Resilience and School Leadership

The Merriam-Webster Dictionary defines resiliency as:

Resiliency (noun ): the ability of something to return to its original size and shape after being compressed 

and as

: an ability to recover from or adjust easily to adversity or change 

One experience I related in the most recent Principl(ed) Podcast was the day when three SWAT teams landed on our school field, all within a one-hour period. Vice-Principal Dean Thorsell and I – along with Student Services Leader, Michelle Shipley – navigated the situation ‘in real time’, working to keep the day running with as much normalcy as we could manage, ensuring the safety and security of everyone in the building, while still following the regulations outlined by the RCMP.

It was a challenging day, and one that I hope to never repeat. What I learned from that day is that there was resiliency in our leadership group; we recognized an emergent issue, made the available information the basis of our decision-making process, then guided the staff and students to ensure they had a successful day, week, and remainder of the year. At the end of that difficult day, we took the time to meet and reflect, and I believe that in living through this event, we built a stronger team and new skill sets.

In our daily work as educational leaders, the ability to adapt and remain resilient is paramount. School leaders are at the center of constant change, whether it’s implementing initiatives from the Ministry of Education and Child Care, contextualizing the goals of the district strategic plan and bringing these to life in our schools, navigating societal shifts, managing unforeseen crises like the pandemic, or the myriad of other priorities that are laid on the doorsteps of BC public schools. Principals and Vice-Principals must be agile and nimble in their ability to assess, reflect, reassess, and make informed decisions, often during a time crunch. The demands of school leadership require us to be both flexible and steadfast, ensuring that we create stable and supportive environments for our staff and students while navigating the unknown.

The Importance of Resilience

Resilience is more than just the ability to bounce back; it is the capacity to grow through adversity, learn from experiences, and emerge stronger. For school leaders, resilience means being able to face challenges head-on, adapt strategies as needed, and remain optimistic despite setbacks. It is the ability to stand as a pillar of strength for the school community, even when circumstances are difficult.

As leaders in our buildings, we do not shy away from challenges; instead, we see problems as an opportunity to apply decision making, reflect on the information we have, and then use this as an opportunity for growth. Cultivating a mindset that embraces challenges allows school leaders to become more resilient, while also modelling resiliency for staff and students.

Adaptability as a Key Skill

Alongside resilience, adaptability is a crucial trait for effective school leadership. The pandemic taught us many things: one was the need, almost overnight, to pivot on a dime and create programs and structures for students and staff to stay connected, stay well, and continue on with the work of education.

Adaptability, however, goes beyond responding to crises. It also means being open to new ideas, learning from others, and continuously evolving our practices. We are in a time in education where we are reevaluating traditional methods, embracing innovative solutions, and striving for ongoing collaboration with colleagues to find the best ways forward. Adaptability is about being flexible in our approach while staying rooted in our core values and goals.

Fostering a Culture of Resilience and Adaptability

What do you do to create a culture of resilience and adaptability in your school?

In no particular order, a few actions come to mind:

·         Prioritize professional development with a focus on resiliency and adaptability

·         Encourage collaboration and open dialogue amongst staff

·         Build strong relationships with staff, students, and the community

·         Embrace diversity

·         Encourage positive risk-taking and innovation

·         Recognize effort and persistence

·         Communicate, communicate, communicate

Self-Care and Support Systems

In every bookstore I visit, I note the ‘Self-Help’ section and find myself thinking,  “If I could help myself, I wouldn’t be here…” But, upon deeper reflection, I truly believe that we can help ourselves. I am an  ardent advocate of well-being. I know what keeps me well: drinking plenty of water, sleeping well, daily fitness, and human connection. It’s easy to aspire to, yet sometimes difficult to maintain in the context of a school day, week, and year. I know that the cost of emotional exhaustion is high: burnout, low productivity, and lack of innovation can be signals that leaders aren’t keeping up with their self-care.

At this point in the school year, take a moment to look ahead and plan how you will take care of yourself and your staff. Small actions can lead to bigger actions. Try to embrace and model good habits like packing a healthy lunch and encouraging walking meetings. Help school staff to find some extra time in their days – and seek that for yourself. Lean into your professional network, and offer support in return. Make self-reflection and self-care an ongoing activity.

Building an environment where staff and students thrive regardless of the challenges that come our way is not easy work, but it is essential. Our kids are depending on us!