What if...We Just Do Better???

As I began reading this piece, I instantly found myself saying, “YES,” “THAT PART,” and even the occasional “DUHHHH.” I have always believed in the importance of being proactive when working with students. Assessment and continuous reflection are necessary for improvement, but when those practices are absent, both students and teachers deal with the consequences. When school administrations operate reactively rather than proactively, they often miss the mark. In many cases, they add fuel to existing challenges or unintentionally ignite new ones, while overlooking students who may not exhibit “typical” behaviors but still have significant needs.

Even the way we label children by their behaviors—as if that is who they are—reveals a deeper issue. For a school’s culture to shift toward an asset-based model, that change must begin from the top down. I have witnessed staff members being appreciated for one specific skill they excel in—event management, relationship-building with students, mentoring newer staff—and then being pigeonholed into that single role. When they are unable to deliver in that one area, they are judged or dismissed. But what would happen if we established a culture of building one another up and sharing the responsibility of creating positive change in our schools?

Morale begins with leadership. A ship runs only as well as its captain leads, regardless of how often crew members go above and beyond. When students see adults collaborating, supporting one another, and valuing each other’s strengths, they are more likely to mirror that behavior. Not because they are forced to, but because they want to. Their appreciation for their school and their education increases when they see a healthy, unified culture modeled before them.

The authors also discuss the importance of building assets in middle schools, which I strongly agree with. At the elementary level, specialists and instructional coaches often spend weeks launching initiatives and training teachers to implement best practices. Yet once students transition to middle school, many of those practices are no longer consistently utilized. Similarly, support systems are sometimes—though I use that word loosely—put into place in elementary school, only to disappear when students move on.

My sister experienced this firsthand. In elementary school, she received additional support from teachers who intentionally built her confidence and focused on her strengths, helping her grow academically, socially, and emotionally. When she transitioned to middle school, while a few teachers remained supportive, many did not. When she became frustrated and shut down, it was labeled as a behavior or attitude problem rather than a signal that she needed support. I have seen this pattern repeated with many students.

While overseeing an elementary after-school program housed within a school, I partnered with families and staff to help students find their footing. Some students who were labeled as “problem” or “trouble” students joined the program, experienced positive adult support, and were given healthy tools for expressing their emotions. Many of them grew tremendously. However, once they transitioned to middle school and no longer had consistent, committed adults supporting them, some declined both academically, socially, and/or emotionally. This was not every case, but it happened often enough to raise concern. Experiences like these make me question how we can strengthen support systems between grades six and eight to prevent more stories like this. I believe it begins with empowering and supporting school staff so that everyone feels valued and united in the mission of helping students succeed and believe in their own potential.

Though I may be biased, I strongly agree with the writers’ statements on the importance of strong youth programs. Since many schools do not fully operate from an asset-based model, youth programs often become the spaces where students can build upon strengths that are not strictly academic. Creating environments where students feel safe enough to explore, ask questions, and develop their skills and interests is something I prioritize in all the youth programming I lead. Seeing students grow as leaders within their schools, communities, and beyond is powerful, especially knowing that they carry that confidence back into their academic spaces.

Because of this, I am intentional about cultivating a culture among staff that centers an asset-based mindset. I work to ensure that we speak about students in terms of their strengths, not just their struggles. Instead of asking, “What’s wrong with this student?” we ask, “What does this student bring to the table?” and “How can we build on that?” When staff operate from that lens, students feel seen, capable, and valued. And when students feel valued, they are more likely to rise to the expectations placed before them. Shifting the culture does not happen overnight, but by modeling collaboration, affirmation, and belief in potential, we begin to create the kind of environment where both students and educators can truly thrive.