The Role of Kindness in Educational Leadership
STACY STOREY, ELEMENTARY PRINCIPALEducational leadership is a dynamic and challenging role that requires balancing compassion, effective management, and high standards of professionalism. One critical yet sometimes overlooked attribute of effective leaders is kindness. Ryon (2013) described kindness as a genuine act aimed solely at helping others, rather than fulfilling social expectations. Kindness in leadership doesn’t mean lowering standards or being overly lenient; rather, it involves demonstrating understanding, empathy, and respect while fostering a culture of support and excellence.
The meaning of "kindness" can vary for different people. Personally, I believe that in leadership, being clear is kind. I value transparency and knowing the truth about my work and what’s expected of me now and in the future. In education, leadership goes beyond managing resources and achieving goals. While those are essential tasks, they aren’t what motivates a staff. Instead, leadership is about inspiring educators and students to reach their full potential and pushing them when needed. Leaders—whether principals, department heads, or district administrators—shape the culture of a school or district. Transparency in leadership promotes kindness by clearly communicating goals and expectations. A culture of kindness fosters collaboration, trust, and belonging, which are essential for both teachers and students to thrive.
Building Trust and Respect
Kindness builds trust and respect, two key components of a successful educational environment. Leaders who demonstrate kindness consistently create a safe space where teachers feel valued and heard. When educators feel respected, they are more likely to engage openly with leadership, leading to stronger relationships and better communication. Trust enables healthy dialogue and supports continuous improvement through constructive feedback.
For example, I show kindness by regularly checking in with teachers and asking about their well-being both personally and professionally. Mid-year, I send out a schedule and ask teachers to reserve time to share what’s on their minds. This time isn’t for me to address what I need but to listen to them. This small act of kindness fosters a sense of community and motivates teachers to go above and beyond. It shows that I care not only about the work being done but also about the individuals doing the work. Our jobs are challenging, and having a leader who genuinely cares makes a difference in creating a sense of connection and humanity.
Enhancing Teacher Morale and Well-Being
My experience has been that teachers' well-being is closely linked to their effectiveness in the classroom. Leaders who show kindness are more likely to recognize when a teacher is struggling—whether due to personal issues or professional challenges—and provide necessary support. This might include offering professional development, adjusting workloads, or simply offering a listening ear. These actions help reduce stress, prevent burnout, and improve teacher retention and performance. I prioritize teacher retention because, with a teacher shortage, educators have choices about where to work. I aim to create an environment where teachers choose to stay because they are happy with the work they do.
If a teacher is overwhelmed by a large class size, district initiatives, or challenging students, a kind leader offers support rather than criticism. This could involve arranging for additional resources, providing mentorship, or offering personal time to discuss challenges. These gestures of kindness show empathy while maintaining high expectations for professional performance. I believe educational leadership is about removing barriers. Every position should support classroom teachers and students, especially in times of a nationwide teacher shortage, making coaching and support crucial.
Fostering a Positive School Climate
Kindness in leadership directly influences the school climate, which in turn affects student outcomes. A positive school climate is built on mutual respect, collaboration, and shared responsibility. Leaders who prioritize kindness set the tone for how interactions occur throughout the school, and their behavior is mirrored by teachers, students, and staff. This creates a nurturing environment where students feel safe, valued, and motivated to learn. Supporting different generations of stakeholders and their level of experience is critical in a positive school climate. My leadership growth has been to understand and appreciate where everyone is in life and the valuable experience they bring.
In contrast, a punitive or distant leadership style can breed resentment, fear, and disengagement. Without kindness, the school atmosphere can become toxic, leading to high turnover rates and lower student achievement. Educational leaders who demonstrate kindness help create an environment where all stakeholders—students, teachers, and parents—feel supported and engaged. Merging older generations with younger generations isn’t as challenging if leaders commit to kindness to bridge the gaps.
However, kindness must be balanced with professionalism. While being kind, leaders must still address offensive, toxic, or inappropriate behavior from staff. Kindness doesn't mean avoiding difficult conversations; rather, it involves addressing issues with empathy and support. Leaders should first seek to understand why certain behaviors are occurring, then work to provide a supportive environment for improvement. At the same time, it’s okay if some individuals choose to leave if they find a better-fit environment elsewhere. As long as leaders maintain high expectations and offer support, it’s important to recognize that everyone deserves to work where they feel happy and fulfilled.
Setting Clear Expectations
One of the most effective ways to demonstrate kindness while upholding professionalism is by setting clear and achievable expectations. Teachers and staff need to understand what’s expected in terms of teaching standards, behavior, and collaboration. Kindness comes into play when leaders provide clarity in expectations without being harsh or overbearing. Clear communication reinforces the idea that the leader believes in the educators’ potential and trusts them to meet those standards.
For example, I may outline specific goals for student achievement and professional development at the start of the school year. Instead of imposing these goals, I choose to collaborate with teachers to shape the expectations, showing kindness by respecting their professional input. This collaboration fosters respect and demonstrates that the leader values their expertise while still maintaining high standards. I can remove low-yielding initiatives to lighten teachers’ workloads, but I can’t take away the core job of teaching. Collaborating with staff on how that teaching looks for them shows both kindness and respect.
The Impact of Kindness on Student Outcomes
The kindness that leaders show toward teachers, students, and parents has a direct impact on student outcomes. When stakeholders feel supported and respected, they are more likely to invest in the school’s success. A kind and supportive school culture encourages teachers to take risks, innovate, and engage deeply with their students. Students also benefit from seeing leaders model kindness and professionalism, learning that success is about both achieving standards and treating others with respect.
Kindness is a powerful tool in educational leadership, helping to build trust, enhance morale, and foster a positive school climate. However, kindness doesn’t equate to leniency or a lack of professionalism. Effective leaders balance kindness with high expectations, clear communication, and accountability. By setting clear expectations, providing empathetic feedback, and addressing conflicts with compassion, leaders can create an environment where both teachers and students thrive. While we can't make everyone happy, leading with kindness cultivates an environment that inspires excellence, nurtures growth, and transforms the educational experience for all involved.
STACY STOREY
Ms. Stacy Storey brings nearly 16 years of dedicated experience in public education to her role as a building leader in OKCPS. Ms. Storey holds a bachelor's degree in elementary education, where she developed a strong foundation in instruction and child development. She further advanced her expertise with a master's degree in educational leadership and is currently pursuing a doctorate in educational leadership. Ms. Storey is passionate about advocating for teachers, schools, and communities.
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