This practitioner inquiry examines staff morale and school culture within an urban Detroit high school through anonymous surveys and participatory reflection activities. Centering educator voice, the session looks at how structured and informal feedback practices can surface tensions that are often not spoken directly, while also making space to rebuild trust and strengthen relationships among staff. The work connects these practices to efforts to support antiracist school improvement rooted in shared responsibility, care for one another, and holding the institution accountable for what staff experience day to day.
