Creating a Kind School
TODD BLOOMER, SPEAKER • COACH • AUTHOROften, we do school to kids. We tell them when to arrive, what to study, and when to leave. We tell them what is for lunch and whether they can use their cell phones during class. This isn’t because the campus principal is power-hungry; it is just how schools have been for over a hundred years and probably will be for the next hundred years.
But when building a campus based on kindness, empathy, and student advocacy, why are more students not brought into the discussion about their school? While I think my campus is thriving because I lead it, let’s face it: it won’t fall the day I retire, and it is not named after me. Even after ten years as a building principal, I don’t have all the answers.
With that philosophy, soliciting student voices on your campus should be a priority.
I lead a high school, so it is much easier for me to seek student input. If you work in a secondary environment, you know that kids are filled with opinions. You just have to ask or wait, and they will tell you what is on their mind. Over my career as a leader, I have found that student advocacy and ownership have helped create a campus that students want to attend. When I faced an issue or dilemma, I asked students for their input.
The goal of schools today should be to produce good people. These students will be tomorrow's leaders, and let’s face it: we need some help with this. We want students who are going to be empathic and global citizens. We want advocates for change and an understanding of differences that will allow our country to adapt to the world.
We want a kind kid.
Successful schools begin to build upon these characteristics. These schools highlight and celebrate kindness: their websites, social media platforms, and campus vibes scream student kindness.
If you walk onto my campus, you will find kindness modeled by staff, leadership, and the student body. While the narrative might not be favorable about schools, the students graduating from my high school are ready for the world's challenges. Schools constantly remind their community that kindness and empathy are the soft skills that future employers seek. More importantly, leaders challenge students to identify issues that are important to them. These issues include mental health, food inequity, poverty, and racism. Kindness is the one constant factor needed to break cycles with each issue. Kindness is the key.
As a building leader, how do you challenge your kids to be kind? How are you seeking their voice in solving global issues?
How are you creating a kinder school?
If this post resonated with you, I wrote a book called The Blueprint: How to survive and thrive as a school administrator. The book is designed for current and aspiring administrators.
I would be honored if you bought a copy of my book from Amazon or on my website (which shares more of my story):
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TODD BLOOMER
Born and raised in the great state of New York, Todd Bloomer grew up in the home of two educators that instilled a love of education in him from an early age. Seeking adventure and his passion for athletics, he ventured to Houston, Texas.
Not only did Todd Bloomer begin his educational career in Texas, he met his wife, Sharon. They moved to San Antonio, Texas and raised five wonderful children who have had the privilege of attending school with their father. With a varied background and experiences in both middle school and high school, Todd has gained unique and invaluable perspectives within the educational field.
In 2014, he took the principalship at Bradley Middle School where he honed his craft of fostering a family like atmosphere on the campus. In 2019, he was promoted and given the honor of leading the flagship school in his district, Winston Churchill High School to further expand his influence and impact. Both campuses that he led have allowed Todd to develop #theblueprint to administrative success.
An passionate advocate of student voice, Todd builds systems to allow students to have a voice and a say in their education. He also realizes the critical role that teachers play and strives to create an atmosphere where staff members feel supported in their own professional growth.