black youth are two to three times more likely than white youth to be suspended. Similar disparities occur between male and female students; still, in many schools the suspension rate for black female students surpasses the rates for male students who aren’t black (Gregory & Fergus, 2017, p. 119).
There is a disproportionality for Latinx students, too, when compared to their non-Latinx white peers. According to Joy Pastan Greenberg (2012), “[Latinx] students have higher retention and suspension/expulsion rates, higher high school dropout rates, and lower completion of college rates that their white counterparts” (p. 75).
And, what about students who are eligible for special education, or those living in poverty—regardless of race, or students who identify as transgender? Studies have found disparities in these subpopulations, and others, as well. Do you think if more educators became aware of the data that expose such disproportionalities, they might be fairer when doling out classroom or administrative discipline? I do. Based on my observations in various school settings, explicit bias—that is, outright and conscious bias—is not prevalent. In fact, I firmly believe that the majority of teachers and administrators do not deliberately choose to show bias, or to be intentionally partial to one student over another, but statistics prove that such bias and partiality happen commonly and consistently (Skiba et al., 2011).
Knowledge and awareness are powerful allies in creating school environments that are inviting, positive, and engaging. Setting schoolwide norms of high expectations that provide opportunities for staff and students to teach each other about cultural and familial customs, to communicate views and needs assertively, and to listen respectfully can contribute to an empathetic school culture, one that promotes genuine acceptance, an appreciation for diversity, and an awareness of situations in which we revert to subconscious biases.
We must also be aware of situations in which we offend, or seem to offend, a student or colleague. Most of us have been in situations in which we felt that we may have offended another person. We may not even be sure of what we did or said to offend; but we can certainly feel the aloofness that appears out of nowhere or a new attitude that is discernably different and appears rude or demonstrates without words when we have offended someone. When we sense this, no harm can come from our expressing a sincere apology for anything we may have inadvertently said or done to insult or hurt another. More than once, I have found myself saying something like this to a student, parent, or guardian: “I have a feeling I may have offended you. Please know that this was not my intention. Is there anything you can tell me to help me to be more understanding in the future?” To put oneself on the line in such a way takes vulnerability, but this can be a leadership strength that facilitates a positive outcome. More often than not, the other person offers an explanation and any tension in the room dissipates so that we’re able to move forward with clarity and consideration.
When People Feel Respected They Are More Likely to Engage
In a similar light, respect—or the lack thereof—can have an impact on our ability to unify or understand each other’s perspectives. In my work as a school climate specialist, I spend a great deal of time coaching school leaders and interacting with staff and students. When it comes to respect (which tends to be a school improvement initiative for many schools), more often than not students can tell me that respect is a value of the school, but they have difficulty describing what it looks like or defining it because the definition or description of respect can differ depending on our familial culture and traditions, as well as our life experiences. Kids who grow up defensive, or associated with gangs, may see respect as fear, while people who experience family life with an emphasis on old-fashioned values may describe respect as having proper manners or admiration for another. Respect in some cultures requires that you look someone in the eye when speaking, while in other cultures young people show respect to their elders by casting their eyes downward. In a school culture, norms and expectations for respect may need to be identified, established, and reinforced. It is necessary to remedy any confusion around respect in our quest to connect with all stakeholders within our school community. It may be important to identify the need to code-switch by acknowledging the difference between what respect looks like at home and what it looks like at school.
In fact, an inspiring and passionate elementary teacher, Krystal Koontz, uses the analogy of a backpack to help her students think about this issue. She asks her students, “What character traits and behaviors do you need in your backpack at home to demonstrate respect. Now think about this: How does what you put in your backpack in regard to respectful traits and behaviors change for school?” In regard to respect, some of our students need two completely different backpacks.
I notice that when people feel respected they are more likely to engage, interact, listen, and speak up. They are prone to volunteer and are more willing to trust if an air of respect is present. Yet, in order to reach this ideal in a group of diverse people, it is important to agree on what respect looks like within the school community. Because we all come from different perspectives, everyone should have an opportunity to have input in developing a definition or guiding principles for respect. Through surveys, focus groups, and personal interviews, we can gather data in the form of thoughts, views, and perceptions. I have seen schools create exciting celebrations when they reveal the school’s new code of respect. And within this celebration is a group of people experiencing camaraderie, unity, and joy.
Keep in mind that it is not measurable objectives, an innovative curriculum, or required testing that leads to this camaraderie, unity, and joy (all of which are essential to a positive school climate). It is the result of people coming together to exchange ideas and engage each other in conversation. If we, as educators, expect to engage our students so that they are excited to learn, if we desire to build productive and collegial relationships with our peers, and if we seek to develop constructive conversations with parents and guardians, then a positive climate based on sincere human relationships and a willingness to understand the perspective of others must come before instruction, training, and assessment.
A concerted effort toward connection with colleagues, as well as a comprehensive program that emphasizes social, emotional, and academic development mindsets and competencies can create a positive school climate and a culture of thoughts and behaviors that contribute to success in school and in life. Throughout this book you will be asked to consider and implement strategies based on a combination of competencies established by the Collaborative for Academic, Social, and Emotional Learning, as well as perspectives and recommendations from the Aspen Institute’s National Commission on Social, Emotional, and Academic Development.
Take From This Book What Works
From the candid viewpoint of my past experience as a teacher and an administrator, as well as my current work as an educational consultant and leadership coach, I find that an open-minded approach, with an analysis and consideration of district or site-based needs, provides for the most effective results. In essence, I encourage you to consider your staff, students, and school community: Take from this book what works for you, and feel free to leave the rest. I do not purport to offer all things to all people. In fact, I have found that such an approach is usually ineffective. However, I do maintain that if we start with the people, and assess needs from there, we have a better chance for success. After all, when it comes down to what makes an impactful difference, remember: It is always about the people, not the things.
Chapter 1 Study Questions
For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
1 What is currently on your plate that causes you to neglect what or who you value? Do you have a person in your life who reminds you to keep your priorities in order? If not, can you think of a person to designate?
2 How do you keep “what’s first, first?”
3 What