School culture isn’t just about pep rallies, spirit weeks, or assemblies. Sure, those things are great, but the real foundation of a strong school culture is built in the tiny, everyday moments—the ones that often go unnoticed but leave a lasting impact.  It’s the simple things, that aren’t little things, that can build or break school culture.  

Think about it: A teacher greeting students by name as they walk in. A student picking up a dropped book for a classmate. A principal pausing to ask how a student’s soccer game went. A lunchroom worker sharing a smile while handing out trays. These simple things, that aren’t little things, shape the way students and staff feel about their school—whether it’s a place where they belong, where they’re valued, and where they want to be.

So, how can we be more intentional about creating a positive school culture through these simple things? Here are a few simple moments, that aren’t little moments, that build school culture.  The best part?  They don’t cost any money, and just a little bit of time!

What happens when life takes an unexpected—and nearly fatal—turn? Chris DT Gordon knows firsthand. After a simple scratch led to a life-threatening battle with necrotizing fasciitis, he faced unimaginable physical and emotional challenges. But through it all, he discovered something profound: the transformative power of gratitude.

In this inspiring guest blog, Chris shares his journey from uncertainty and fear to resilience and purpose through his Attitude of Gratitude (TAG) framework. His story is a powerful reminder that while we can't always control what happens to us, we can choose how we respond.

Education stands at the threshold of a new era—one filled with limitless possibilities for growth, innovation, and student success. By embracing forward-thinking approaches, we can create learning environments that energize educators, engage students, and cultivate academic and personal achievement. The POSITIVE Framework is more than just a strategy; it is the key to unlocking the full potential of our schools. This transformative approach empowers educators, enriches teaching, and ensures that every student thrives. The future of education is bright, and with the right tools, we can make it extraordinary! 

The change of seasons often brings with it a renewed sense of hope and energy. There’s something about stepping outside and feeling the warmth on your skin, hearing the birds chirping, and seeing new life spring up all around you. It’s a reminder that no matter how long and cold the winter may seem, there’s always the promise of brighter days ahead. Just like the seasons, our lives have their own ebbs and flows. When we embrace the natural rhythm of life, we can find comfort in knowing that tough times are temporary, and joy is always within reach.

Research supports the idea that spending time outside can significantly boost our mental health. A study published in Frontiers in Psychology found that spending just 20 minutes in a natural setting can reduce stress hormone levels (Hunter et al., 2019). Additionally, exposure to natural light is associated with improved mood and cognitive function (Berman et al., 2012).

I remember working in a school district and burning the candle at both ends. I thought that putting in more hours, achieving more accomplishments, and gaining more recognition would catapult me into the next opportunity. However, those false narratives significantly impacted my well-being. Over time, I realized the power of movement—walking, riding my bike, or simply being outside. Research supports this: walking for just 20 minutes at any pace can help reduce anxiety, tension, and even headaches (Harding, 2019).

Emotional development in childhood is a multifaceted process that influences a child’s ability to thrive academically and socially. For today's Gen Z and Gen Alpha students, who value connection, belonging, and kindness, educational environments must adapt to meet these needs. By integrating strategies that promote emotional regulation, empathy, and a sense of community, educators can cultivate classrooms where every child feels seen, valued, and supported. Ultimately, teaching kindness and fostering belonging are not just educational strategies but essential elements of preparing children for a successful and fulfilling future.

Spring break is not just a time off; it is a critical period for supporting vulnerable students. By intentionally connecting with students before the break, educators provide a buffer against the challenges that time away from school can bring. Through trust-building, consistent routines, collaborative activities, and coping strategies, schools can create a culture of belonging and kindness that extends beyond the school walls.

When students feel connected, valued, and prepared, they return to school more resilient and ready to learn. By prioritizing kindness, connection, and belonging, educators not only help mitigate the effects of trauma but also contribute to building a generation of students equipped with the emotional tools they need to succeed academically and personally.

As we enter testing season, it is essential that we remember that the value of a student is not defined by a single test score. Rather, the true measure of a student’s potential lies in their ability to grow, learn, and persevere—traits that we, as educators, have the power to foster. By providing students with the encouragement, support, and belief they need to succeed, we can help them approach testing with confidence and resilience.

The transformative potential of a healthy organizational culture in education cannot be overstated. By prioritizing human connection over rigid technicalities, schools have the opportunity to redefine what success looks like in a modern learning environment. As the challenges of the 21st century continue to evolve, the principles of organizational health, kindness, and belonging will serve as critical anchors that guide educational institutions through periods of change and uncertainty. The future of education depends not only on the advancement of academic knowledge but also on the cultivation of environments where every individual feels seen, heard, and valued. In this light, Lencioni’s insights offer a compelling call to action for educators everywhere—to invest in the health of their organizations as the foundation for true, lasting success.

Schools thrive when educators and students embody humility, hunger, and smarts. These three virtues, when cultivated with kindness, connection, and belonging, create a culture where learning, leadership, and teamwork flourish. As Gen Z and Gen Alpha shape the future of education, fostering these traits becomes even more crucial to ensuring belonging, engagement, and purpose-driven learning environments.

Schools must be intentional in developing these qualities through hiring, leadership, and student engagement strategies. By prioritizing these principles, we can build schools where every educator and student feels valued, supported, and empowered to succeed.

Jim Collins’ research confirms what we already know—schools and school districts don’t become great overnight. True transformation happens when leaders commit to long-term vision, assemble the right team, maintain focus, and stay disciplined in their efforts. However, through the lens of kindness, this transformation is not just about improving numbers—it’s about creating a school where every student and educator feels valued, empowered, and supported. Critical for today’s times despite generational differences.

Applying Good to Great principles in education means shifting from compliance-based leadership to empowered, kindness-driven leadership that fosters connection, resilience, and long-term impact. Schools that embrace these values will not only thrive but create lasting change for generations to come.

As educators, we set the tone. Leading with compassion and modeling kindness—through encouraging words, patience, and small gestures—creates a culture where students feel valued and safe. This is where kids behave well and truly thrive. Instead of reacting harshly to misbehavior, try a response like this: "Seems frustrating. How can I help?" This simple shift de-escalates conflicts and builds trust, especially when we get down to their level and start with genuine compassion. When we do this, we’ll show up with a warm, positive tone and non-threatening body language reflexively. 

Students’ social-emotional well-being is of the utmost importance. Without Maslow, students can’t Bloom. As much as this is touted at professional conferences, in articles, and in social media spaces, we tend to neglect it. We are living in a culture of fast-paced productivity and instant gratification. You can see this with the increase of straight-to-your-door services such as Door Dash, Uber Eats, Amazon, online grocery delivery services, etc. We use these services so that we can get more things done on our to-do lists. If you feel personally attacked by this, just know that I use these as well. They make life easier, right? In the workforce, we see automation and robotics creating more efficiency and higher productivity for companies, which can increase their bottom line. While these innovations are not inherently bad, they pressure us to do more. Fill our time. Sell more. Write more. Produce more. Further, they are decreasing communication and interaction with others. We are slowly losing social connection. It’s interesting to note that the advent of social media has brought digital connectivity across the globe. We can “follow” someone on Instagram who lives in Australia or watch reels of a group of athletes competing at an event in Brazil. Yet, with this increased digital connectivity, we are interacting less with people in real-time in our communities. We are increasing superficial digital connections and decreasing in-person social interaction. I see this in my work as a school counselor every day. Circling back to Maslow’s hierarchy of needs (1954), love and belonging are the third tier. We all need this connection. Our students need this connection - both with adults and with peers. 

Traditional discipline models often focus on punishment, but research shows that compassion fosters trust, resilience, and academic success. Schools that prioritize empathy, restorative practices, and belonging create environments where students feel valued and empowered. This approach doesn’t mean lowering expectations—it means ensuring students have the support they need to thrive. Discover how shifting from punitive discipline to compassionate leadership can transform school culture, reduce behavioral issues, and improve student outcomes. Explore practical strategies that build connection, accountability, and a strong foundation for learning.

In today’s classroom, collaboration is more than just a buzzword—it’s a vital skill that today’s students need to thrive. As childhood has shifted from play-based to screen-driven, students miss out on the social and cognitive development that traditional play once provided. This research article explores how incorporating collaborative group work into the classroom helps students develop essential life skills like problem-solving, decision-making, and conflict resolution. Learn how to turn your classroom into a space where teamwork isn’t just encouraged—it’s essential.

March 2016. I was a first-year assistant principal, running on fumes and sheer willpower. My days were filled with student crises, teacher support, and endless supervision duties. As if that weren’t enough, I had somehow been talked into coaching the school’s dance team. Exhaustion was my reality, and a rare night off felt like gold.

That night, just as I let myself breathe, a text from a senior student shattered my moment of peace.

Great teachers possess many attributes, but the best adjectives are timeless and memorable.  Depending on what each student needed at the time in their life, some may say demanding, caring, engaging, or fun, but those simply lead to the end result of being unforgettable.  In the end, they are the person that you needed at that specific time in your life, the person you could count on when you yearned for attention in some way, perhaps in a form you didn’t know you even needed at that moment.  They are a counselor, mentor, fist bump, handshake, side hug, high five, stern talk, shoulder to cry on, safe person to vent to, and a myriad of other needs, which is why it is more than just teaching to kids.

When I look back at the hundreds of students that I have encountered in my career, many stick out, but some play a larger part of my legacy as an educator.  There are students like Chris, who tested me daily, or Jamaica who could bring the focus of the class to a halt with a laugh that was infectious, or a student named Elijah who just needed someone to be there and believe in him.  But the one that will always stick with me is Karen.

Leading with heart wasn’t something I initially struggled with—it was the overwhelming stress of leadership that caused me to lose sight of it. At first, I approached leadership the same way I had always approached teaching: with a heart for making an impact. I loved working with students, teaching and inspiring them, and watching them succeed.

But as the demands of leadership mounted, my focus shifted. The daily pressures—constant meetings, operational challenges, and dealing with difficult situations—took precedence over the relationships I had once prioritized. I felt like I was being pulled in a hundred directions, and the mission of the school became my primary focus. I started to see my role as being the one responsible for moving the mission forward, regardless of the personal connections along the way.

One of the toughest lessons I had to learn was that you can’t accomplish a mission without investing in people. And it wasn’t just about making sure teachers were doing their jobs—it was about truly supporting and developing them, partnering with parents, and building a community that felt connected to the vision of the school.

Have you ever thought of ways to increase your mental well-being? One way is to dive into the arts and learn to express yourself to the point where your creativeness can capture how you feel.  

Our youth can use more of the arts in their life. Many think of the arts as painting, playing instruments, or singing, and dancing. The arts are associated with so much more—things like horticulture or cooking can also be seen as the arts. Sadly, many students are not exposed to the various components that make up the arts.

Many schools do offer art, music, cooking, and working with plants. STREAM is the acronym for Science, Technology, Reading, Engineering, Art, and Mathematics, and there are schools focusing on this concept to help students. But we need more programs, so every student has the opportunity to benefit from the arts.

Often, youth (and their families) don’t realize what the arts can do for a person’s mental health. Artistic expression can help decrease depression, feelings of anger, and anxiety according to the American Art Therapy Association.  If students are involved in the creative process, then it may help them to regulate the different emotions they feel plus enhance their cognitive skills—all things that students need to be successful in school and in life.

Did you know that a strong sense of belonging can boost students' academic performance, improve their social skills, and enhance emotional well-being? Research shows that when students feel valued and connected, they engage more deeply, perform better, and build meaningful relationships. Unfortunately, many young people face loneliness and disconnection, which impacts their ability to thrive.

Discover how fostering belonging can transform schools into inclusive, supportive environments. Learn evidence-based strategies to create spaces where every student feels seen, valued, and empowered.

While I know I fostered relationships and connections with students last year, I also recognize I missed chances for engagement, for deeper connection, and for truly listening. I suspect I’m not alone. I think about educators in PK–12 and collegiate classrooms nationwide, as well as the schools I’ve been privileged to serve—each navigating the needs of today’s learners. Many teachers express nerves about “active learning” because it might put them out of sync with colleagues or reduce time for worksheets. But as we know, a one-size-fits-all approach doesn’t work for today’s students or today’s classroom.