Shaping a school community can feel as effortless as taking a breath, but it requires deliberate, ongoing effort to recognize and influence the environment being created. By nature, humans are social beings who connect through shared values, experiences, and expectations1. Whether intentionally or not, these connections give rise to a school culture; a living, evolving system of norms and behaviors that shape the daily experiences of students, staff, and leadership alike.
If a positive, supportive culture is the goal, every member of the school community must acknowledge their role in fostering it2. More importantly, school leaders must prioritize cultivating that culture by holding people accountable; not through punitive measures or scorekeeping, but by nurturing a collective commitment to humanity, empathy, and shared responsibility.
The Consequences of a Culture of Duplicity
When respect and human dignity are not placed at the heart of a school’s culture, mistrust inevitably follows. In these environments, staff may begin to experience a kind of identity crisis in which they feel expected to care for and support students while being led by those who fail to model these same values3. This disconnect creates tension and insecurity among staff, who find themselves caught between the desire to provide a nurturing environment and the fear brought on by inconsistent or unsupportive leadership.
The consequences of this imbalance are often felt by students the most. When staff are operating in a state of emotional self-preservation, their capacity for patience, empathy, and sustained commitment diminishes. The result is what can be described as “instructional bystanders” — young people who experience the effects of disengagement, frustration, or inconsistency in their learning environment4. It is crucial to understand that this breakdown is not typically due to a lack of compassion or skill, but rather a natural response to prolonged stress and misalignment within the community. Educators, like all people, respond to hostile or unstable environments with instinctive fight or flight behaviors, expressed as either confrontation or disengagement.
The Role of Leadership in Cultivating Culture
Effective leadership must align its expectations for student achievement with a genuine concern for staff well-being5. High expectations are necessary, but they must be paired with a deep understanding that schools function as interconnected communities. Progress is only sustainable when leadership and staff maintain a symbiotic relationship built on trust, empathy, and mutual support.
An unbalanced, unsupported staff cannot provide the consistency and care children need to thrive. Constructing a culture centered on support and progress requires more than rhetoric; it demands action. Leaders must create intentional spaces where individuals are acknowledged, valued, and extended grace as they navigate challenges and work toward collective goals. These actions, rooted in authenticity and respect, form the foundation of a positive school culture and unlock the potential for meaningful, lasting change6.
Building and Sustaining Community
Building a school community is not a one-time effort but an ongoing, fluid process. The needs of a community evolve, and without consistent attention, schools risk stagnation and decline. Successful leaders understand the importance of regularly assessing and addressing the emotional, social, and professional needs of their staff and students7.
As schools pursue growth and improvement, it’s essential to remember that culture is the foundation upon which all progress is built. A commitment to introspection, self-reflection, and self-discovery among leaders and staff alike ensures that the community remains responsive, supportive, and capable of serving all its members.
At its core, school culture is about how people connect, support, and hold one another accountable. By intentionally shaping a culture rooted in care, respect, and shared responsibility, schools can create environments where both students and staff are empowered to grow, thrive, and succeed together8.
Deal, Terrence E., and Kent D. Peterson. Shaping school culture: Pitfalls, paradoxes, and promises. San Francisco: Jossey-Bass, 2009.
Gruenert, Steve, and Todd Whitaker. School Culture Rewired: How to Define, Assess, and Transform It. Alexandria, VA: ASCD, 2015.
Leithwood, Kenneth, Doris Jantzi, and Rosanne Steinbach. "Leadership and other conditions which foster organizational learning in schools." In International handbook of educational leadership and administration, ed. Kenneth Leithwood and Rosanne Steinbach, 67-90. New York: Springer, 1996.
Reeves, Douglas B. Leading Change in Your School: How to Conquer Myths, Build Commitment, and Get Results. Alexandria, VA: ASCD, 2009.
Sergiovanni, Thomas J. Moral Leadership: Getting to the Heart of School Improvement. San Francisco: Jossey-Bass, 1992.
Schein, Edgar H. Organizational culture and leadership. Vol. 2. San Francisco: Jossey-Bass, 2010.
Wagner, Tony, and Robert Kegan. Change leadership: A practical guide to transforming our schools. San Francisco: Jossey-Bass, 2006.
Zmuda, Allison, Robert Kuhn, and Everett Kline. Going gradeless: Shifting the focus to student learning. Thousand Oaks, CA: Corwin Press, 2017.