ISHC UPDATE: July 2018

As we begin our collaboration, with Indiana University to help us administer the ISHC beginning in the Fall 2018 we are reviewing, revising and improving our systems, documents and procedures.

The Surveys: We will have two versions of the survey: Middle and Upper. Both Day and Boarding schools will take the same Upper school survey. We have made a few improvements in the wording of some of the questions. We invite you to scroll through the sample surveys.

Here are the links to the surveys:

Middle School Link: Click here for Middle School survey

Upper School Link: Click here for Upper School survey

We welcome your thoughts and reactions.

Registration form: We are now accepting registrations for the 2018-19 academic year. The registration form is attached. Once you complete it and return it to us we can send you a contract for services and secure your date with Indiana University.

OUR NEW REPORT will include three reports in one! We are benefiting from the survey expertise at the Center for Survey Research at Indiana University. They have helped us to streamline our previous separate reports into one document that will be easier to read and more cost efficient for you. The Aggregate Responses, The Data Summary Report , The Supplemental Database Report (side by side comparison of school responses with the ISHC National database), and conclusions (commendations and areas for review) from the Comprehensive Report will be integrated into one document, The Standard ISHC Report.

Standard ISHC Survey Report

Standard Survey Report*will include: Aggregate responses will be cross tabulated by gender and grade and compared to the ISHC National Database, composite scores (school connection, motivation, parental engagement, drinking, academic motivation), conclusions citing significant deviations from the ISHC National Database, and the administrative protocol.

*Each school may add up to five of their own unique questions to the end of the survey.

A sample question below demonstrates the format you may expect to receive for each question:

Cross Tabulation by Gender

*new category for 2018 survey, not included in national data

**previous category, not used in 2018 survey

Cross Tabulation by Grade


ISHC Standard Report $3,000

Optional Reports:

Year to Year Survey Analysis $275.00/hr

Customized Reports $275.00/hr

Have You Seen This

Here is the link to the article published in the summer edition of the Independent School Magazine entitled:

Research Insights:

Independent School Health Check Examines Teen Support Systems.

Independent School Health Check Examines Teen Support Systems.

Click here to read the article


Hello!  Hope you are all beginning to smell spring in the air!

We have been following the ISHC data regarding students reported use of cigarettes and vaping.  The last two years show a dramatic increase in vaping.

Last year, (10,777 students surveyed—26 schools)
5.1% smoked cigarettes 11.7% vaped.
This year, (7,095 students surveyed—22 schools)
4.3% smoked cigarettes 23.3% vaped
(double the # of vapers)


A grade breakdown for 2017-18 is:
Cigarettes Vaping
9th 1.1% 13.6%
10th 3.4% 22.3%
11th 5.3% 27.4%
12th 7.4% 30.3%

How does your school compare to this?

Best regards, Rosemary and Peter

ISHC Update: March 2018

Hello, hope you are all well.

Since the beginning of the collection of ISHC survey data, 10 years ago, we have asked questions of all students regarding how they spend their free time. We specifically ask, “On the most recent school day, in the hours you were not in class, how much time did you send watching pornography?” Our ISHC National Database (2014-16) of 23,445 students from 58 upper schools shows the following:

  • 20% (4,293) of them reported that they viewed pornography.
  • A little more than 1/2 of them viewed the sites for 1/2 hour.
  • The majority of pornography viewing was reported by boys (3,794) vs girls (461).

Regards, Rosemary and Peter


A recent article in the New York Times describes the increasing role of pornography in adolescents’ lives.


It asserts that pornography viewing has, in fact, become a major player in sex education rather than schools and parents. This begs the question of how we can help our students get a healthy perspective on sexuality and sexual behavior in the classroom and at home through education and adult role modeling.

ISHC UPDATE: December 2017

This has been a very busy ISHC survey year across the nation.  Our ISHC National database is growing exponentially.  If you haven’t already done so……please send us your School Profile if you want to schedule the ISHC for either the Winter or Spring 2018.

We wish you a joyous holiday and healthy, satisfying New Year.

Rosemary and Peter


We are living in a time of information overload and very often have trouble separating fact from fiction. I alert you to this article cited in the Klingbrief. It offers guidelines to help our students and ourselves navigate the rocky terrain of  Media Literacy.


Teaching and Learning in a Post-Truth World by Renee Hobbs

Educational Leadership, November 1, 2017

In this short article for ASDC, Renee Hobbs, the director of the Media Education Lab at the Harrington School of Communication and Media at the University of Rhode Island, offers some new strategic directions for teachers working with students on media literacy. Hobbs connects the difficulty – and importance – of developing media literacy skills to the rise of social media, the intensity of the current political moment, and broader shifts in the modern media landscape. Calling on teachers to move past an overly simplistic focus on “fake news,” Hobbs encourages teachers to use “a more precise set of definitions and concepts, including terms like propaganda, disinformation, clickbait, hoaxes and satire, pseudoscience, sponsored content, and partisanship” in order to help students better understand the complexities of the contemporary knowledge landscape. She then explores the new resonance of the concept of propaganda in the age of social media, drawing on research that shows that “most adults can’t accurately judge the truth or falsity of an online news story because they assume that content that aligns with their existing beliefs is automatically true,” as well as the emerging understanding of the roles of emotion, partisanship, and confirmation bias in our knowledge-building. Hobbs’s article is a must-read for teachers and administrators looking to update their approach to media literacy.

Submitted By Jonathan Gold, Moses Brown School, Providence, RI

ISHC UPDATE: November 2017

Hello…..Hope your school year is going well.  In the midst of the political havoc we are all immersed in we need to focus on all that we have to be grateful for.  We wish you, your faculty, and students a very satisfying and loving Thanksgiving with family and friends.
As a reminder….Please send us the completed School Profile Form soon if you wish to schedule the ISHC survey this academic year!
Warm regards,  Rosemary and Peter


We are experiencing a polarized world. People with different views, opinions, life styles, and identities are becoming hesitant, resistant and even fearful to talk to “other”. We as educators can model for our students, in our classrooms, civil behavior around disagreements and conflicts. The recent article in the New York Times, KIDS, WOULD YOU PLEASE START FIGHTING, by Adam Grant, argues that parents need to build those opportunities to manage conflict within their family life. . As we gather around the Thanksgiving table with relatives and friends of various persuasions we need to model (for our children) civility and caring in the midst of disagreement. This article, although written for parents, struck me as a good reminder for educators The link to the article is attached to this article…ENJOY!

Kids, Would You Please Start Fighting? – New York Times

Update: October 2017

We are well into helping schools conduct the ISHC survey this Fall. Hopefully you will let us know if you want to be placed on our schedule this academic year. Please email us and we will send you the School Profile Form to complete (the first step to in the scheduling process) to those of you who want to re-survey again this year or any new schools that wish to join us.

Thank you, Rosemary and Peter