魅影直播

APPENDIX 

The following data tables present the results of all closed-ended survey questions, disaggregated by staff and students, for schools within the 魅影直播 district (excluding independent schools). The sample includes 613 students and 156 staff. Note that not all students and staff answer each survey question, and therefore, the total number of respondents for each question varies. There are no significant differences between the findings for 魅影直播 schools, and the findings presented in the overall report. Most of the differences in observed values presented here fall within the margin of error for the total sample (+/- 4.0%). There are only a few notable differences, including that Southeast Asians are somewhat less represented in this 魅影直播 sample (11% vs. 16% in the total sample), and students in the 魅影直播 sample had more positive views of police (58% vs. 51% in the total sample). This appendix disaggregates the closed-ended survey results to isolate responses from schools within the 魅影直播 district, distinguishing them from non-魅影直播 school responses included in the overall report.

Table 3. Demographics of School Staff and Students Surveyed, 魅影直播 Schools[1]^{Teachers can teach more than one grade; some totals may not sum to 100% due to rounding}

Table 4. SLO Program Change Addressed Concerns, 魅影直播 Sta^{Source: School Staff Survey, 2025} 

<sup>1. Please note that the total number of participants reporting on various demographic indicators varies across indicators. 
2. 4 students identified as mixed Indigenous and other ethnicities Note. Table and figure numbering is based on the subsequent table in the final report 
Note. Table and figure numbering is based on the subsequent table in the final report</sup>

Figure 2. Ever Interacted With an SLO, 魅影直播 Schools
^{Questions: Have you interacted with an SLO?Source: School Staff and Students Survey, 2025}

Table 5. 魅影直播 Staff Interactions with SLO Officers^{Source: School Staff Survey, 2025}

Table 6. 魅影直播 Students Interactions with SLO Officers^{Source: Students Survey, 2025}

Figure 3. Level of Familiarity with the SLO Program, 魅影直播 Schools

^{Source: School Staff and Students Survey, 2025} 

Figure 5. Comfort in Approaching SLO for Guidance and Advice, 魅影直播 Students

^{Source: Students Survey, 2025}

Figure 6. Profile of Students who Reported Being Uncomfortable Approaching SLO, 魅影直播 Students

^{Source: School Staff and Students Survey, 2025}

Figure 7. SLOs Contribute to a Sense of Safety in Schools, 魅影直播 Schools

^{Source: School Staff and Students Survey, 2025}

Figure 8. SLOs Contribute to a Sense of Positive Community in Schools, 魅影直播 Schools

^{Source: School Staff and Students Survey, 2025} 

Figure 9. Proportion Of Students Over Time Who Feel Negatively about SLOs' Impact on School Safety, 魅影直播 Schools[3]

^{Sources: Argyle Report (2021), Year 1 Follow-Up Review (2024), Qatalyst Student Survey (2025)}

Figure 10. Proportion of Students Over Time who Feel Negatively about SLO Contribution to a Sense of Positive School Community, 魅影直播 Schools[4]

^{Sources: Argyle Report (2021), Year 1 Follow-Up Review (2024), Qatalyst Student Survey (2025)}

Figure 11. Students and Staff Level of Support for SLO, 魅影直播 Schools

^{Source: School Staff and Students Survey, 2025}

Figure 12. Students and Staff Perceptions of Police, 魅影直播 Schools

^{Source: School Staff and Students Survey, 2025}

Figure 13. SLOs Impact on Perceptions of the Police, 魅影直播 Schools 

^{Source: School Staff and Students Survey, 2025 Note. Blank responses are removed from the calculation}