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How do we lead threat assessment and safety planning in a way that is disciplined, legally sound, and not driven by fear or headlines? I hear this question after every national tragedy. It arrives with a screenshot, a worried parent, and a phone that will not stop buzzing. Leaders feel pressure to act fast and act big.
How do we reduce staff injuries and improve safety during escalated student incidents, especially in specialized settings? I hear this question in district offices and in hallways after long days. It often comes from someone holding an injury report in one hand and a vacancy list in the other. Paraprofessionals are getting hurt, and teachers in self-contained classrooms are exhausted.
Who in your system first notices a sixth grader slipping out of class every hour? Usually it is a teacher, an administrator, or a nurse. By the time the case reaches the office, the habit is often weeks old. The question I hear most is direct: how do we get ahead of vaping, THC, and nicotine before they settle into younger grades?
How do you take phones out of the school day without turning every hallway into a standoff? Most leaders already have a policy on paper. What they need is one that holds up at 10:14 on a Tuesday morning, when a student refuses to put a device away.
Why are so many classrooms still struggling with behavior years after COVID and schools reopened? I hear this question in district offices, at leadership retreats, and in parking lots after evening meetings. Principals describe students who shut down, lash out, or walk out of class. Teachers describe patience that runs thin by second period. Families describe children who handle frustration as if they were years younger.
What does college readiness actually require of students today? A single test score used to answer that question. Now readiness means transferable credit, workplace credentials, and the stamina to finish demanding coursework. Families expect all three, and they judge our schools accordingly.
Can your district expand career and technical education without quietly sorting students into winners and everyone else? Many superintendents I speak with ask a version of this question before a single new pathway launches. Board members ask it too, usually right after someone mentions “CTE academy” in a budget meeting. The fear is real: a program built to open doors ends up closing them for kids on the other side of a schedule wall.
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