The Value of the Experiences of Children, Youth and Families in Policy- and Decision-making

Education is the largest system of supports for children, youth and families.  It is the one system where all children and youth are mandated by law to engage. Given the mandate, there is enormous potential to have great impact on the overall well-being and outcomes for the greatest hope of our communities – children and youth.  As we continue to be data-driven to identify outcomes and measure growth, there is a challenge to the system and system players to continuously be concerned also with the lived experiences of children, youth, and families, which is not captured in data.  

In most systems,  when changes are proposed that challenge the status quo, or push professionals out of their comfort zones, the clients' experiences are often overshadowed by adults professional emotions.  Those emotions stem from how adults process change.  They view it as loss: loss of control, loss of comfort, loss of consistency.   Although it is understood as a natural reaction to change, emotions cannot be the primary focus of policy- and decision-makers. Instead, policy- and decision-makers must prioritize positive results for children, youth and families,  as well as reducing the harm that is experienced by those the system is intended to serve.   

The harm experienced by children, youth, and families varies across different communities and districts, but share principle themes of inequality, inequity, discriminatory policies and practices, and disparate outcomes.  Policy- and decision-makers must be bold to intentionally and openly consider the impact on our most vulnerable and disenfranchised populations when implementing and delaying policies and decisions.  They must interject, in the decision-making process, the lived experiences of those whom the system has the obligation to serve, even when it is uncomfortable and unwelcomed.  Although it may be uncomfortable to challenge a policy/practice shift that has the support of colleagues, it is necessary to do so if the policy/practice shift would produce negative outcomes for children, youth, or families.  This also true if the policy/practice shift would produce positive outcomes for children, youth, and families, but was contested by colleagues.  

Most policy/practice shifts are preceded by a lengthy, collaborative process. When it is known that a policy or practice exposes children, youth or families to harm, policy- and decision-makers must operate with a sense of urgency to address the policy or practice, and may elect to forgo a lengthy process. They may consider making an immediate technical shift, while simultaneously supporting the adaptive shift necessary by staff.  When there is no consensus, leaders must be willing to make and stand behind decisions that are aligned with the mission, vision and goals, with intentionality about reducing any harm experienced by those served by the system.  At any point, there is likely to be resistance and opposition to any change, even if the change is in the best interest of those the system serves.  Remember, resistance and opposition are often first driven by emotions about change.  

In closing, leading systems change is both challenging and rewarding. It requires both technical and adaptive skills. The best leaders and change agents will include the experiences of those served by the system as the story behind the data. In addition, they will prioritize addressing any policy or practice that exposes harm to those served by the system. A fair and equitable system has positive macro impact for children, youth, and families. Don't give up, transform education to meet the needs of children, youth and families. 

When in doubt, stand on principle!

Some educators have claimed that a career in education is the most rewarding. I would have to agree. Those same folks around March of every year may also be heard saying that working in education is equally as challenging.  Helping young people reach their maximum potential - rewarding.  Working along side passionate, selfless educators willing to go the extra mile to ensure success for every student - rewarding.  However,  the nuisances of working in education - major challenge.  If you work in education, I do not need to populate the list of challenges for you, chances are you probably have a few running lists of challenges going already.  For others, some of  the challenge highlights are achievement gap, access gap/inequities, LCAP/LCFF, teacher tenure/evaluations, top-down initiatives,  state/local budgeting discrepancies, union demands, staff competencies, culturally relevant pedogogy,  community relations, safety and the list could go on and on depending on individual districts.

That being said, it is always my intent to be solution-oriented on my blog,  in professional development I facilitate,  and personally.  Therefore,  given the innumerable list of challenges educators face on any given day,  my recommendation is to know, stand on, lead with, and make decisions based on your core, guiding professional principles. It is easy, and human nature, to get distracted by challenges such as individual situations, isolated circumstances, and/or temporary variables. I'm not saying ignore the challenges.  I am saying refocus your efforts and be dogmatic about the desired outcomes.   When you have identified and stand on your principles, even given some of the above-referenced challenges, you continue to make decisions and/or act with the desired outcome in mind.  When you stand on principle,  the "how" and the "who" may change often, but not the "what". 

I worked very closely with an awesome group of passionate, dedicated cross-sector of professionals and community members for three years developing a strategic plan for countywide efforts to reduce the violence youth were exposed to and to create vibrant communities where youth could thrive.  This effort used results based accountability to guide our three year planning and implementation process. It was an amazing learning experience. 

With results based accountability, the planning begins with first identifying desired outcomes or goals based on guiding principles.  In other words,  the strategic planning begins with the "what" do we want, not the "how" do we do it.  Instead of  starting with the problem,  and only focusing on finding a narrow solution to the specific problem, results based accountability forces the process to first identify the desired outcome. For example, if truancy is a problem in a school, as a deterrent, having students and parents cited or fined might be an action some schools take in response to the problem of truancy.  On the other hand,  using results based accountability,  given the guiding principle of inclusiveness,  leaders may begin with identifying the goal of wanting a school culture where each student is valued and present daily to contribute to the learning experience.  If that's the goal,  the next step is to identify actions and/or supports that are needed to make that goal happen.  The latter example is more than taking the narrow action of citing in response to truancy.  With the goal of wanting a school culture where each student is valued and present daily to contribute to the learning experience, the intentional actions taken and/or enacted policy will indeed affect truancy, but will also impact overall student achievement, staff moral, and school culture.

When educators use guiding principles to make decisions that impact students, the thought processes and conversations are more aligned with the latter example.  I'm sure we have all gone to planning committee meetings that were derailed and ineffective because they began (and probably ended) with simply stating and restating the problems,  instead of thinking big picture goals.  Here is my challenge to you transformational leaders: TAKE YOUR MEETING BACK AND REDIRECT THE EFFORTS. 

I know it will take planning and strategizing, and will drive you close to the edge....but don't jump!  Remember the desired outcomes,  and move the group towards it. Keep them focused on intentional actions for desired outcomes.  Continue to remind them of the common ground principles and the eutopia that could exist when the outcomes/goals are realized. Acknowledge and validate their concerns,  complaints,  and endless list of problems,  but don't stay there.  Bring them back to guiding principles, desired outcomes, and intentional actions.  This takes practice, flexibility,  tough skin, vision, strategizing, being dogmatic, and most of all patience. This may start as a retreat conversation that spills over to the school year. Get your leadership team around the table to strategize how best to start the conversation, but by all means start it. Our students can't wait. Educators must know, stand on, lead with, and make decisions based on your core, guiding professional principles.