Schools are complex organizations in which the life experiences of hundreds of people are intertwined daily. Those experiences go far beyond what is happening on any field, stage, office, court, or classroom. Staff and students bring their lives into the school – what is going well, what is going poorly, what is making them happy, and what is making them sad. They bring the events of each night and each morning to the school. They bring hundreds of thousands of circumstances along with them.

In addition to the personal experiences and emotions everyone carries, schools are also influenced by a myriad of external factors. Weather can disrupt schedules, politics can shape the curriculum, and societal issues can permeate classroom discussions. These external forces, combined with the individual lives within the school, create a dynamic and often unpredictable environment.

In my time in schools, I have personally encountered circumstances as varied as the Olympic success of a student athlete, the 9-11 attacks, many state championships in sports, deaths of students, family members, staff, snow and cold and heat issues, physical plant difficulties, internet outages, power disruptions, COVID, floods, senior pranks, and so very much more. Each of these events were explosive to the normal functioning of the school. Each can be considered a “boom,” a moment when complexities and external pressures come to a head, creating a significant impact. It is essential for schools to be prepared for these booms, to get to the right of the boom and to be prepared for the aftermath of such events, ensuring that we are ready to respond and adapt effectively.

In order to do so, students and staff need to develop resilience. This means creating a school culture that encourages open communication, support networks, and mental health resources. Schools must have comprehensive plans in place for a range of scenarios, from severe weather to political upheavals. Importantly  and perhaps most challengingly, schools should develop flexibility in adapting to less predictable challenges. To support this, regular training and professional development for staff are crucial. Educators should be equipped with the skills to manage not just their classrooms, but also the broader social and emotional needs of their students. Building strong relationships with parents, local organizations, and community leaders can provide additional support and resources. Engaged communities are more likely to rally together in times of crisis and those crises will come. After any significant event, schools should take the time to debrief and assess what worked, what did not, and how to improve for the future.

We cannot always predict when or how the boom will come, but we can prepare ourselves to handle its impact with grace and effectiveness.

As educational leaders, our goal is to create an environment where every student and staff member feels supported, no matter what life throws at them. By being to the right of the boom, we ensure that we are not just reacting to crises, but actively preparing for and mitigating their effects. Knowing the boom is coming and preparing for it is part of serving our students well in an ever-changing world.

More times than I would like, I have been asked or coerced to share some manner of my philosophy of education. I blogged about my latest experience with this earlier in this volume of Teach and Serve when I was asked by the faculty of my new school what my goals were for the coming academic year. 

I do have answers. I think they are fairly good answers, well reasoned and based on more than a handful of years of experience in the field.

When I sift through all of the people and events that have influenced my philosophy, I center on one that I do not believe I have written of in the past. 

When I came to Regis Jesuit High School as a teacher in the fall of 1994, I was part of a very large group of new faculty. One of that cohort would become a fast friend. He and I were both English teachers and we were thrown together as co-moderators of the Student Council. John had his PhD (which he had achieved at a very young age), was a few years older than I, and already had a daughter. I was just beginning my family. My wife and his were pregnant at similar times, her with her second child and my wife with our first. They were born months apart. Both were boys. 

Sometime later, sitting around the Student Council office and dreaming as young fathers do about their sons’ futures, we discussed what were our hopes for them.

After what I am sure was some high-minded chatter, John said: “No matter what, I just want him to be a good man.” 

How could I do anything but agree that this is what I wanted for my son as well.

Because it was.

Because it is.

And this is truly what I want for all three of my now adult children. It is also what I want for the students in my charge, whether as a classroom teacher or a high school principal. 

I want our students to be good people. If they are also educated as the world understands the term, so much the better. 

There is a philosophy by which I can stand.

I am a jacket and tie guy almost every day. I believe that educational professionals should dress the part. And, while I jump at the chance to wear jeans and t-shirts, I understand the need for standards of dress for adults in schools. They are all the more important for students.

Dress codes are not just about giving students another set of arbitrary rules for them to follow; they play a crucial role in shaping the educational environment and fostering a sense of discipline and respect.

Dress codes help to create an atmosphere conducive to learning. When students are dressed in a uniform or adhere to a specific dress code, it minimizes distractions in the classroom. The focus shifts from what someone is wearing to the content of the lesson. This is particularly important in today’s world, where distractions are already abundant. By standardizing attire, we can help students concentrate on their studies rather than on fashion trends or peer pressure.

Dress codes done well instill a sense of discipline and respect. Wearing a uniform or adhering to a dress code is a small way for students to practice self-discipline. It can be a daily reminder that they are in a place of learning, where certain behaviors and standards are expected. This sense of discipline often extends beyond clothing, influencing students’ attitudes towards their studies and interactions with others.

Perhaps most importantly, there is a significant benefit in terms of equality. Dress codes level the playing field, reducing economic and social barriers. When everyone wears the same or similar attire, it diminishes the visible differences between students from various socioeconomic backgrounds. This can help reduce bullying and social exclusion, fostering a more inclusive and supportive school environment.

That being said, it is essential to approach dress codes with sensitivity and flexibility. They should be designed and enforced in a way that respects students’ individuality and cultural backgrounds. We must ensure that dress codes do not become a tool for discrimination or a source of unnecessary conflict. They must be reviewed and revised regularly.

As we gear up for the second half of the school year, I find myself reflecting once again on Temporal Landmarks, a concept I stumbled upon years ago while reading Daniel H. Pink’s When: The Scientific Secrets of Perfect Timing. I highly recommend it. 

With the end of Christmas Break in sight and the return to our classrooms looming, this is a perfect time to revisit (again – sensing a pattern here?) another key idea from Pink’s book: the Fresh Start Effect.

Pink’s research highlights the importance of timing in our actions, revealing that when we do things can be just as crucial as what we do. I have found this to be absolutely true in my life. Starting new things on a Monday, for example, is more successful for me than beginning things on any other day of the week. Starting things at the beginning of the month is better for me than starting them at any other time.

Why do we make new year’s resolutions at new year’s?

In the world of education, we are no strangers to the significance of timing. Pink suggests we pay attention to the phenomenon of fresh starts. “Some days stand out,” he writes, “when we want to open up a new ledger on ourselves and use them to construct better beginnings.”

As we transition from our holiday rest to the next months of learning and teaching, what better perspective could we adopt than that of a fresh start?

This is the start of a new chapter as we return to school. This is not just about the calendar turning a page; it is about seizing the chance to start anew because we want to.

This moment is our fresh start. Let us embrace it, with all the promise it holds. The past is behind us, and while much of it was wonderful and enriching, we can leave any challenges or difficulties where they belong—in the past.

Let us move forward with a renewed spirit.

Let us make this a fresh start.

Let us begin again.

Over the course of the last few years, I have taken part in a movement among the educational community (and the community writ large, I am certain) to select a word around which to center the upcoming year. 

These words have served as themes for my approach to my professional life and I have written them each January in places around my office to remind me of my selections. As I have commented in previous posts over the past ten years, there is something about beginnings – the starts of years and months and weeks – that really clicks with my internal operating system. If I start something well and begin it at the right time, it becomes a part of my makeup, mindset and motion.

I begin the year 2025 with the word CHERISH. 

“Cherish” is such a powerful word. It carries so much energy. It is active. It is forceful. It seems almost a command.

That is the manner in which I select the word – as a directive.

I will:

• cherish allI have been given,
• cherish the opportunity to serve,
• cherish the gift of this work,
• cherish the challenges and pitfalls and struggles,
• cherish the colleagues with whom I journey, 
• cherish the many blessings of my life. 

2025 – Cherish.

Let’s go.