I’ve always been transparent about my personal growth in understanding and managing student behavior, and I take pride in that journey. I openly share my experiences to create an emotionally safe space for others who, like me, have reflected on and challenged systemic practices and training. As educators, it can be incredibly unsafe to voice dissenting opinions or acknowledge mistakes within the education system.
Yet, growth is a journey, and every expert has become one by challenging themselves after making errors. It’s crucial that we create an environment where it feels safe for all of us to make mistakes, hold different perspectives, and continue engaging in meaningful dialogue.
There’s a delicate balance between “calling in” and “calling out.” More often than not, I believe in calling people in—by listening to understand, being open to new ideas, and considering others’ perspectives. This approach is imperative for fostering a culture of growth and understanding.
The concept of a growth mindset is instrumental in helping my students develop an approach to learning. Many students struggle with feelings of shame when they make mistakes, exhibit some anxiety when faced with new academic challenges, and experience a heavy emotional toll when they lose or fail. Teaching them about neuroplasticity—the brain’s capacity to change and adapt through new experiences—has been transformative. It has empowered them with the knowledge and context necessary to build resilience and acquire the skills to navigate these challenges more effectively.
Interestingly, the principles of growth mindset apply equally to adults, especially those in the education field. Educators and professionals who challenge the status quo and question their own beliefs and behaviors embody the essence of a growth mindset. However, coaching adults on these concepts can sometimes be more challenging than with children.
This raises a critical question: How do we create emotionally safe spaces for educators and other professionals within the education system who may have significant growth ahead of them but are willing to embark on that journey? How can we more effectively “call people in”—invite them into conversations and shared experiences in a way that fosters growth without shaming anyone?
Unraveling from any system demands a profound level of personal integrity and transparency. It requires the courage to acknowledge the harm one may have unknowingly caused, as well as the capacity to forgive oneself for that harm. The commitment to take accountability for one’s role within a system is not for the faint of heart. Many individuals in the behavioral health field were trained in practices they genuinely believed would benefit those they served. However, some never question the system they were taught to follow.
Our society often resists disruptors, making it easier to comply with established norms rather than challenge them. Yet, as we continue to learn and acquire new information, we gain the ability to adjust, grow, and improve. There should be no shame in this process of learning and transformation. It is essential that we guide those who follow us, even as we learn from those who lead the way. Even if we consider ourselves to be further along in the journey, the way we engage with other professionals can unintentionally shut down their growth or cause harm despite our shared goals.
In the same way, trauma-informed approaches have guided us to meet students where they are and fully embrace them, we must extend that same understanding to our colleagues and collaborating professionals. When I first started engaging with educator creators on TikTok, I found myself being judgmental and reactive when I encountered ideas that seemed misguided. This led me to a moment of self-reflection, realizing that holding others to a standard of perfection only discourages participation. If I shut down dialogue, I also shut down opportunities for growth—and ultimately, it’s our students who suffer the most in that process.
