Blog

Five Benefits of Positive Student Relationships That Will Surprise You

Even today, some people argue that teachers don’t have to build strong connections with students in order to teach them. However, experience and a growing body of research point to the importance and impact of teacher-student relationships as a driving force for learning, especially for students who otherwise struggle in school. The fact is that learning does not happen for many students without positive relationships with their teachers.

We know that when teachers take time to listen, show interest, and develop strong, positive relationships with students, the payoff can be seen in increased student engagement, improved behavior, and elevated academic performance. We also know that for students who often struggle, have difficulty fitting in, or otherwise find school to be a challenge, a strong relationship with even one teacher can make a significant difference in those students’ school attendance, sense of belonging, and feelings of hope. Strong relationships with students can also lead to greater levels of satisfaction and lessened levels of stress and anxiety for teachers.

Yet, beyond these obvious benefits of strong student-teacher relationships lie benefits that often go unobserved, despite the impact they can have on students and teachers alike. Here are five of these benefits worth noting.

First, strong student-teacher relationships can lead to decreased aggression and oppositional behaviors for as long as four years. A 2016 study reported that strong relationships have even been shown to be as effective as anti-bullying initiatives.

Second, strong positive relationships with teachers can improve students’ health even into adulthood. A 2020 study published by the American Psychological Association found that participants who had strong relationships with their teachers in middle and high school experienced better health into their mid-20s. Interestingly, however, strong relationships with peers did not lead to the same results.

Third, students with influential teacher relationships are more likely to enroll in college. A study conducted by researchers at Harvard and the University of Virginia found that students who experienced strong, positive relationships with a high school teacher, counselor, or coach were nearly 10 percent more likely to enroll in college than a matched sample of peers.

Fourth, when teachers have strong relationships with students, their relationships with parents are typically better and more productive. Levels of trust tend to be higher, which makes parent conferences more productive, and even calls home with less-than-positive news are better received when parents know that we care about and have a strong relationship with their child.

Fifth, a recent study at the University of Missouri found that teachers who have positive relationships with their students tend to use more complex, high-impact instructional practices. They are more likely to take risks associated with challenging instructional practices and generate improved student achievement. The study noted that these practices also lead to increased professional success and satisfaction.

We know that having positive relationships with students can make our work each day easier and more satisfying, but they also create a better environment within which students can learn. Surprisingly, these relationships have significant staying power and can impact students’ lives long after they leave us. Without question, they are more than worth the effort.

June 22, 2023

The Dangers of Teaching While on Cruise Control

The cruise control setting on our automobiles offers several benefits. We can set a specific speed and maintain it for extended time, and as a result, we can avoid inadvertently speeding up or slowing down, thus needlessly wasting fuel. Additionally, we can give our foot a rest from constantly pressing on the accelerator. In short, cruise control allows us to maintain a consistent pace without constant attention and adjustment.

However, cruise control also presents challenges and potential dangers of which we need to remain aware. We can approach road hazards without full attention and anticipation of adaptation. Cruise control does not adjust for curves, intersections, accidents, roadway hazards, or construction zones. For that reason, we need to be attentive and ready to take control well in advance of these highway features and exercise our judgment and skills in order to navigate safely.

There are times during our careers when we can find ourselves approaching our work as though we are on “cruise control.” Recurring schedules, daily routines, static curriculum, years of experience at the same grade level or teaching the same courses, and other elements of teaching can feel as though one week leads to the next—the same can be said with one quarter, trimester, or semester—to the end of the year at a predetermined pace on an often-repeated path. We set a standard pace to be regularly maintained. We may even use the same lesson plans, handouts, worksheets, and practice activities as previous years.

Yet, when we place our teaching on cruise control, we risk ignoring and sacrificing important opportunities and elements of the process that can be among the most rewarding aspects of our work. We can also find ourselves in trouble if we fail to recognize the signs and symptoms of what lies ahead. Let’s examine five of the most common dangers we are likely to encounter if we allow our teaching to be on cruise control.

We can come upon rough spots in the road that demand attention and adjustment before we are aware and prepared. A student who normally is engaged and well-behaved begins to slip; the level of disrespect grows subtly until we realize that it may soon get out of hand. Failing to be fully engaged can leave us reacting to challenges rather than anticipating and adjusting.

We may not see the upcoming “curve” that will require us to adjust our speed. This year’s students may not have the same characteristics and needs of last year’s students, or the previous year’s lot. We need to be careful not to blame them any more than we would blame the curve in the road. We are the ones who must adjust our speed and respond to changing conditions.

Our focus on pace can lead us to miss opportunities for creativity, see ways of exploiting the unexpected, and bypass teachable moments. Meanwhile, we can neglect to slow down, give attention, and provide support when students begin to struggle—and before they are too far behind.

We may speed past timely “rest areas,” where a brief pause and time to stretch, reflect, and refresh are needed. Rest areas on highways are strategically placed to provide rest and respite in a timely manner. We, too, need to keep in mind that learning is challenging, and periodic breaks and opportunities to recalibrate and refresh are important to our students’ ability to remain focused and continue to learn.

Our default to cruise control can also leave us feeling detached and stale. We risk not experiencing the full measure of our relationships with students and the surprises, delights, and inspirational moments that can unexpectedly present themselves. Over time, leaving our teaching on cruise control can lead to feeling a lack of satisfaction and forgoing a sense of accomplishment.

Teaching is a demanding profession that can be frustrating and exhausting. It also offers unique opportunities to engage students in experiences of wonder, inspiration, and possibility. As tempting as it might be to occasionally place our teaching on “cruise control” and relax, we risk not being ready when our students need us most and missing the most important and rewarding elements of our work.

June 15, 2023

Five Things Teachers Do Every Day That AI Cannot

It is hard not to be amazed by what artificial intelligence (AI) can and promises to do. We wonder how much AI will change the ways in which we engage students and support their learning. It seems clear that there will be new opportunities and unexpected challenges as we adjust to this new reality.

However, we need to remember that many of the most important influences we have on students cannot be duplicated by AI—because they are uniquely human. Their power resides in the relationships we build with students, and our relationships with students are among the most powerful influences on students’ choices related to their learning.

Consider that each day we reach out to students to discern their mood, learn what is happening in their lives, and understand how their emotional state may influence their behavior and probable success in upcoming lessons. Here are five of those routine behaviors and the important implications they hold for students and their success.

First, we welcome students at the door with a smile, and we check out their emotional state. Initial contact between students and teachers sets the stage for the learning experience designed for the day. Eye contact and other nonverbal cues can tell us when students will need more attention, some additional space, or have exciting news and experiences they want—and need— to share.

Second, we offer a wink, frown, or raised eyebrow to connect and encourage. We possess a variety of communication tools beyond words. In fact, among the most effective tools for managing the classroom are nonverbal signals, facial expressions, and “looks.” When teachers know their students, they can anticipate what students are likely to do next, “nudge” their behavior, and prevent a variety of behaviors that otherwise might necessitate intervention or redirection.

Third, we offer high-fives and fist-bumps to celebrate or a pat on the arm to comfort and reassure. Physical contact can be a powerful communication tool. Celebrating with students in a moment of success and triumph can reinforce the experience and create a lasting memory. Reassurance and encouragement can also be powerfully communicated by a gentle touch. Of course, physical contact requires sensitivity and thoughtfulness. However, it remains an important way to communicate caring, support, and confidence.

Fourth, we look over a shoulder or stand next to a desk to refocus attention and discourage distractions. Physical proximity can have a significant influence on student behavior. Experienced and insightful teachers for generations have known that moving close to a student can be a reminder of the task at hand and lead to engagement in expected behavior. This move can influence students to shift their behavior or attitude without having to say a word.

Fifth, we send students off with a personalized comment or words of encouragement to carry them through the day or evening. During the time we spend with students, we often learn much about what may be on students’ minds, what may be worrying them, and what they may be looking forward to during the remainder of their day. This information positions us to provide students with specific reassurance, support, and encouragement as they move to their next challenge or experience.

We need to be open and ready to learn how AI can support our work with students. However, we would also do well to remember the power of our connections with students, how we build relationships with them, and how influential we are in nurturing their well-being and success.

May 18, 2023

The Growing Peril of Digital Self-Harm

We’ve been concerned about students who engage in physical self-harm for some time. The behavior isn’t new, but it’s expanding in a particularly concerning direction. Over the past few years, researchers have documented an increasing number of cases in which students are engaging in a new form of self-harm: digital self-harm.

As the name implies, students use technology to harm themselves. These young people often establish “ghost” accounts and use them to post mean and hurtful comments about themselves. Like physical self-harm, students report making the posts to cope with pain, gain attention, and blunt the pain of comments they anticipate coming from other adolescents. The messages often serve as invitations for other students to respond with additional negative and disparaging comments.

Several studies show that the number of adolescents engaging in these self-harming behaviors is growing in the aftermath of the pandemic. Estimates are that as many as 10 percent of adolescents have posted something negative or mean about themselves online. Meanwhile, there are statistically significant correlations between students who engage in digital self-harm and other adolescent challenges, including sexual orientation, depression, eating disorders, substance abuse, and in-person and cyber-bullying.

There also appears to be a high correlation between young people who engage in digital self-harm and suicidal thoughts and attempts. Recent research published in the journal Child and Adolescent Mental Health documented that young people who engage in digital self-harm are up to 15 times more likely to attempt suicide than the general adolescent population. For LGBTQ young people, the correlation and associated incidents are even higher.

Of course, physical self-harming behaviors can have serious health consequences in addition to the emotional and psychological pain students experience. While digital self-harming presents less physical evidence, it shouldn’t be treated any less seriously. Regardless of the form of self-harming, the behavior is typically reflective of intense pain and feelings of not being able to cope and can lead to even more destructive behaviors.

The complexity of this behavior also means we must proceed cautiously when dealing with what appears to be cyber-bullying. In some cases, what may appear to be bullying originating from other students may come from the student who appears to be a victim. Understanding the full nature of the situation is important before deciding how to proceed.

Identifying students who may be engaging in digital self-harming is more challenging than identifying those who engage in physical self-harming behaviors alone. There may be little physical evidence, and presence of the behavior may be discovered only in connection with other behaviors and conflicts.

Nevertheless, we can monitor warning signs and symptoms. Of course, the causes behind digital self-harm significantly overlap with physical self-harming behaviors. Among the signs to monitor are:

Self-harming history

Significant depression

Low self-esteem

Struggles with sexual identity

High levels of stress

Significant anxiety

Extreme attention-seeking

Substance abuse

Eating disorders

Traumatic experiences

Research to fully understand the causes and best approaches for dealing with digital self-harm is ongoing. In the meantime, we need to be aware of its existence and be ready to help, support, and refer young people who choose to deal with their pain and distress in this manner.

April 06, 2023

Common Characteristics of Life-Changing Teachers

Can you recall a teacher whose influence changed the way you think, ignited a passion, or opened in you a vision for what was possible and who you could be? If so, you’re very fortunate. Many people experience an entire educational career, never having the opportunity to learn from a life-changing teacher. They may have been exposed to committed, well-prepared teachers who supported their learning and provided guidance and advice. Yet, they didn’t encounter a driving force that led them to see possibilities and open doors to learning beyond their imagination and aspirations. Of course, not every life-changing teacher is life-changing for every student they encounter. Also, life-changing experiences aren’t always recognized during the time students are with these teachers. Sometimes the impact isn’t realized until years later when students find themselves recalling and reliving experiences that shaped their lives. Let’s explore the common characteristics of life-changing teachers. We can start by noting that life-changing teachers tend to the basics. They build strong relationships with students. They’re skilled in their craft and are professional in their approach. In addition, these teachers typically possess and practice some, or all, of a shared set of characteristics and behaviors. Life-changing teachers hold a belief in the potential of students at levels that exceed what students often dare to believe. These teachers are talent scouts, gift seekers, and expectation lifters. Being in their presence makes students feel brighter, more competent, and more committed. They give students hope to dream and strive for more than they imagined they could achieve. These teachers nudge and challenge students at the leading edge of their skills and beyond. They’re never satisfied with what students already can do. They search for what might be the student’s next level of learning and how they can awaken an interest and emerging passion that students will own. Regardless of where students may be when they encounter life-changing teachers, these teachers are committed to nurturing growth and expanding learning. They have an infectious passion for what they do. Students find it almost impossible to not be energized and excited by what these teachers care about. What may sound boring and mundane seemingly comes to life in these teachers’ presence and is compelling to learn. These teachers have a voracious learning appetite. For them learning is like breathing. They’re curious, inquisitive, and engaged. They’re always searching for something interesting, new, and sharable. Life-changing teachers often have a level of persistence bordering on tenacity. They refuse to give up on students, even when students may be tempted to give up on themselves. These teachers possess a combination of patience and confidence that sustains their efforts. They believe students will eventually respond to their faith, nudging, and influence, even if it takes weeks, months, or longer. Uncommon teachers hold uncompromising standards. These teachers have a commitment to have all students be successful. The question never is whether standards should be lowered. Rather, they search for paths and processes that‘ll help students meet them. Their mantra often is “Whatever it takes.” Interestingly, life-changing teachers frequently are famous with their students for their quirkiness, often even bordering on eccentricity. These teachers may have unique sayings, engage in unexpected behaviors, or share surprising insights and perspectives. Often students discuss with each other and treasure these aspects of their experience with these teachers long after they’ve moved forward in their own lives. The good news is that being a life-changing teacher is something to which we can all aspire. In fact, the characteristics of life-changing teachers are learnable, achievable, and practicable. Further, not every life-changing teacher must possess and practice all the characteristics that are common to these teachers. Every student deserves to encounter a life-changing teacher. We can be that teacher.

March 09, 2023

Five Secrets for Reaching Hard-to-Reach Students

We know that when we have strong, positive relationships with students they learn more, classroom management is easier, and our work is more rewarding. Fortunately, forming relationships with many students is an easy and even natural process. When we can, we even focus on forming relationships before making our first attempts to teach. However, it is not always easy to draw students into our orbit. Some students may have experiences that make them wary of adult relationships. Other students may be reluctant to engage with us because they have an unfavorable history with the subject we teach and do not want to be vulnerable to failure or embarrassment. Still others may not feel “chemistry” with us and are hesitant to respond to more universal approaches to forming a relationship. Obviously, we need to be thoughtful and sensitive in our approach. We never want to force a relationship. Still, there are steps we can take to assure students that we notice and value them and would welcome a relationship. Here are five actions that can open the door and create an invitation: First, we can create a connection by asking for a favor. This advice may seem counterintuitive. We might think that doing a favor for someone should be a good way to draw them in, but in practice, doing a favor for someone can generate feelings of owing a debt or being manipulated. More than two hundred years ago, Ben Franklin observed the positive impact of asking for a favor as a way of overcoming relationship barriers and building connections. In fact, the practice is often called the Ben Franklin Effect. When we ask someone for a favor, we offer a type of compliment that communicates inherent value and respect for the other person. A second approach is to offer a compliment that draws on the words and perceptions of other people. For example, we might say, “I’m not sure you know this, but I hear from other students/teachers how much they admire your leadership/skills/loyalty.” The effect can be to add weight to our compliment while communicating that we are paying attention to what we hear about the student. We can make the statement even more powerful when we share specific observations and comments from others about the actions of the student, such as how they handled a specific situation or solved a problem. A third option is to share an observation or information related to the student by stating, “I noticed something I think is interesting and wonder if you are aware of it.” Then we might share a unique approach the student uses to respond to questions, solve problems, or relate to other students—or another positive behavior or characteristic. Our message to the student is that they have strengths and talents of which they may be unaware, but they are worthy of our noticing. Fourth, we can show interest, draw out more information from, and build deeper understanding of our students by inviting them to share more about something that interests them. For example, a student may make an observation or offer a comment that appears to have more behind it or reflects a strong feeling. We can follow up by saying, “Please tell me a little more about...” Our invitation for students to tell us more opens the door for them to share information beyond their “headlines.” Their response also may reveal information and feelings that can position us to be more helpful and understanding in response to their interests and needs. Fifth, we can communicate our interest and respect by asking for a student’s perspective on an issue or topic of interest. For example, we might say, “Can I get your opinion on something?” Then we can follow up with a reference to or explanation of the topic or issue about which we would like to learn more. Our question conveys our interest in what the student has to offer and communicates respect for the student’s knowledge, experience, or judgment. We do not always experience immediate connections with every student. Sometimes we need to work at building a relationship. The best place to start is by making certain that students know that we notice them and by expressing interest in what is important to them. Often, these initial steps will be all that is required to jump-start a relationship that will be rewarding to the student and us. Inspiration for the strategies shared in this article come from Murphy, B. (2022, November 26). 12 magic phrases to make people like you more (and end awkward small talk for good). Inc. https://www.inc.com/bill-murphy-jr/12-magic-phrases-that-will-make-people-like-you-more-and-end-awkward-small-talk-for-good.html

December 29, 2022

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

Send Us An Email

What It Means When Students Call Us “My Teacher”

The shift from us being the teacher formally assigned to a class to students seeing us a “their” teacher happens over time. Small steps, micro-connections, and shared experiences transform our relationships with students from the person who will instruct them to the person who will coach, nurture, and champion their learning. Of course, some aspects of this transformation happen naturally. For many of us and many of our students, this process requires little effort and intentionality. Yet, it is an important process and deserves examination, especially since it does not always happen for every student. A closer look reveals that there are specific actions that teachers who fully achieve the shift from “the teacher” to “my teacher” typically engage in. Here are six behaviors common to teachers who form strong connections with students: These teachers accept students into their classrooms unconditionally. Students do not have to prove themselves. Past behavior and learning histories are not barriers to full membership in the class. Everyone belongs and is treated accordingly. These teachers make a personal connection with students. Smiles are personal and accompanied by eye contact. The teacher notices shifts in mood and changes in appearance. Students feel as though the teacher sees and gets them. When chance encounters happen outside of the classroom, greetings leave students feeling noticed and validated. These teachers give personal attention to their students. They listen carefully and patiently. They send a message of “I want to hear your ideas, your adventures, your observations, and your struggles.” Students feel valued and respected, and they have something worthwhile to offer. These teachers make an emotional investment in their students. They monitor students’ responses to learning tasks and challenges to ensure they are challenged and engaged. These teachers want students to feel safe enough to take learning risks and confident enough to weather learning missteps and setbacks. They know that learning often involves struggle, but with struggle frequently comes success and satisfaction. Worry, wonder, delight, and disappointment are part of the journey. These teachers hold high expectations for their students. They communicate to students that with conscientious effort, smart strategies, and timely support, they can learn at high levels. Their message to students is, “You can do it—and I will help.” They champion learning and celebrate with students when they solve a difficult problem, complete an important project, or reach a new level of learning. These teachers are interested in and concerned about more than the child or young person as a student. They view formal learning in school as a part of who the student is. What happens outside of school is important and connected to learning and behavior in school. They understand that the whole of who the student is matters in their learning and matters in their lives. We may at times take the transition from “the teacher” to “my teacher” for granted. We should not. When students consider us to be “their teacher,” they bestow on us a special honor. We then transform from organizers of routines, keepers of rules, and presenters of content, to mentors, coaches, counselors, and advocates.

August 26, 2022

Positive Student Relationships Help Teachers Too

Recent research at the University of Missouri turns the spotlight regarding the benefits of positive teacher-student relationships from how they benefit students to the benefits they provide to teachers, including how strong student relationships impact their instruction. We have long known the impact of positive teacher-student relationships can have on the learning experiences and achievement of students. However, attention to how teachers benefit from strong, positive relationships with students has been sparse. The new study featured responses from students regarding teacher instructional practices and the strength and nature of their relationships with their teachers. We know that adults often over-estimate student perceptions in areas such as engagement, so understanding the perceptions of students is an important benchmark for documenting any impacts resulting from the nature and strength of teacher-student relationships. The results of the study point to an important teacher behavior associated with forming strong relationships with students. Teachers who were perceived by their students as having strong relationships were more likely to utilize complex, high-impact instructional practices. From one perspective, this information helps to explain a key driver of improved student achievement associated with strong teacher relationships. However, the findings also suggest that teachers who have strong, positive relationships with their students are more confident and may be willing to take risks associated with challenging instructional practices. We might think of this reciprocal interaction as a virtuous cycle. Strong teacher-student relationships make it easier for teachers to use higher impact instructional practices, thus increasing the success of students and further strengthening their relationships. In response, teachers may feel even more confident in expanding their instructional skills and further lifting student learning. The authors of the study also suggest that this virtuous cycle may play a role in reducing teacher burnout as they experience greater success and enjoy strong relationships with their students. Strong relationships are also associated with reductions in misbehavior and higher student engagement, two important counter forces to minimize teacher burnout. Further, the authors speculate that this reciprocal interaction may reduce teacher attrition as they experience professional success and increased satisfaction. Such an outcome is especially important at a time when we face a crucial need to retain skilled teachers, maintain staffing stability, and reestablish momentum as the pandemic subsides. So, what might educational leaders and educators take from this study and its findings? Here are some places to start:

Prioritize forming strong, positive relationships between students and teachers.
Support teachers with time, encouragement, and support to form strong relationships with students.
Provide teachers with access and encouragement to learn and implement complex, high-impact instructional practices.
Support teachers to engage students in providing feedback and problem-solving challenges as new instructional practices are tested and adopted.
Monitor circumstances where teachers are not successfully forming strong, positive relationships with students and provide support as needed and appropriate.
Study whether strong, positive relationships are leading teachers to try increasingly complex, high-impact instructional practices in your setting. If so, learn more about how the shift is initiated and sustained. If not, inquire whether there are barriers or support needs to introducing such instructional practices.

We have long known that strong teacher-student relationship can have important, positive implications for student learning experiences and success. It is helpful to also recognize that these relationships hold benefits for educators. Further, it is heartening to know that the reciprocal nature of these relationships can help both students and teacher to become increasingly successful.

May 02, 2022

It’s Time to Tap a Powerful but Underappreciated Morale Booster

Much has been said and written over the past several months about the pressures, disappointments, and difficulties educators are facing. They are navigating crisscrossing political currents, frequently changing pandemic mitigation measures, and the conflicting expectations of multiple publics. Any one of these forces can get in the way of doing one’s best work, but the combination can feel overwhelming. Of course, as leaders we need to do all that we can to shield staff from the distractions and block out the noise. We can provide flexibility in use of time where practical, lighten the load of responsibilities where possible, and provide the support we can where needed. Yet too often this still is not enough, particularly viewed in the context of the predictable stresses and pressures that accompany the final months of the school year. We might ask ourselves what else can we do to lift spirits, restore energy, and renew hope to carry through to the end of the year? Surprisingly, there remains an often underutilized but powerful source that can significantly lift morale and performance. For some, the answer may seem too simple or obvious and be easily overlooked. The answer has to do with sharing and receiving gratitude. A recent study on the power of gratitude reported in the Journal of Applied Psychology involved healthcare workers who, as much as anyone, have had to bear the brunt of the pandemic. When workers heard and felt the gratitude of patients, their spirits lifted, they experienced greater satisfaction in their work, and incidents of burnout dropped. Another less formal study at the Warton School arranged for a customer who benefited from the services of a call center to speak to workers at the call center about his gratitude for their efforts and support. The impact of hearing the difference they were making led to a 20% increase in revenues for the call center. The point is that gratitude matters. During rough times when feelings of appreciation are in short supply, finding ways to help educators and others associated with education feel gratitude can be especially important. The effort may be even more impactful if other steps to improve working conditions and lessen stresses are already in place. So, what are some ways we might arrange for our educators and other staff to experience the gratitude of those whom they serve? Here are six ideas to get started:

Invite a current parent or panel of parents to a staff meeting to share how their children are being supported, nurtured, and protected during the pandemic and how they have grown as learners and young people despite the challenges of the past two years.
Arrange for a panel of recent graduates of your school to reflect on their experiences as students in your school and how staff relationships, guidance, and support have helped them to succeed as learners. Their reflections might be a part of a staff meeting or recorded and shared with staff.
Work with student leadership groups to plan a surprise appreciation week for staff. Hall decorations, a special assembly to honor staff, and notes and letters of appreciation are some ideas to stimulate planning.
Invite parents to record brief videos describing the difference school staff have made in the lives of their children.
Invite students to record short videos describing how staff helped them to have “their best day of school.”
Invite support staff to a faculty meeting to be honored for the contributions they make to a smooth operating and successful school. Be sure to cite specific examples and describe tangible differences they make.

Of course, gratitude makes the greatest difference when it is genuine, specific, and timely. Gratitude can also become an impactful habit. We like being around people who are quick to share their gratitude. We also feel better when we share our gratitude with others. It is a classic “win-win.”

March 16, 2022

Reconnecting With Disconnected Students

One of the most worrisome problems we faced during the spring was the students who disappeared when face-to-face school was suspended. Despite efforts to contact, locate, and engage these students, too many never resurfaced. Predictably, they missed a good portion of learning from the past year. This is bad news, but other aspects of the situation are even more troubling. For many of these students, the shift in school experience gave them an exit door that allowed them to act on preexisting feelings of separation and psychological disconnectedness without having to face immediate consequences. The source of these students’ behavior was not really the pandemic and cancellation of school. It grew out of what was already present in their school experience and absent in their relationship experience. Simply providing support and opportunities to catch up in their learning will not likely solve their problems or change their behavior. These students and others like them need a different experience, stronger connections, and a new direction before their choices about school and learning will change. Fortunately, we know much about what can be done, but our efforts will require commitment, patience, and focus. It is correct that much of this work must occur within the relationships between students and teachers. Yet, our leadership, advocacy, persistence, and accountability in support of these students will likely determine the extent to which many teachers will invest in and persist in engaging them. Everyone needs to hear that we cannot and will not give up on these students. Teachers need to know that we place a priority on the success of students who are disconnecting. We also know that among the strongest driving influences for students to remain in, commit to, and succeed in school are feelings that they are noticed; they are seen and recognized, especially by adults who matter. They need connections with other students and other parts of their lives. They also need to experience some level of success, at least occasionally. These elements need to play a role in the work we all do to address this challenge. Interestingly, these factors are not necessarily expensive to put in place, but if we have any hope of reengaging and finding success with these students, we need to act on them. For example, do we know how many students in our school have no adult with whom they have a relationship, could go to with a problem, or see as an advocate? There are a number of ways to find out. Student surveys, staff analysis, and sociograms are places to start. Making a commitment to have every student know an adult to whom they can turn and who is willing to advocate for them can make a profound difference. We can help students form positive, influential relationships with other students through engagement in activities. Research studies have shown that forming positive peer relationships alone can increase academic success. Traditionally, sports, theater, music, and technology clubs have offered good options for some students. However, if we want more students to choose to be involved, we need to think more broadly and cast a wider net. Esports programs, video game related activities, and engagements related to social issues are just a few examples that can broaden appeal and build connections. Consider asking students what they would like. Listen carefully and find a way to make it happen. The third factor, experiencing some instances of success, also warrants careful consideration and commitment. Think about the number of students who come to school each day and week and fail to experience even one success. The number might be surprising and definitely will be sobering. A recent Gallup study found that one of the most powerful factors leading students to stay in school is experiencing some form of success at least once per week. Of course, not every success must be academic. Being noticed can reinforce our value. Hearing a compliment can lift our spirits. Having friends can feel like we belong. Having someone advocate for us can feel like success. We might think that moving forward on these fronts at this time will be challenging. They will be. Yet, with focused, clear leadership supported by concrete steps, persistence, and unwavering commitment we can make the greatest difference in the lives of our students, especially those who need us the most.

September 21, 2020

The Master Teacher Blog