A Culture of Safety

 Assumptions About our Students

"We are quick to make judgments based on how someone is dressed, where a person lives, or how a person acts. It is easy to fall into that place of labeling or categorizing to make sense of something or someone, especially if it is outside our comfort zone or unfamiliar to us."

"Instead of making assumptions to fill in the blanks and help us manage our own discomfort (unknowns and "blanks" and mysteries tend to trigger us as adults), we ought to embrace the reality that this student has unmet needs and is asking for help. It's our responsibility to find a way to meet those needs and provide that help. Falling back on assumptions about students based on limited information causes problems. We must be careful about how we think about - and talk about - our students."

The Way We Talk

"Assumptions can truly influence a school's culture and safety. Think about it. How often do you hear things about students, staff, or families that derail a setting or influence the mood of a room? Some recent statements I have heard that are driven by assumptions are

• If it's a kid from those apartment buildings, you know she's going to be trouble.
• That student is just seeking attention - he isn't really going to kill himself.
• That family always has someone in jail; wonder when it will be her turn?
• That child is so-and-so's son. You don't want to mess with that parent.
• We can't suspend that student; her parents are key figures in our community.
• I'm not going to say anything. The last thing I need is to be on that staff's bad side.
• The principal never does anything here. If you want to do something, you have to do it yourself.

Consider the effect of these statements against the backdrop of wanting to - needing to - create a physically and emotionally safe environment for adults and students. Can you see how these simple statements, borne from misinformation, perhaps spoken in jest or as an expression of stress, and fueled by wild assumptions, affect the safety of the very people we're trying to protect?

    What if we were to rephrase the comments above through a responsible, rational safety filter? Might they enhance the feelings of safety around campus?

• Let's see if we can help that student rise to our expectations this year.
• We have to take threats of suicide very seriously; safety is our number one priority.
• I wonder what her goals are for her life. Have you asked her?
• His parent is a strong advocate for their family. She could be a real asset to you.
• Partnering with her family will help us make headway with this young lady.
• It's essential that we speak freely and exchange ideas about how to be more successful.
• Have you shared your needs with the principal? The best thing we can do is work together."

- Relationship, Responsibility, and Regulation; Trauma - Invested Practices for Fostering Resilient Learners by Kristin Van Marter Souers with Pete Hall

*All text is quoted from the above mentioned book. I have grabbed sentences and paragraphs that I want to remember. Not all text is displayed above.*