An open letter

In light of recent events, schools across New York and the country are preparing for a student demonstration that could have millions joining a walkout. There are many stakeholders- students, parents, school leaders and the community as a whole. Preparing for how your school community will handle the events of that day could be one of the best strategies for keeping the peace, while allowing student expression.

Harris Beach consultant and long-time educator Howard S. Smith explains in this open letter that has implications not only for school leaders, but anyone who strives for a safe educational environment.

Superintendents and Building Administrators:

The recent school shootings at Marjory Stoneham Douglas High School in Parkland, Florida have sadly brought the issue of school safety to the top of all of our agendas.   Always on the mind of every superintendent and building administrator, this recent event has affected and influenced so many, especially our high school students.   As a new superintendent in 1997 I can recall dealing with the aftermath of the killing of three students at a shooting at Heath High School in West Paducah, Kentucky, one of the first in American schools.  The shock and pain was significant and I was reminded of that tragedy as I listened to parents who lost children last week talk about their expectations for the future.

In these difficult times it is so important for school leaders to be good listeners and to demonstrate the courage that so many in your respective communities expect.   Finding the perfect balance among student safety, allowing students to express themselves and maintaining effective operations is a constant challenge. This challenge becomes even greater in times of tragedy and national focus.   With this in mind and in preparation for the potential involvement of your students in the March 14 national student demonstration, I suggest that you consider the following:

• Do not let your district become the story.  Building administrators should communicate with their superintendents and superintendents with their respective Boards for guidance and support in developing a course of action through a thoughtful planning process. I suggest that you do not rush to or impose a decision, but rather garner input, assess options, weigh the advantages and adverse consequences of each option, talk with your most respected colleagues and then move forward based upon your collective read of your district and your community.
• Allow students and staff to express themselves in ways that are respectful and do not infringe on the rights of others.  Flexibility with respect to the Code of Conduct for the demonstration should be considered.  This is clearly a teachable moment, one that is more about student safety, public policy, civil engagement and change than it is about politics. You can demonstrate compassion and understanding, not only for students but for your staff and community as well.
• Consider meeting with your leadership team (at the district and building levels) to prepare your plan.  Involving teacher leaders, student leaders, local law enforcement and, possibly, parent representatives in these meetings can be helpful. For those of you with School Resource Officers, they should be active participants in the planning and the implementation of the plan.  Seek input from other local leaders and inform them of your plan for the day once confirmed.
• Secondary principals should consider meeting with students to outline the plan for the day and the respective school’s expectations.  Superintendents may want to join those meetings. Be sure in-school opportunities remain available for those students who chose not to participate in the demonstration.  Communicating the plan in numerous ways with parents before March 14 should be an important component, giving them ample opportunity to discuss the issues and options for their children during the demonstration that day.
• Develop plans that will help keep the disruption to the school day as minimal as possible.  Perhaps schedule an assembly at 10:00 AM for those participating so that students can be walked out orderly and then back to their scheduled classes at the conclusion of the demonstration. If you are aware of a significant number of students participating, you may want to adjust the schedule for the day.  Ask for teachers to supervise the exit and entrance back to the school, as well the demonstration itself.  You might consider employing unassigned substitute teachers for all or a portion of the day to assist with supervision and classroom coverage.
• Be sure the plan includes assurances that the 17 minute walk-out is done orderly and safely on school grounds.  Communications with the local police will be critical, not only to ensure order but also to protect children, both those participating in the demonstration as well as those who choose not to be involved.  A police presence (not engagement) will help with safety and deter outside interference.  You may want to involve multiple law enforcement agencies in your area.
• Engage teachers to make this event a learning opportunity. Principals might consider scheduling meetings with faculty just to review how this can become an opportunity for students to witness or be part of a peaceful demonstration, a national movement, civil engagement and respect for individual choice.  Again, superintendents may want to attend these meetings.  This sort of pro-active approach will counter those who may later claim that the district should have actively stopped the walk-out to avoid wasting valuable learning time.  A clear plan for the event, conducted orderly and respecting the student voice can address that thinking, making it a “real time” teachable moment for all. Volunteer participation in follow-up conversations about the potential impact of the event on the issue could be planned.

Most importantly, I advise you to be overly well-prepared to increase the probability that a demonstration is orderly and mindful of student rights. The goal is to keep this a safe learning experience in which you can take pride.  As always, land on what you believe to be in the best interest of your students and be sure that you can defend your decided course of action publicly. As you address this challenge, feel free to call me or your school attorney with specific questions that may arise during the planning process.

Respectfully, Howard S. Smith, Ed.D.

Howard S. Smith, Ed.D. Education Leadership Consultant