The Power of School Spirit Elevating Student Wellbeing and Academic Success
Table of Contents 03 Introduction
05 Results at a Glance
06 School Spirit Defined in 2024
08 Issues Explained: Low-spirited Students
12 Outcomes: Essence of School Spirit
19 Conclusion
22 Recommendations
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Introduction
Today, teenagers grapple with challenges unseen before – with societal pressures, COVID-19 pandemic ramifications, academic stressors, and the pervasive influence of social media contributing to a concerning rise in mental health issues. According to Mental Health America, the nation’s leading nonprofit dedicated to the promotion of mental health and wellbeing, in 2023, over 2.7 million youth were experiencing severe major depression 1 .
Additionally, 16% of youth reported suffering from at least one major depressive episode (MDE) in the past year 2 .
In a society battling depression, isolation, and a growing gap in shared experiences, school spirit emerges as a powerful antidote. What ties together kids from across the country, from different backgrounds, who are handling these challenges best is school spirit and the sense of community it creates. At the core of every educational institution, school spirit serves as a dynamic force, influencing the quality of the student experience and the trajectory of their lives. As students engage in spirited activities, particularly through extracurricular involvement, they embark on a transformative journey that fosters a sense of community, builds character, and cultivates essential life skills. As an update to our 2014 white paper, which explored the connections between school spirit and student achievement, Varsity Brands has taken a proactive step to explore this vital subject further. The findings outlined in this white paper prove that school spirit contributes to students’ overall success. Students with higher school spirit perform above average academically, are more likely to pursue higher education, are more resilient to obstacles, and develop lifelong skills such as leadership and relationship building.
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While the connection between school spirit and individual achievement is clear, it is noteworthy that overall school spirit has declined since 2014. The number of students who identified with having a high level of school spirit dropped the most dramatically. 70% 61%
In 2014, 70% of students associated with having high school spirit;
however, in the aftermath of the pandemic, by 2024 this figure decreased to 61% .
Similarly, overall connectedness, akin to school spirit, has also seen a decline since 2014, underscoring the importance of prioritizing efforts to nurture and develop school spirit.
As school spirit has declined, mental health issues have increased, suggesting a correlation between the two. As students feel less connected to their school community, they may experience increased feelings of seclusion and stress, contributing to a decline in overall wellbeing.
This white paper aims to explain why it is crucial to reassess and prioritize the essence of school spirit, especially considering its positive impact on students.
Methodology In collaboration with Teneo Research, the opinion research and data analytics arm of the global advisory firm Teneo, starting in December 2023 and concluding in February 2024, we conducted a comprehensive study across the nation’s high schools. Seeking to understand the latest perspectives on the value of school spirit and its impact on the educational ecosystem, we commissioned Teneo to conduct an extensive survey among four key audiences. This research involved 1,075 respondents, including 300 high school students (grades 10-12), 300 parents of high school students (grades 10-12), 315 administrators (comprising high school superintendents, principals, etc.), and 160 coaches nationwide.
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Results at Glance
Greater school spirit leads to a multitude of academic and developmental benefits for students: Higher-spirit students find more enjoyment in school activities, greater satisfaction with their school, and are viewed by parents and faculty as performing above average academically.
Stronger school spirit also boosts students’ resiliency against negative outcomes: Compared to low-spirited students, high-spirited students report less negative impact from the pandemic (e.g., loneliness) and social media use (e.g., negative self-perceptions.)
Promoting student engagement in activities and stronger school-branding efforts are key to growing spirit: Students engaged in extracurriculars, especially sports, are much likelier to have higher spirit, which all audiences feel is best exhibited by promoting colors, mascots, attire / uniforms that show cohesive school pride.
Benefits go beyond the classroom, as school engagement also drives inclusion and acceptance: Faculty agree that participation in extracurriculars, especially sports, helps students of different backgrounds feel respected, while coaches also feel sports teams are more diverse and accepting than general student bodies.
School spirit is strong, but hasn’t exceeded pre-pandemic levels: Over half of students, parents, and administrators, including principals, say they / their students have a lot of school spirit, but under half of students feel their spirit has increased since the pandemic.
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School Spirit Defined in 2024
While school spirit can take various forms across the nation’s high schools, a consistent theme is the enduring sense of pride. All audiences universally characterize school spirit as pride, often conveyed through school colors, mascots, and other key branding elements that contribute to a sense of community. Audiences also characterize school spirit as deeply caring about the school, having a sense of belonging, attending events, and actively participating in school sports teams and activities. Among parents, a majority (67%) observe their high-schoolers possessing notable school spirit, with 70% expressing pride in their school. However, it is crucial to note that both these percentages have declined from their 2014 levels, which stood at 73% for each.
Conversely, a majority of students want stronger school spirit, a significant rise from a decade ago. In 2014, 48% of students expressed a desire for more school spirit, a number that increased to 62% in 2024.
This rise in the desire for school spirit comes on the heels of students feeling like they have less spirit since the pandemic – under half of the students surveyed (46%) reported having more school spirit now than before the pandemic, and half of kids involved in school sports (51%) feel that way as well. One student explicitly stated that, for them, school spirit entails attending pep rallies and other events, yet they noted a decreased emphasis on spirit post-pandemic compared to before.
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66% IMPACT schools affirming substantial school pride among their students
49% Non-IMPACT schools affirming substantial school pride among their students
Principals and other school administrators overwhelmingly believe in the strength of school spirit, with 94% asserting strong spirit within their schools and 93% confident in their students’ possession of significant school spirit. Notably, those from IMPACT schools, which are schools that participate in Varsity Brands’ school partnership program and collaborate across various stakeholders within the Varsity Brands ecosystem, express even stronger agreement than non-IMPACT schools, with 66% affirming substantial school pride among their students, compared to 49%. In schools with more visible branding, principals, administrators and coaches report heightened pride. This directly impacts fostering spirit among students, with the overwhelming majority of faculty (99% of principals/administrators and 89% of coaches) confirming effective school branding, featuring logos and colors as key drivers of school pride. Specific to administrators, most feel their school’s branding has increased since pre-pandemic levels, with IMPACT educators showing a stronger increase (87% IMPACT vs. 78% non-IMPACT). Diversity in Spirit School engagement plays a crucial role in fostering inclusion and acceptance. Faculty members attest that participation in extracurricular activities, particularly sports, contributes significantly to students from diverse backgrounds feeling respected and included. Coaches also perceive sports teams as more diverse and accepting than the general student body. Notably, 99% of principals and other administrators and 95% of coaches agree that engaging in extracurricular activities helps students from diverse backgrounds feel accepted and treated respectfully. Regarding sports teams, coaches (67%) feel their teams represent more diversity and acceptance compared to the general student body. In comparison to the general student body, 94% of coaches state that students on their team/program are more accepting of all types of students.
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The aftermath of the pandemic has led to significant changes in student behavior, engagement, and overall wellbeing. From adapting to new learning environments to managing social dynamics, students are navigating a transformed educational landscape. Understanding these shifts is crucial for supporting students effectively. Issues Explained: Low–Spirited Students
In the report titled “The First Year of Pandemic Recovery: A District-Level Analysis,” authored by esteemed professors from Stanford, Harvard, and Dartmouth, it was discovered that schools needed to surpass merely returning to “normal” operations upon reopening post pandemic. Instead, schools needed to concentrate on catching students up by reorganizing activities to generate more learning per day than pre-pandemic levels 3 . Additionally, the report highlighted that despite significant investment and efforts in recovery, assessments from The Northwest Evaluation Association (NWEA) and Curriculum Associates indicated minimal improvement in student achievement during the 2022-23 school year.
Unpacking the Challenges Post-pandemic times have paved the way for potential problematic shifts, especially for students transitioning from remote back to in-person learning. The correlation between being a low-spirited individual and success in navigating these shifts is evident from the data. Comparisons between students with higher and lower school spirit unveil significant differences in their experiences.
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For instance, low-spirited students exhibit more intense problematic shifts. 27% of low- spirited students feel a decline in their ability to learn in school since the COVID-19 pandemic compared to 16% of their high-spirited counterparts. 28% of low-spirited students report feeling lonelier or more isolated since the pandemic, contrasting with 17% of high- spirited students. Additionally, 21% of low-spirited students express struggling to engage with school or classmates in contrast to just 10% of high-spirited students.
Learning ability
Engagement with peers
Loneliness
I can tell my ability to learn in school has worsened since the COVID-19 pandemic.
Since the pandemic, I have felt lonelier or more isolated from others.
Since the pandemic, I’ve struggled to care about engaging with my school / classmates.
31%
20%
25%
33%
27%
35%
33%
25%
27%
16%
17%
10%
27%
20%
30%
23%
28%
25%
25%
23%
21%
27%
28%
24%
Describes me somewhat
Describes me a lot
Describes me only a little
Does not describe me at all
Low-spirited students also showcase decreased engagement in school activities post- pandemic. Comparing the period before and after the pandemic, 40% of low-spirited students actively participate in more school activities. Parents of low-spirited students echo this sentiment, with only 27% noting increased participation in activities.
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Comparably, higher-spirited students showcase increased engagement in school activities post-pandemic. Comparing the period before and after the pandemic, 56% of high-spirited students actively participate in more school activities. Parents of high-spirited students echo this sentiment, with 57% noting increased participation in activities.
Compared to before the COVID-19 pandemic, do you participate in more, fewer, or the same amount of school programs / clubs (leadership, inclusion, academic programs, etc.)?
More
Less
No change
High-spirited Students
Low-spirited Students
15%
19%
40%
56%
29%
41%
Parents of High-spirited Students Parents of Low-spirited Students
15%
22%
27%
57%
28%
51%
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Low Spirit and Academic Expectations Lower school spirit among students correlates with lower expectations for higher-education achievements. 51% of low-spirited students anticipate receiving either a graduate or bachelor’s degree. Parents of lower-spirited students have similar expectations, reporting weaker academic performance and not anticipating higher-ed accomplishments for their children. 57% of parents of low-spirited students believe that their child is performing above average academically.
Additionally, 40% of parents of low-spirited students expect for their child to receive a graduate or bachelor’s degree.
Social Media
Social media has undergone a significant evolution, emerging as one of the most influential forces in today’s society. Social network platforms have almost tripled their total user base in the last decade, from 970 million in 2010 to over 5.04 billion users in January 2024 4 . Reflecting this widespread adoption, our survey findings revealed that 81% of students and 72% of parents acknowledge their daily use of social media apps. However, the rise of social media usage is not without its drawbacks. It can impart a distorted sense of reality, particularly regarding appearance, with the rise of social media influencers and perceived societal success. This darker side is reflected in the experiences of 43% of students who admit feeling more negatively toward themselves after using social media. Students with lower school spirit exhibit a reduced ability to resist negative self-views.
83% of low-spirited students have experienced heightened negative feelings about themselves after using social media.
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Outcomes: Essence of School Spirit
When a student possesses high spirit, there is a direct ripple effect between students, parents, and faculty. This creates a positive atmosphere within the school community, fostering collaboration and motivation for academic and personal growth.
Increased Engagement Compared with lower-spirited students, higher-spirited students showcase increased engagement in school activities post-pandemic. Between the period before and after the pandemic, 56% of high-spirited students actively participated Principals and administrators, especially in IMPACT schools, observe a surge in student participation in extracurriculars since the pandemic. A notable 82% overall believe students are more participatory, with a stronger agreement from IMPACT schools (92%), compared to non-IMPACT schools (76%). IMPACT Principal Todd Spinner of Olentangy Berlin High School, located in Delaware, Ohio, stated that out of the 1,800 students he oversees, about 1,600 of them participate in extracurricular activities. Another IMPACT administrator, Assistant Principal Zach Ferry of Bay High School located in Bay St. Louis, Mississippi, mentioned that in response to the increased interest his school was experiencing from students, it has expanded its extracurricular offerings in recent years. “We’ve introduced several new activities, including bowling and archery. We’ve reached a point where our students want more opportunities for involvement, aligning with their interests and passions. We’re consistently trying to find ways to accommodate them and create a sense of belonging within our school community. I’ve seen a surge [in student participation] over the past couple of years. Most students just want to participate in some form of club, sport, or activity, and we’re constantly trying to find ways to have activities for each individual at our school.” – Zach Ferry, Principal
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Stronger Spirit, Stronger Results: Athletes and Club Participants
In the realm of extracurricular involvement, those with stronger school spirit – be it athletes or club participants – experience a more positive shift since the pandemic compared to their non-athlete and non-participant counterparts. 51% of high-spirited athletes report an increase in their school spirit, contrasting with 34% of non-athletes. Similarly, 53% of high-spirited club participants report heightened school spirit, while only 32% of non-participants share a similar experience.
Students reporting an increase in their school spirit since the pandemic:
Strongly agree
Somewhat agree
Somewhat disagree
Strongly disagree
School Athletes
Club / Extracurricular Participants
51% agree
53% agree
17%
19%
18%
18%
32%
33%
29%
35%
Vs. Non-Athletes
Vs. Non-Participants
34% agree
32% agree
6%
9%
31%
35%
28%
23%
31%
37%
Faculty say school athletes – who tend to have more school spirit – are above-average across key academic outcomes. Principals, administrators and coaches attest that the students involved in school athletic teams compared to those who are not involved in such teams are above average when it comes to academic performance, attendance, and graduation rates.
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“Previously, athletics and academics were looked at as two separate things, and I would strongly agree with someone who said athletes didn’t necessarily perform well academically in years past. That has changed 100 percent, and it’s because of the pride that our athletes have in the colors they wear, the brand they represent which translates and permeates into the classroom. It’s not like a light switch; you can’t be lackadaisical in practice and then turn it on all of a sudden on game day. It has to be every day, and it starts in the classroom.” – IMPACT principal This principal stated that the average ACT score at their high school is 23.5, with students in the senior class holding a median GPA of 3.7. High Spirit and Academic Expectations Higher school spirit among students correlates with greater expectations for higher- education achievements. 58% of high-spirited students anticipate receiving either a graduate or bachelor’s degree. Parents of higher-spirited students have similar expectations, reporting stronger academic performance and anticipating higher-ed accomplishments for their children. 79% of parents of high-spirited students attest to their child performing above average.
“School spirit has absolutely contributed to my daughter’s success in the classroom in so many ways. Olivia came into school with a mindset of wanting to work, apply herself, and excel. She also continuously wanted to engage with her teacher and fellow students. Having higher school spirit made a big difference. Olivia is passionate about school, and that is reflected in her achievements.” –IMPACT parent, Jim Rabenstein, whose daughter, Olivia, will be attending the University of Oklahoma in the fall.
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Parents of higher-spirited students also report that their child earns higher grades (91% A’s and B’s) than those of lower-spirited children (70%). Additionally, 60% of parents of high- spirited students expect for their child to receive a graduate or bachelor’s degree.
School Event Enjoyment and School Satisfaction High-spirited students exhibit a heightened inclination towards enjoying school events, with nearly twice as many reporting satisfaction compared to their low-spirited peers (78% vs. 54% low), alongside a decreased feeling to contemplate attending another school (65% vs. 49% low). This sentiment is echoed by parents of high-spirited students, who affirm that their children are nearly twice as likely to enjoy school events (76% vs. 42% low) and express less desire to switch schools (74% vs. 61% low).
These findings underscore the positive impact of being a high-spirited student and highlight how this enhances their overall educational experience.
Increased satisfaction in school events 78% high-spirited students, vs. 54% low
Decreased desire to attend another school 65% high-spirited students, vs. 49% low
Parent Engagement Parents of higher-spirited children demonstrate more engagement in their child’s education regarding helping with/checking homework (69% high vs. 56% low), participating in the (parent/teacher association (PTA) or other parent organization (30% high vs. 12% low), and chaperoning events / field trips (34% high vs. 9% low).
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Students as Champions Students with higher school spirit emerge as the unsung heroes of school pride. Their commitment transcends mere enthusiasm; it’s a force that fosters connections and spurs engagement. They are seen as influential champions of school engagement among their peers – 70% of higher-spirited students actively encourage others to participate in school events, compared to just 27% of low-spirited students.
Higher-spirited students are more than twice as motivated to participate in extracurriculars and are also more likely to want to build a school community:
Which of the following reasons best explain why you are involved in extracurricular activities (school sports teams, programs/clubs) at school? (among those who participate)
High-spirited Students
34%
To help other people To show my school spirit To meet people different than me To be involved in my school
7%
Low-spirited Students
31%
5%
26%
12%
50%
33%
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• ow Higher-spirited students are also able to benefit more from participating in extracurriculars, as they highlighted their development in the following crucial skills:
Which of the following skills, if any, did you learn from your participation in extracurricular activities (among those who participate)
66%
Teamwork Communication skills Team-management / leadership skills Strong work values Relationship / interpersonal skills Self - and social awareness Self-management / personal responsibility
56%
60%
40%
57%
42%
44%
24%
44%
High-spirited Students
27%
Low-spirited Students
44%
27%
42%
36%
Higher-spirited students demonstrate a notable advantage in various essential skills cultivated through extracurricular participation. Importantly, this heightened engagement also translates to nearly doubling the likelihood of reaping the benefits of professional development, relationship building, and enhanced interpersonal skills.
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High Spirit Fosters Connections Survey data supports the premise that high spirit serves as the vital connective tissue within the school community. High-spirited students are about twice as likely to feel connected to peers (57% vs. 32% low), teachers (51% vs. 32% low), principals and other administrators (33% vs. 13% low), coaches (46% vs. 19% low) and their school in general (49% vs. 22% low).
How connected do you personally feel to each of the following? (Displaying %s exteremly + very connected)
Other students
Teachers
Your school in general
Administrators
Coaches
22%
14%
14%
12%
24%
35%
37%
35%
21%
23%
High-spirited students
Extremely connected
Very connected
6%
6%
3%
3%
5%
26%
26%
19%
10%
14%
Low-spirited students
Additionally, parents of higher-spirited children are also twice as likely to feel connected to fellow parents (48% vs. 17% low), teachers (59% vs. 26% low), principals/ administrators (56% vs. 20% low), coaches (60% vs. 20% low), and their child’s school in general 65% vs. 26% low).
How connected do you personally feel to each of the following? (Displaying %s exteremly + very connected)
Parents of other students
Your child’s teachers
Administrators
Coaches
Their school in general
18%
29%
26%
19%
28%
30%
30%
40%
38%
32%
High-spirited students
Extremely connected
Very connected
7%
11%
6%
19%
10%
4%
6%
16%
16%
14%
Low-spirited students
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Social Media The pervasiveness of social media carries positive attributes, as evidenced by its ability to foster connection. 70% of students and 46% of parents express that, at times, they feel more connected to their community after engaging with social media. Additionally, a resounding 95% of principals and other administrators and 75% of coaches affirm that social media has enabled their school to establish more meaningful connections with students. This aligns with the broader acknowledgment of social media’s positive influence, emphasizing its role in enhancing community engagement and school spirit. To add, principals/administrators (93%) recognize social media as a facilitator for improved student engagement in school activities.
The impact of school spirit on resilience, especially in the realm of social media, is noteworthy but limited. While students with higher school spirit show greater resistance to negative self-perceptions, a significant portion still struggle. Research indicates that 30% of spirited students continue to experience heightened negativity about themselves after engaging with social media. This reality highlights the importance of acknowledging that while school spirit can offer some protection and provide important tools and skills for navigating adolescence, it is not a complete remedy for the pressures that stem from social media.
30% of spirited students continue to experience heightened negativity about themselves after engaging with social media.
Conclusion In the heart of every high school, the vibrant force of school spirit has proven itself to be a catalyst for positive change. Spirit emerges as a beacon of resilience, guiding students through challenging times and fostering a renewed sense of community. The research echoes the sentiments of students, parents, principals and other administrators, highlighting pride, engagement, and positive outcomes. High-spirited students emerge as leaders in engagement, resilience, and academic excellence.
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As we conclude this journey through the impact of school spirit, the resounding message is clear – when students, parents, and faculty unite under the banner of school spirit, the outcomes are transformative. It’s more than just a feeling; it’s a commitment that brings out the best in everyone involved. This renewed understanding of school spirit opens doors to further exploration and underscores its pivotal role in shaping the holistic wellbeing and academic success of the educational community. Despite the decline in spirit observed in the wake of the pandemic in high school institutions, the positive effect of spirit on the lives of high-spirited individuals and those around them is unmistakable. This paper should serve as a call to action for institutions to further promote spirit and prioritize it as a focal point for nurturing a supportive and thriving school environment.
Key Numbers: IMPACT Vs. Non-IMPACT School Comparisons
As a supplement to our research, the following section offers a closer examination and direct comparison between IMPACT school principals/administrators and Non-IMPACT principals/administrators. This section provides a more comprehensive overview of the schools enrolled in the Varsity Brands IMPACT School Partnership Program and outlines its associated benefits.
IMPACT principals and other administrators have stronger perceptions of their school’s spirit and their students’ pride in their school.
/ 62% of IMPACT say their school has very strong spirit, compared to 53% Non-IMPACT / Two-thirds of IMPACT strongly agree their students have a lot of pride in their school compared to just half of Non-IMPACT)
Non-IMPACT view students as being more acutely impacted by COVID, saying the following statements describe their students a lot since the pandemic:
/ They’ve struggled to care about engaging with the school, their classmates, or activities outside of class – 57% of Non-IMPACT, vs. 34% of IMPACT / Our student’s ability to learn has worsened – Half of Non-IMPACT say this describes their students a lot, vs. 38% of IMPACT / Our students have seemed lonelier / more isolated from one another – 41% of Non-IMPACT, vs. 32% IMPACT
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Non-IMPACT principals/administrators feel their schools’ and students’ spirit levels have dwindled since the pandemic than IMPACT principals/administrators, who demonstrate an increase in branding efforts since the return to in-person learning. / Half of Non-IMPACT (47%) agree their school has a lot less school spirit than before the pandemic, vs. only 30% of IMPACT who say the same / 1-in-4 Non-IMPACT (23%) strongly agree their students have less spirit since before pandemic, vs. 13% of IMPACT who strongly agree / IMPACT schools have increased their branding at a higher rate (87%) vs. Non-IMPACT schools (78%) since returning to school in-person
IMPACT schools offer more programs across athletics and certain extracurriculars, which they feel students are participating in more of since COVID.
/ IMPACT schools offer more inclusion programs (60%) than Non-IMPACT schools (32%) / 9-in-10 IMPACT principals and other administrators (92%) say their students’ participation in extracurriculars has increased since returning to in-person, compared to 76% of Non-IMPACT
IMPACT principals/administrators feel their students not only participate more but are more able to reap the benefits of engaging in school athletics or other activities.
/ Career interests is a greater motivator among students to participate in extracurriculars according to IMPACT schools (44%) than Non-IMPACT 21% / To a greater extent, IMPACT principals feel students benefit interpersonally and professionally from their extracurricular participation and that this participation fosters inclusivity and friendships compared to Non-IMPACT admin
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Recommendations
Fostering Community Engagement:
Implement regular school-wide events and activities that promote inclusivity and unity, such as pep rallies, themed dress-up days, and spirit weeks.
Encourage student-led initiatives to organize clubs and organizations focused on shared interests and passions, fostering a sense of belonging and camaraderie.
Supporting Mental Health and Wellbeing:
Integrate mental health and wellbeing workshops and resources into school spirit initiatives to address the challenges faced by students and promote resilience.
Develop mentorship programs pairing high-spirited students with peers who may be struggling, creating a support network within the school community.
Engaging Parents and Guardians:
Collaborate with parents to reinforce the importance of school spirit at home and encourage active participation in school-related events.
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Footnotes 1 [Mental Health America – 2023 Youth Data]
2 Ibid
3 [The First Year of Pandemic Recovery: A District-Level Analysis – January 2024 Report]
4 [Kepios Global Social Media Statistics]
For more information on Varsity Brands, visit varsitybrands.com.
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