Inclusivity and Multiculturalism, and the school accrediting body’s re-accreditation documents?

Student newspapers (and often one or more “alternative” student publications), are usually available in the admission office.

Recent yearbooks are usually available in the admission office.

Does the school maintain social media accounts (Instagram, YouTube, Facebook, Twitter/X)?

Schools often maintain specialized Instagram accounts for specific areas of interest, such as the arts, athletics, individual teams, etc.

The school website, especially the “News” sections, can often be a source of current information.

The school library: Notice what types of books and what themes are displayed and highlighted.