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What:
A survey conducted by walking up to someone for input on a developed question or idea. Sidewalk/Street surveys are relational and conversational.
How to do it:
Identify a topic or developed question that you need input on and establish a timeline for collecting data and responses.
Develop a brief script to share with participants including the intent of the survey/questions and what you plan to do with the data.
Determine a location to approach students in a public or social setting. For example, the cafeteria, library, passing periods, school parking lot, an extra-curricular event, etc.
Consider having multiple surveyors conduct the survey in order to maximize student participation. The surveyors can be students, educational staff, approved parent volunteers, etc.
Determine how responses will be recorded and begin collecting data.
Compile findings, look for themes, use data to support your decision making, and share findings with key stakeholders.
Examples:
Examples:
Consider culture and climate questions - How fair or unfair are the rules for the students in the school? Do you feel safe at school? Do you feel connected to your teachers or school? How do you like to participate in class?
Inquire about clubs, committees, or extracurricular activities students would like to participate in.
Pose questions to students regarding academics: What is the best time of day to conduct a final exam? What books would you like to see in the library? Are there Apps that you would like utilized in the classroom?
Ask students about the structure of their school day: Do you prefer recess before or after lunch? Would you like an advisory period; if so when?
Things to Consider:
Allow for non-verbal communication for students by circling pictures or emojis.
Approach students with a relational buddy to ensure comfort and confidence
This method can be conducted on a smaller scale in a classroom inviting student to interview others in the class on a given topic.
Ensure others in and around your building/community have clarity about what is happening (e.g. clear signs, name badges, etc. for the surveyors). This is important both for the success in students who are being asked to share their responses, as well as the safety of those who are conducting the surveys.
It is important and helpful to intentionally include students that hold a variety of identities (race, gender, ability, etc.) both those doing the surveying and those being surveyed, to make sure results are inclusive of those voices that may often be left unheard.
For more of a structured proccess, and evidenced base tool, see the Panorama School Climate Survey to gather student data.
Take It to the Next Level:
Leveling Up Towards the Leadership End of the Spectrum of Student Voice-Oriented Activity
Engage students in identifying the topic, question, and/or prompt.
Consider how students can provide leadership from facilitating the activity, making meaning of the data collected, and advising how the data is used.
Consider how surveyor identities may impact answers and how students can inform the process and format of questions for various student groups.
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