Strong sense of community and being valued across many staff (frequent praise for colleagues, recognition, and recent cultural shifts), consistent with high ratings for feeling valued (85%) and teamwork (88%).
Visible improvements in leadership/office initiatives and local supports (Dean-level praise, social committee, acknowledgement practices) that staff say have improved day-to-day positivity.
Flexibility and work–life balance provisions and hybrid options are appreciated by many, aligning with the majority reporting support to balance work and personal life (70%).

Interpersonal dynamics, uneven task allocation, and micromanagement remain issues for some staff and should be addressed to strengthen conflict resolution and fairness (conflicts handled respectfully = 72% overall; 50% for Academic Faculty).
Administrative capacity and staffing support need bolstering to reduce workload spillover into evenings and weekends, especially for teaching roles (work–life balance is low for Academic Faculty at 36% and a key concern in Teaching Staff comments).
Transparency, consultation, and trust in decision‑making require attention—many faculty report feeling unheard or marginalized, tying to low consultation scores for Academic Faculty (45%).

Top priority: strengthen handling of interpersonal conflicts and ensure fair task allocation and recognition to address ongoing tensions and uneven workloads (aligns with the group's lower rating for conflicts handled respectfully: 73%).

Top priority: increase administrative/staffing support and workload relief to protect work–life balance and sustain teaching quality (aligns with one of the group's lower-rated areas: feeling supported to balance work and personal life: 79%).

Top priority: rebuild consultation, communication and decision‑making transparency so faculty feel heard and involved in decisions affecting their work (matches a low rated item for this group: being consulted for feedback — 45%).

Mismatch: Aggregate improvements in safety/inclusion and increases in systems to report harassment (+19pp, 72% overall) contrast with Academic Faculty comments and lower faculty ratings on conflicts and reporting (conflicts 50%, systems 50%), indicating uneven experiences across groups.
Partial mismatch: Overall high scores for feeling valued and community are supported by many Non‑Academic and Teaching Staff comments, but Academic Faculty comments show notable distrust and disengagement—a division between groups that the aggregate numbers mask.