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It outlines survey goals and participation, then highlights key themes about leadership capacity, including limited time for instructional leadership, persistent student mental health needs, and disruptive behavior affecting learning and safety. It also addresses chronic absenteeism, barriers to attendance, and the challenges of partnering with parents while navigating legislation.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/executive-summary-2025-survey/583271/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/executive-summary-2025-survey/583271.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the report describe between chronic absenteeism and mental health?","Question",{"text":112,"@type":113},"The report attributes chronic absenteeism to mental health and also to student and family beliefs, and it identifies student mental health as a key barrier to attendance reported by school leaders.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},583271,1792172399,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","KEY TAKEAWAYS  \nTaken together, these themes highlight the increasing complexity of school leadership and the competing demands on leaders’ time and capacity:  \n1. School leaders (still) don’t have time for instructional leadership.  \n2. Student mental health remains a top challenge.  \n3. Disruptive behavior is interfering  \nwith learning, compromising safety in“extreme” cases.  \n4. Chronic absenteeism is attributed to mental health, student/family beliefs.  \n5. Leaders face challenges partnering with parents and caregivers.  \n6. The READ Act is burdensome—but impactful.  \n7. Principals feel that schools are “doing more with less.”  \n8. …and yet, they continue to find satisfaction in their jobs.  \nIn this report, we use “principals” and “charter school leaders” interchangeably, and include assistant and associate principals when using these terms.  \nEXECUTIVE SUMMARY: 2025 SURVEY  \nOver 2,400 school leaders in Minnesota were invited to take the third biennial Minnesota Principals Survey (MnPS) in November 2025. The MnPS seeks to elevate the voices of Minnesota principals, assistant principals, and charter school leaders in state and local decisions bearing on PreK-12 education. The survey was originally developed in 2021 by researchers at the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota in collaboration with a diverse group of educators and partners. It has now been administered three times, in 2021, 2023, and 2025.  \nThe 2025 MnPS included questions on the following topics:  \n• Career Information  \n• Job Satisfaction  \n• Preparation and Licensure  \n• Professional Development  \n• Working Conditions  \n• Leadership Self-Efficacy and Needed Supports  \n• Culturally Responsive School Leadership  \n• Impact of Recent Legislation  \n• Perceptions of Local Support  \n• Challenges & Successes with Student Behavior  \n• Chronic Absenteeism  \nIndividuals working as a principal, assistant or associate principal, director, co-director, or in some other school-level leadership role in a Minnesota publicly-funded elementary, middle, and/or secondary school are eligible to take the MnPS. In 2025, 1,130 of 2,461 eligible school leaders (46%) took the 2025 MnPS, representing an increase in response rates from 2021 (34%) and 2023 (41%) .  \nAmong 2025 respondents:2  \n• 49% were from Greater Minnesota and 51% were from the seven county Twin Cities metropolitan area.  \n• 49% worked in elementary schools, 47% worked in secondary schools, and 2% worked in other kinds of schools (e.g., K-12 schools) 1  \n• 93% worked in district schools and 7% worked in charter schools.  \n• 68% were principals, directors, or co-directors; 29% were assistant or associate principals; and 3% had other school-level leadership roles.  \n• 89% were White, 10% were Black, Indigenous, or people of color (BIPOC), and 2% preferred not to disclose their racial/ethnic identity.  \n1. For a more comprehensive and detailed breakdown of survey data, access our 2025 Data Visualizerat [z.umn.edu/mnps25viz](z.umn.edu/mnps25viz).  \n2. School-level information was unknown for 2% of respondents; as such, percentages may not add to 100% for all school-level variables.  \nFigure 1. MnPS response rates, by year  \nFigure 2. MnPS response rates, by Minnesota service cooperative  \n1  \n“I worry this role is not sustainable. Navigating such diverse beliefs, expectations, statutes and policy, community expectations, and the political impact at both local and national levels is heavy. The financial impact and shortfalls are crushing districts. I’d love to say I’m an instructional leader more often than I am, but I’m not. I’m busy keeping a building safe, keeping staff culture and morale up while there’s strong public opinions. The pressure and demands are real.”  \n2  \nEXECUTIVE SUMMARY, 2025 SURVEY  \nSTUDENT MENTAL HEALTH REMAINS A TOP CHALLENGE  \n3  \nThe MnPS asks school leaders to indicate their confidence to effectively carry out 49 different leadership ","cbCaikELRZfYUR3K","https://ap.wps.com/l/cbCaikELRZfYUR3K","pdf",4126230,11,"English","# Executive Summary\n## Survey scope and methodology\n## Key takeaways\n## Student mental health as a top challenge\n## Disruptive behavior and school safety","[{\"question\":\"What relationship does the report describe between chronic absenteeism and mental health?\",\"answer\":\"The report attributes chronic absenteeism to mental health and also to student and family beliefs, and it identifies student mental health as a key barrier to attendance reported by school leaders.\"}]","EXECUTIVE SUMMARY - 2025 SURVEY | PDF",1792046539,28]