By: Layla Jasper, AWSL Associate Director
Today we are seeing shifts in demographics, technology, globalization, and ideologies in general, all at the same time. With things evolving so quickly, it's normal to experience anxiety, uncertainty, fear, and even helplessness. Many teachers, administrators, principals, and other school staff don't quite feel equipped to lead in the face of such rapid changes and polarizing social landscapes. It's hard to know where to turn when we're all busy trying to create new norms, policies, and processes in our way as we go. It seems that any energy spent is getting through the day, with limited capacity to address larger, more systemic issues that we see in our schools and communities. I hope that after reading this, you feel more prepared to engage in systemic change to create a culture of belonging at your school. We're going to explore three necessary components for creating systemic change; structural, relational, and transformative (Stanford Social Innovation Review, 2022).
First, let's operationalize belonging because it is a central goal for creating the sustainable, systemic change needed at this time. From Maslow's Hierarchy of Needs, we know that belonging is a human emotional need. It is the need to be a part of something greater than oneself, to be an accepted member of a group (AWSL Interpretations of Maslow's Hierarchy of Needs). If schools don't offer all students a place to belong, they will find other outlets which may negatively impact school culture and climate (Creating a School of Dancers, Not Devious Lickers).
Often, as a person in leadership, when we experience an issue at school, we want to act quickly to address it. Our schools and communities face urgent needs, so we dive right in and begin making new policies, right? This is structural change where there are shifts in policies, procedures, resource allocation, etc. For example, let's say there is an LGBTQ group at your school advocating for a more inclusive environment at school. However, there have been several incidents of microaggressions towards LGBTQ students in the school and more overt acts of aggression through bullying on social media. You may implement a more exhaustive gender identity list for school forms as a person in power. Now, students can see their identities acknowledged on a structural level. While this is an important step, it cannot be the only step if you aim to create a culture of belonging at your school. Although there may be less isolation when completing surveys or signing up for clubs, students who identify as LGBTQ may not feel accepted in school with the other harmful actions being taken against them.
So, how can we take this a step further? Relational change is the second necessary component for systemic change. I believe that in this very specific time we are living in, relational change is the key to moving from polarization to a more cohesive experience of "us" as opposed to "us" v. "them." This level of change is all about connection, trust, and transparency. AWSL Director, James Layman, noted that we have all been "socially" distancing when we've only needed to "physically" distance ourselves from each other. There is quite a divide that will take time and intentionality to bridge, but it is possible and fun!
Implement ways for staff and students to bridge the gap between siloed groups and individuals. Create ways that groups can mix and mingle, humanizing each other and building empathy. This can happen quickly through various modes of play and experiential learning. Incorporate meaningful "icebreakers" into your meetings, classrooms, and clubs. Use them to build commonalities, connections and to have a laugh. Laughter is an incredible tool for effective learning, shifting moods or anxiety, and feeling less alone in the world. This is an excellent proactive approach before an issue presents itself and can be critical for healing after an incident.
Take an inventory of the groups and students in your school and notice who you have built rapport with and where that's lacking. Trust and relationship building will pave the way to the more successful handling of challenging moments when they arise but helps create lasting culture and climate shifts. Building intentional relationships is one of the main ways to mitigate student issues, according to student data from the AWSL Student Cohorts. Another element of relational change is transparency and collaboration in decision-making. Let's revisit the example above regarding the LGBTQ students who voiced concerns. To take your approach up a level, invite students who have experienced harm to share their experiences and their ideas for change. For relational change in this situation, the principal could talk one-on-one with the student(s) who voiced concerns. They could share with other student groups, teachers, and staff to get even more information on the current environment for LGBTQ students. You can't recommend a treatment plan if you haven't taken the time to diagnose the real issue.
When we get calls in our office about moving through challenging moments or shifting school culture, we first respond with, "Have you asked your students yet?" They are your school's culture and climate specialists; they are the experts when it comes to student experience in your schools. They have a powerful voice and incredible solutions if space is made for them at the table. Now, this inclusion at the table cannot be performative. (See Journey to Authentic Student Voice) There must be a challenge to the traditional hierarchies where students have not been historically a part of the process. Go to students or student groups and ask how they feel, what they would like to see changed and how they can best be supported. To maintain trust and rapport, the impact of them sharing their voice must be seen. There must be transparency in the decision-making process for true relational change.
Thirdly, for systemic change, you must also have transformative change. You shift a policy, listen to a focus group and build commonalities amongst staff and students- awesome! For those two changes to be sustainable, everyone must also be self-aware and self-reflective about how inequitable systems are upheld in your school and community. This will help decrease harmful incidents in the future. This step doesn't happen overnight, unfortunately. This is why the first two levels of change are critical to help meet short-term needs and may even foster a short-term increased sense of belonging amongst some students and staff. However, to achieve systemic change, you must also be doing the work on unpacking biases, exploring your own identities, and becoming aware and more knowledgeable on the identities that your staff and students hold. Create spaces where people can openly discuss their world views and lived experiences. Help people make sense of their narratives about other people, places, and things in your school and beyond by offering training, workshops, or regularly facilitating communication circles to build empathy and awareness.
Try it out: Reflect on what transformative changes you would take in the case of the LGBTQ students voicing concerns. What could you implement to help challenge biases or misunderstandings around LGBTQ people that get at the root of the problem? Who could you look to for help?
As you move through making systemic change, remember to not only implement quick structural change but to make time for relational change and make room for transformative change. Power cannot be centralized but instead shared so that the best solution or approach is identified for your specific context, having heard the voices of all who would be impacted. You don't have to have all of the answers, but you must make space for brainstorming, thought partnering, and honest conversations about current issues your school is facing. We all have a common goal of creating a fun space where all students can belong, learn and grow, but it takes systemic change to be sustainable. It may seem daunting to tackle the issues of our time, but sometimes we have to jump in and do it scared.