FFES Belief!

We believe that the foundation for educational success and organizational improvement is a deliberate, planned and organized High Performing Culture & Climate. Also, an organization’s culture, climate and relationships are extremely important to its success. FFES is committed to working with others to assess and build responsive cultures and climates so that organizations can reach their goals.

Over the last three decades there has been an extraordinary and growing body of research that attest to the importance of school climate. Positive school climate supports learning and positive youth development.  In the United States, and around the world, there is a growing interest in school climate reform and an appreciation that it is a viable, data-driven school improvement strategy that promotes safer, more productive schools.

National School Climate Center

CULTURE can be influenced by the norms, goals, values, interpersonal relationships, instructional practices, and organizational structures within a school.

CLIMATE can also be defined as “the quality and character of school life” that is based on the “patterns of students’, parents’, and school personnel’s experiences of school life.


“School CULTURE and CLIMATE relates to the atmosphere under which teaching and learning occur,

and it is also about the nature and quality of RELATIONSHIPS between adults and students within a school.

Yale psychologist, Seymour Sarason, argued many years ago that school reform efforts were bound to fail if

they ignored CULTURE and only focused upon altering structure or curriculum.”

The Heart of the Matter, Pedro Noguera