Teach Secondary Issue 13.6

CLOSE-UP ON… SAFEGUARDING YOUR REPUTATION For education providers, maintaining a positive reputation isn’t just about good publicity – it’s about securing and maintaining the trust of students, parents, staff and the wider community. I’ve witnessed first-hand the critical importance of safeguarding reputations and nurturing trust within education communities during times of crisis. From data breaches to tribunals, effective and sensitive communication isn’t just desirable, but imperative. Here are six practices schools can adopt to strengthen their relationships when navigating a crisis: 1. PLANNING Proactive planning is the foundation of effective crisis management and communications. A school’s SLT should anticipate challenges and develop communications strategies tailored to their audiences and priorities with links to their critical incident plan and risk register. Present these annually to all staff and support themwith regular training for key personnel to ensure clarity around your crisis response. 2. COLLABORATION Schools shouldn’t operate in isolation. Partnering with advisors – legal experts or crisis communications specialists, for example – can provide SLTs with invaluable skills during tough times. Institutions can then later leverage these partnerships for impartial expertise and advice on how to navigate complex issues with confidence, while focusing on the day job of educating their students. 3. TRANSPARENCY In a crisis, educational leaders must prioritise honest, open and timely communication with all stakeholders, acknowledging any challenges and their impacts, while also articulating a clear pathway forward. 4. EMPATHY Every crisis has a human dimension. Leaders must approach communications with empathy and sensitivity, recognising the emotions and concerns of those affected. By demonstrating compassion and understanding, providers can foster a culture of inclusivity and support . 5. REFLECTION Crisis communications plans and procedures should be regularly reviewed and evaluated to identify any areas for improvement. Through a culture of continuous learning and adaptation, schools and universities can enhance their resilience and responsiveness to evolving challenges. 6. EMPOWERMENT Building trust is an ongoing effort that requires SLTs to actively engage with their communities and empower them to participate in relevant decision-making processes. This will enable schools to forge yet stronger bonds of trust that will ultimately stand the test of time. DO THIS STICKTO YOURWORD SOPHIEBAILLIE ISASSOCIATEDIRECTOR,HEADOFCLIENTSERVICESATCONSCIOUS COMMUNICATIONS–APUBLICITYAGENCYTHATREGULARLYWORKSWITHEDUCATIONAL INSTITUTIONS; FORMOREDETAILS ,CONTACTSOPHIE.BAILLIE@CONSCIOUSCOMMS.COM Exercise better class control with these tips fromRobin Launder... The old adage is true – actions really do speak louder than words. But it’s also true that if you actually do what you say you’re going to do, then those words will be as convincing as your actions. If you tell the class you’re going to return their homework on Tuesday, then return it on Tuesday. If you tell a student you’re going to phone his mum to let her know how hard he’s working, then phone her. If you tell another student that you’ll be able to help her with her project at break, then be there waiting. The same applies to sanctions. If a sanction is stipulated in your school behaviour policy or classroom contract, or you’ve said it’s going to happen, then make it happen . When what you do is what you say , then what you say will carry the weight of what you do. So stick to your word. Robin Launder is a behaviour management consultant and speaker; find more tips in his weekly Better Behaviour online course – for more details, visit behaviourbuddy. co.uk 84 teachwire.net/secondary