A Nation at Risk: Our Duty as Educators
I feel compelled to acknowledge the disturbing and disheartening events that took place in our nation’s capitol this week, and then begin to move beyond them. Well, no. That is not quite what I mean. It isn’t about moving beyond, as if we can somehow put it all behind us. In fact, this is the danger with many of our social and political issues – we react and condemn, and then too quickly move on.
It is about leaning in.
Our roles as schools
Democracy, civic responsibility, race, equity, and leadership have been constantly on my mind over these past several years. I am discouraged and disheartened about our deep partisan divides and the growing cracks in our democracy’s foundation. As I often do when I am unsure of how to move forward or how to act, I think of our children, our students. I am reminded about our roles as educators and educational leaders.
I believe we are at risk as a nation, and I am reminded of the profound responsibilities that schools have in shaping our future. We are educating the next generation of voters. Now, more than ever, character matters. A basic understanding of the rights and responsibilities of being a U.S. citizen and resident matters. An understanding of basic human rights matters. And an understanding of leadership matters.
The events that took place this week was quite astounding. The riots were disturbing and shocking. Ultimately, Congress reconvened and, for the most part, fulfilled their responsibilities. But our democratic and voting processes have been tested more than ever. What lessons are there? How can we use this to frame our conversations about the Constitution? How does this underscore the importance of being an educated and informed citizen?
How can we provide students with the necessary skills to engage in respectful and inclusive dialogue? We have witnessed events and moments during which even our students would recognize adults acting with an extraordinary lack of integrity and respect. We don’t want them to confuse violence, disorder, and disrespect with the importance of civil discourse. Our strength as a nation can still be our diversity.
Leadership, character, and social-emotional learning
As a school leader, I have long been committed to embedding character, leadership, and social-emotional learning in the core curriculum. These are not add-ons. They must sit alongside studies of humanities, science, language and literacy, and mathematics. Now more than ever, our students need the necessary tools for them not only to thrive as individuals, but to also fulfill their responsibilities as future voting citizens and residents of an increasingly diverse and divided nation.
We have observed extraordinary moments of the power of leadership. Of language. Of position. And a shift to social media as a tool for influence. What opportunities do our students have to study leadership and leaders? What are various leadership models, and under what circumstances are they successful? How does one lead in such an extraordinary environment? What characteristics make for an effective leader – and under what conditions? What are his or her ultimate responsibilities? What about core competencies? Character? How does one measure success? How does one’s leadership role connect to one’s institution (or country) and the underling ideals or mission? How do leaders grapple with diversity, while also finding common ground? How do we teach students to be as good at listening as they are at talking?
This week, I was also reminded about the importance of duty – of doing one’s job. Sometimes, leadership is not standing on the podium. Sometimes, it is about fulfilling one’s responsibilities, and doing so in a way that strengthens, rather than undermines, processes. To create the conditions for change and move forward, we certainly need leaders on stage. And we need influencers. But we also need implementors. We each have a role to play, and sometimes those roles are behind the scenes – quiet and steadfast.
This week’s events certainly underscore the critical importance of embedding leadership, character and social-emotional learning into the curriculum and daily school life. We are a nation at risk, and many of our solutions reside within our schools.
Where do we go from here?
We owe it to our students to provide time and space for facilitated dialogue now. They need safe, brave spaces, with caring adults, where they can share their fears and ask questions. They need their teachers to help them understand what is happening, and then to formulate their own questions. Our students need space to discuss current events, respond to moments as they arise, and reflect not only on the issues as hand, but on their emotional responses to those issues and situations as well. They need help to find their own pathways forward.
We must help them lean in. In schools, we have “containers” within which we can more formally examine, study, and teach about government, democracy, leadership, and character. I believe it is these “containers,” these units of study that transcend the moment and speak to our curriculum, that can be quite powerful. I think these lessons can also help parents understand how we address these topics in a manner that is planned and predictable, rather than only addressing them in the heat of the moment.
As educators, we must ask ourselves: What do our students need from us to be able to move into a complex, polarized world that also holds such promise and hope? How will we help our students not only understand what is happening in the present, but be prepared to lead, to vote, and be engaged in the future? How can we help them put today’s issues in a historical context? How are beliefs and perspectives on race, diversity, inclusion, and politics intertwined? And, perhaps most importantly, what can our students do – now and in the future – to make a difference?
We are a nation at risk. Let’s not just move beyond. Let’s lean in. Now, more than ever, we have a duty and a responsibility to hold true to our essential purpose to develop responsible citizens of a global society.