About Us
Changing the Narrative of School Culture
At School Ethos, we believe that the heartbeat of education lies in the culture we cultivate. Our mission is to transform the toxic environments that hinder both student success and teacher well-being by fostering a climate rooted in respect, empathy, and equity. As a community-driven platform, we serve educators, leaders, parents, and all educational stakeholders who are passionate about creating supportive spaces where students can rediscover the joy of learning and teachers can thrive without burning out. Through shared stories, research-based tools, and collaborative dialogue, School Ethos empowers change-makers to challenge the status quo and build schools that uplift every learner and educator. Together, we are reimagining what it means to flourish in education.
The Influence of Internal Adult Dynamics on Educational Outcomes
A positive professional culture among teachers, administrators, and educational stakeholders is critical for improving school performance and student outcomes. Empirical research has demonstrated that schools with high levels of relational trust among adults—characterized by mutual respect, collaboration, and shared decision-making—experience greater instructional coherence, increased teacher retention, and higher student achievement (Bryk & Schneider, 2002). When educators and leaders operate within a culture of psychological safety and collective efficacy, they are more likely to engage in reflective practice, data-informed decision-making, and innovative pedagogical approaches. Moreover, a supportive professional environment enables stakeholders to align efforts around equity, well-being, and academic excellence. As such, the internal culture among school adults is not a peripheral concern but a foundational element of systemic educational improvement and sustainability.
Systemic Sabotage: When Educators Prioritize Power Over Pedagogy
The misuse of power in school systems—whether by administrators, teachers in leadership roles, or other institutional stakeholders—can create toxic environments that prioritize control and hierarchy over student learning and well-being. When school politics become entangled with personal agendas, gatekeeping, and punitive management styles, the focus shifts from instructional quality to maintaining authority. Such dynamics can marginalize innovative educators, suppress open dialogue, and erode trust within the school community (Blase & Blase, 2002). Research shows that authoritarian leadership styles contribute to teacher burnout, lowered morale, and high turnover, all of which directly and negatively affect student achievement (Ingersoll, 2001; Skaalvik & Skaalvik, 2010). Additionally, cultures driven by fear and compliance undermine collaborative problem-solving and equitable practices, ultimately harming students—especially those from underserved backgrounds. Addressing these systemic issues requires courageous leadership, shared governance, and a shift toward focusing educational purpose on student success rather than adult power.