You Don’t Have to Chase Morale When You Lead with People

If you’re like us and do your “reading” by listening—on your commute, while making dinner, or being a full-time Mommy Uber driver—this one’s for you.

You Don’t Have to Chase Morale When You Lead with People

Across the country, the school year has finally come to a close. In the Northeast, the last bells rang as students danced their way through classroom parties, stepping-up celebrations, and graduation ceremonies. Now they’re off to summer camps, family vacations, and those glorious, slow mornings with no alarms.

But for us? Summer is just the beginning.

Sure, we take time to rest and recharge (and maybe even sit down long enough to drink a full cup of coffee while it’s still hot). But we also love what this season brings: time to reflect, time to connect, and time to prepare. Behind the scenes, teacher teams are meeting, dreaming, planning, and learning together, and we wouldn’t have it any other way.

We love this time, not just for the space it gives us to think deeply, but for the opportunity it provides to intentionally build the kind of culture we want to walk into come fall.

Because here’s the truth: when you lead with people—when you truly put them first—you don’t have to chase morale. You create it. You embed it. It becomes the culture.

It shows up in the way you work, the way you listen, and the way you move forward together.

Today, we’re sharing a few simple, brain-based strategies to help you create that kind of culture, one where people want to be part of the work because they feel like they belong in it.

Where they see themselves as a part of something larger than themselves.

Before diving in, we encourage you to revisit Post 3, Trust the Process, and spend time visioning together; it’s the first, foundational step in this work.

Reframing “Complaining”

What If Complaints Are Clues? Listen for the Need Behind the Noise
Sometimes, frustration is just a hope in disguise.

Over the past week, we've heard from several colleagues stepping into new roles or leading summer work in their districts. It’s exciting—and also a little nerve-wracking. No matter how long you’ve been working toward that next step, it’s natural to wonder:

Am I prepared enough?
Do I really belong in this role?
What if people complain?

First, let’s normalize that fear. It’s completely human.

Second, we’re pretty sure you have what it takes to lead well.

And third, you have more power than you think. You can reframe complaints into clues.

Because underneath most complaints is something deeper: a value, a worry, a hope.

When someone says,

“This won’t work,” what might they actually be saying?

Maybe:

“I’m afraid we haven’t thought through all the details.”

Or:

“I want to make sure this doesn’t create more stress for teachers.”

When you listen between the lines, complaints become data. They point to what people care about. And when you respond to that, not just to the surface grumbling, you’re showing people that their voice matters.

You’re also making space for trust to grow.

So the next time a complaint shows up at your table, try asking yourself:

What might this person be trying to protect?
What value is underneath their resistance?
What do they hope will happen instead?

When we listen with curiosity, not defensiveness, we can meet frustration with empathy and respond in ways that move everyone forward.

Positive Presuppositions

Assume the Best. Seriously.
Trust is a culture-building choice.

If reframing complaints helps us listen better, positive presuppositions help us think better, especially about each other.

A positive presupposition is a mindset. It means choosing to believe that people are coming to the table with good intentions. That even when their words are sharp or their delivery is off, underneath it all, they’re trying to advocate for something they believe is right—for students, for their team, or for themselves.

When someone pushes back in a meeting or resists a new idea, it’s easy to jump to judgment:

They’re being negative.
They’re always difficult.
They just don’t want to change.

But what if, instead, we asked ourselves:

What positive outcome are they trying to achieve?
What might they be protecting or preserving?

Holding positive presuppositions means we assume that people are motivated by care, even if the way they express it is clunky or challenging. And when we start there, we open up more space for trust, understanding, and solution-oriented thinking.

They’re not trying to block progress—they’re trying to protect what they value.
They’re not being difficult—they’re being driven by something that matters to them.

This doesn’t mean we agree with every stance. But it does mean we respond with curiosity instead of defensiveness.

Because when we assume the best in others, we allow them to be their best. And that makes space for growth—not just in the people we’re leading, but in ourselves, too.

Call to Action:

As you step into the new school year, whether you’re leading teams, supporting colleagues, or walking alongside families, remember: you don’t have to chase morale. When you lead with people, it finds you.

Pro-tip

These on Yourself, Too: It’s easy to think about these strategies—intention setting, reframing complaints, positive presuppositions, and interest-based dialogue—as tools for working with others. But they’re just as powerful when we use them on ourselves.

• If you ever catch yourself getting stuck in your own position, pause and ask:
  What are the positive results I’m really after here?
  What do I want for kids? For my team? For this moment?

That simple reflection can shift your mindset, soften your stance, and help you lead from a place of purpose.

Everyday Leadership: These aren’t just strategies for people with titles. They’re for coaches, grade-level leads, support staff, classroom teachers, and anyone who wants to build a culture where people and purpose take precedence. Try with your children too, although they may be your most challenging to navigate! Trust me on that one!

We all lead. And the way we show up with each other matters.

When Parents Bring Concerns: This mindset extends beyond the staff room, too. When parents raise concerns, it’s often because they are coming from the same place: love, fear, hope, or a desire to protect their child.

Instead of reacting to the position—“I don’t want that book read in class” or “I don’t think my child needs extra support”—we can pause and ask:

• What is this parent really trying to ensure?

• What value are they trying to hold onto?

By listening for the interest behind the concern, we move the conversation from conflict to collaboration. We show families that they’re partners in the work, not outsiders to it.