As part of my doctoral research in Instructional Leadership, I’ve been exploring a foundational yet sometimes overlooked element of successful school communities: relationships. What I’ve found affirms something many of us intuitively understand — that genuine, intentional relationships are the heartbeat of effective community engagement.
Why Relationships Matter
Community engagement is often viewed through the lens of events, partnerships, and communication strategies. While these are crucial, they are only effective when underpinned by trust and authentic relationships. My research underscores that when school leaders, educators, families, and community members build meaningful relationships, the resulting sense of belonging drives deeper involvement and mutual accountability.
Schools do not exist in isolation. They are ecosystems where students, teachers, families, and community partners must work in harmony. At the core of this collaboration is a shared commitment to student success — and that commitment thrives on connection.
Key Findings
1. Trust is the Catalyst for Engagement
Trust was repeatedly cited by school leaders as the most essential factor in fostering participation. Stakeholders are more likely to engage in school initiatives when they feel heard, respected, and valued. Without trust, communication efforts, no matter how well-intentioned, often fall flat.
2. Relationships Bridge Cultural and Linguistic Divides
In diverse school environments, such as international schools, cultural and linguistic differences can sometimes act as barriers to community involvement. However, when schools take the time to understand families’ backgrounds and communicate with cultural sensitivity, relationships blossom — and engagement follows.
3. Consistent Presence Builds Community
Many of the most effective relationship builders I observed were simply present. They showed up for school events, visited classrooms, checked in with families informally, and created regular opportunities for dialogue. This consistency helped shift perceptions of school leaders from authority figures to approachable collaborators.
4. Engagement is a Two-Way Street
True community engagement happens when schools invite families and community members not just to attend, but to contribute meaningfully to the school culture. This might look like co-designing initiatives, participating in decision-making processes, or leading events. Relationships empower people to move from passive spectators to active partners.
Moving Forward
As I continue my doctoral journey, I’m becoming even more convinced that relationship-building isn’t an “extra” — it’s the foundation for everything else. From behavior management to curriculum innovation and professional development, the strength of our school relationships shapes the outcomes we’re able to achieve together.
In our fast-paced educational environments, it’s tempting to prioritize tasks and overlook time for connection. But if we’re genuinely committed to engaging our communities, we must lead with relationships. That means being visible, listening deeply, honoring diverse voices, and nurturing trust every step of the way.
References
Abe, J. (2020). Beyond cultural competence, toward social transformation: Liberation psychologies and the practice of cultural humility. Journal of Social Work Education, 56(4), 696–707. https://doi.org/10.1080/10437797.2019.1661911
Atasoy, R. (2020). The relationship between school principals’ leadership styles, school culture and organizational change. International Journal of Progressive Education, 16(5), 256–274. https://doi.org/10.29329/IJPE.2020.277.16
Fullan, M., Edwards, M., & Wheatley, M. J. (2022). Spirit work and the science of collaboration. Corwin. https://doi.org/10.4135/9781071845455
Geesa, R. L., Mayes, R. D., Lowery, K. P., Quick, M. M., Boyland, L. G., Kim, J., Elam, N. P., & McDonald, K. M. (2022). Increasing partnerships in educational leadership and school counseling: A framework for collaborative school principal and school counselor preparation and support. International Journal of Leadership in Education, 25(6), 876–899. https://doi.org/10.1080/13603124.2020.1787525
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