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You’re a middle school counselor suggesting a peer-mentoring program that you heard had great success in a neighboring school to improve attendance. A group of teachers push back: “That might work there, but our students are different. The way we handle it is just fine.” Meanwhile, attendance rates are still dropping.

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At a high school, you notice some teachers keep important information about students’ struggles (like frequent absences, missing assignments, or conflicts at home) to themselves until crisis points. When you ask for updates, you hear: “I didn’t want to overwhelm you. I figured you’d find out eventually.” Because the concerns weren’t shared early, the problems have now snowballed into much bigger issues that are harder to address.

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Your principal asks you to complete a set of college transition forms for a senior with an IEP, and they need it by tomorrow. You try to figure out what’s required and who has the right information, but every person you ask points you somewhere else: “Maybe the special education coordinator knows…or try the guidance office?” Because you can’t quickly locate the right knowledge or contact person, the deadline is looming, and the student’s transition support may be delayed, and you may be in trouble with your boss.

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You’ve piloted a restorative circle process with success in a small group. When you present it at a staff meeting to share ideas that work with these students, teachers say things like:
“That might work in counseling, but it’s not realistic for my classroom.” The strategy gets dismissed and is not used in classrooms.

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1. Communicate openness. Try to be the example to colleauges about trying new things and broadening what they previously thought was right

2. Put it into a practice run with students so teachers can see an example of the benefit of the new group before implementing it into the whole school. This will give a chance for them to see how it is going and add in their comments/critiques for how it is running for a more collaborative approach.

3. Motivational Interviewing

4. 4. Asking clarifying questions to figure out why they are opposed

5. listening to their feedback

6. listening, asking clarifying questions, eliciting feedback/suggestions

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Proactive Communication - stay on top of keeping track of student data and taking the initiative to reach out to teacher's first to create open lines of communication.

Self-Monitoring - When forming your perception of the loads of information coming in, monitor your reactions. Take the time to not react off of frustration for the snowballed issue and respond empathetically.

Meaningful Communication and Active listening - Making sure teacher's feel comfortable coming to you with issues and communicating that you care in order to establish a relationship of openness.

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1. Transactional interaction/communication: trying to get info and communicating this to admin, communicating to team expressing the need for the info

2. Adapt communication: using different tones with group

3. Communicating through multiple channels: emails, phone calls, including admin so they understand the circumstances

# data[].attributes.body
1. Nurture and communicate openness. For example, have an open Q and A about why teachers might think that the strategy would not work in their classrooms.

2. Keep communication meaningful: ask whoever was struggling to share why this would or would not work in the school system to better understand the bias that others are bringing to the context.

3. Adapt communication to match the task and relationship: run a mock group with the teachers and staff

4. Become a student of communication: bringing a student who participated in the group to come in and share their experiences with the other adults