Decades of research have demonstrated that beliefs matter, driving people’s emotional responses and, in turn, their behaviors. The recent work of Clifton and colleagues (2019) has significantly advanced the understanding of world beliefs through the development of the primal world belief’s (primals) scale. Evidence suggests primals serve as schematic lenses influencing how people view their experiences. Recent research by Clifton and Meindl (2022) suggests parents prefer dangerous world beliefs for their kids (e.g., to navigate through life). However, other research demonstrates negative primals in adults correlate with “less success, less job and life satisfaction, worse health, dramatically less flourishing, more negative emotion, more depression” (Clifton & Meindl, 2022, p1). Moreover, one primal study awaiting duplication before being published indicates that students are more likely to view the world as dangerous compared to the general public (Clifton, 2020, June 24). Building on this, a modified version of the primals scale was developed to ask students their beliefs about school, their perceptions of their parents’ beliefs about school, and their engagement to (i) introduce the possibility of universal or basic school beliefs, (ii) measure how parent beliefs about school could influence children, and (iii) gain new insights into the development of potential interventions to support student engagement, positive parenting practices, and positive school communities. This study is designed to answer the question, what would happen if the ambiguity students had to work through when learning could be interpreted based on a hyper-globalized schema that school is good? A sample intervention called Savoring the Good in Schools demonstrates how hidden biases and framing beliefs could potentially be altered by helping parents and their children concurrently develop broader resources and strategies for support. This survey is the first of its kind to use the standardized primal world scale as a tool to measure students’ beliefs and their perceptions of their parents’ beliefs. The collection of data is now complete. The analysis is forthcoming.