President's Column: The best schools have a climate of caring

By Mossi W. White

8/13/02 – While visiting one of my local elementary schools, I observed a mother coming to enroll her son. It was midyear, so the boy was obviously a transfer from another school. He displayed all the body language of fear and trepidation; he was truly a distressed and intimidated young man.

His mother immediately engaged in the needed paperwork, and the boy cast furtive glances at his new surroundings. His eyes fell on the sign above the school entrance. It read, "Welcome to THE BEST SCHOOL in the Land!"

The change in the boy was immediate. His face lit up, and with awe and enthusiasm in his voice, he exclaimed, "Wow, Mom! Did you know that I was going to the best school in the entire country?" Gone was all negative body language. I watched him bounce down the hall to his new classroom–a young man filled with anticipation of new adventures because he was ready to be part of the very best.

A small and seemingly insignificant thing as a school sign made all the difference to an intimidated young boy.

The experience made me reflect on the importance of the sixth step of the Key Work of School Boards: climate. A positive climate sets the stage for teaching and learning.

Both the overall climate of a school and the specific learning environment of an individual classroom have enormous influence on student achievement. Every student has a need, as well as a right, to feel safe, respected, wanted, and loved.

We, as school board members, play a central role in determining the climate in our district. Is it our expectation that every child can learn and will achieve his or her highest potential? Do we respect and value our staff, each other, and every child? Do we make sure that our schools are safe? Do we expect our schools to be friendly and accessible to parents as well as to children? Are our schools happy places for children and would we love to be there as well? Make no mistake, our expectations set the tone for the entire district.

In my travels across the country I have had opportunities to observe great examples of positive climate. In April, I attended Celebrating Education Opportunities for Hispanic Students.

This conference is a joint venture between the state school boards associations of Arizona, California, New Mexico, and Texas. The executive directors and officers of those associations decided, very proactively, six years ago to join together to solve a common challenge: how to best serve a growing population of Hispanic children, most of them living in poverty along the Mexican border.

I loved this conference–and the premise on which it's based. Warmth, caring, and energy permeated every session. Participants shared with each other best practices and successes, while they studied the challenges and explored the best ways to overcome them. But they didn't get bogged down by the obstacles, which are many and huge. Instead they chose to celebrate children's opportunities to learn.

Wouldn't you just love to be a child in a place where your achievements and educational opportunities are celebrated?

In California, I listened to a principal at a school with many challenges explain how he and his staff held a two-day retreat where they listed and discussed all the factors that impede learning.

They determined which factors were beyond their control, which could be counteracted, and which could be overcome. Then they went to work with a laser-sharp focus, determined that no child would be left behind.

Sitting in that school, I could feel the love, the caring, and the dedication which also were mirrored in the children's faces.

In Alaska, school board members are creating a wonderful climate by building assets in their students' lives.

The Association of Alaska School Boards (AASB), in conjunction with the Search Institute, identified 40 things a child needs to be successful. Examples of some of these assets are a caring school climate, parent involvement in school, safety, caring adult relationships, bonding to school, achievement, and motivation.

The more of these assets teenagers have, the more likely they will grow up healthy, productive, and caring. These results were seen across all cultural and socioeconomic groups.

AASB provides in-service training on asset building to all school board members, and child advocacy is always a strand of board member training at the AASB state conference.

In conjunction with the state conference, Derek Peterson, director of AASB's Child Advocacy Office, conducts a leadership conference for students. Each local school board can sponsor one or more students.

I had the privilege of observing one of these three-day events. I was intrigued by one young, beautiful native Alaskan girl who arrived with a very negative attitude. On the first day, she did not look anyone in the eye nor did she speak or otherwise participate. Whenever Peterson moved physically close to her, she would immediately physically withdraw.

On the last day, as the course came to an end, Peterson gave the group a great pep talk, expressing his hope that they had learned that they could achieve anything they wanted.

Looking pointedly at the young girl, he said, "You can even become governor of this state if you set your mind to it." To my delight and amazement, she responded, with fire in her eyes, "What do you mean I could become governor?! If I decide, I can be president of the United States!"

Asset building works! Three days had totally transformed this young lady. And by the way, when she runs for president, I'm voting for her.

I am thrilled at the active part that Alaska's board members take in building assets in their students and, thus, creating a positive learning climate in their districts.

A few weeks ago every board member in Alaska received a request from AASB's Child Advocacy Office. They were asked to write a letter to five students in their district commenting on positive things they had observed in or about these young people.

One board member, who immediately wrote to 11 students, says some of them probably had never before received a compliment from an adult. Just think about the impact these positive letters will have on the lives of the children.

One Alaskan said this about asset building: "It is so simple. All it is, is 40 words that describe love." Asset building–and setting a positive climate in a school and school district–is, in fact, all about love.