Teach Secondary 14.4

pages, WhatsApp groups and local forums, often via language that’s emotionally charged, accusatory and rarely fact-checked. As Professor Sonia Livingstone, an expert in digital media, has previously observed, “ Online communication can encourage rapid responses, often bypassing reflection. Emotions tend to spread faster than facts. ” But here’s the problem – we amplify their power when we panic . A single Facebook post doesn’t represent the majority. A loud parent isn’t always a right parent. In fact, as shown by the DfE’s 2021 Annual Parents Survey (see tiny.cc/ts144-PC2 ), over 80% of parents trust their child’s school, and most are satisfied with the quality of their education provision. These are reassuring numbers, though rarely the ones that make headlines. The RiskofOver- Sensitivity There’s a growing concern that school leaders, understandably weary from years of crisis management and heightened scrutiny, are becoming too sensitive to criticism. While it’s important to listen and reflect, it’s equally important to not be derailed by minority voices. We must remind ourselves of what we’re here to do – educate, safeguard, and inspire young people. That requires resilience. As Brené Brown puts it, “ If you are not in the arena getting your ass kicked, I’m not interested in your feedback. ” That might sound harsh, but the sentiment is real. Leadership isn’t about appeasing everyone. It’s about staying the course, even in the face of loud opposition. Criticismwill come. It always has. From calls to ‘ bring back the belt ’, to accusations that, “ This school does nothing about discipline! ” schools have long been a battleground for the cultural values of their local communities. What’s changed is the volume and the venue. The long view Ultimately, leadership in schools demands a long memory and a short fuse for offence. We can’t afford to internalise every criticism, or chase every complaint down a rabbit hole. There will always be the voices of those who feel we’re falling short, and sometimes, they may well be right. But often, they’ll be projecting, reacting or speaking from a place of fear. Our job is to remain rooted in our values, committed to the wellbeing of every child and connected to the many parents who can see the bigger picture. To quote Aristotle, “ To avoid criticism, say nothing, do nothing, be nothing. ” That’s not an option for us. We are educators. We are leaders. And we are resilient. So let’s carry on. Let’s keep the main agenda the main agenda. And let’s remember – no angry comment can outweigh the quiet gratitude of a child who feels seen, safe and supported. ABOUT THE AUTHOR Ed Carlin is a deputy headteacher at a Scottish secondary school, having previously held teaching roles at schools in Northern Ireland and England WHAT CAN SCHOOLS DO? 1 Listen without absorbing the toxicity Validate feelings without accepting all claims as truth. Use phrases like, “ I can see this has upset you, ” or “ Let me explain how we approached the issue. ” 2 Offer transparency, not just reassurance Where appropriate, invite parents into the process. Share policies, timelines and follow-ups – well-informed parents will be less likely to jump to conclusions. 3 Model professionalism Never reply to online comments in kind. If a Facebook complaint escalates, reach out privately and calmly. Your tone will set the standard, especially for parental onlookers. 4 Celebrate the positive publicly Flood your social media with positive news about student success, community events and staff shout-outs. This can reframe the school’s narrative and drown out negativity. 5 Focus on your core community Remember that most families are supportive – so lean into those relationships. Consider carrying out ‘pulse checks’ via surveys, coffee mornings and ‘meet the head’ events. 6 Train staff in conflict resolution Front-facing staff – receptionists and pastoral leaders especially – need the skills to de-escalate conversations and redirect energy towards solutions. 23 teachwire.net/secondary PA R E N TA L E N G A G E M E N T