Professional development training is a crucial aspect of educational institutions worldwide, but its role in shaping and enhancing school culture is not always well-defined. This study explores the effects of professional development training on student-to-staff connections, students' sense of security, and their perception of safety within a small rural Midwestern school district. The study employs a quantitative methodology to investigate whether this training has differential effects on students based on their grade level and gender. Surveys were administered to students in grades 4th through 8th in the fall of 2021 and the spring of 2022. The professional development training, centered around a response behavior system, was provided to district staff in August 2021. Key findings indicate that the timing of the professional development training, occurring prior to the administration of the pre-survey to students, affected the study's validity. Moreover, the results suggest that the professional development training had no discernible impact on students in terms of their perceived connections, sense of security, or feelings of safety within the school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]