EXPLO Elevate shares good ideas, practices, and wisdom to help
schools and their communities flourish.

Dear Friend,

Flourishing Schools, Well-Being and Character Development

Independent schools may assume that because their communities attract engaged families, character will develop organically through community norms, advisory programs, or the general ethos of the school. That may have been true when students grew up with more built-in structures that supported character formation: shared civic norms, faith communities, and predictable cultural expectations. But the cultural forces acting on children today are too strong and too fast-moving to leave tending to the interior life of children to chance. A school may have a warm community, caring teachers, and thoughtful mission statements, yet still produce students who struggle with self-regulation, empathy, resilience, and ethical decision-making if these skills are not intentionally taught, modeled, and practiced.

This is why I was excited and grateful that the EXPLO Elevate team was invited to the Kern Foundation’s convening on Flourishing Futures: Character and Leadership in the Independent School Community. We learned about the work of the Human Flourishing Program at Harvard and heard from Kiran Bhai from Making Caring Common (MCC) about MCC’s research, schools network, and programs to help raise kids who care about others and the common good. We also heard from Prof. James Arthur, founder of the Jubilee Centre for Character and Virtue at the University of Birmingham. Their program, Integrating Character and Wellbeing Education in Schools: A New Practical Model to Enhance Student Flourishing is excellent, thought provoking and very well worth the read. 

Ross gave one of the keynote talks at the convening. The talk description was:

"Hope as a Means to Flourishing Independent Schools in Unprecedented Times."

Education is, at its best, an enduring emblem of hope--a requisite virtue in Independent Schools and indeed all schools. In this session, Ross will discuss designing the way forward in independent schools by centering hope, mission/purpose, and student character formation and intellectual growth. Additionally, the session will help participants take the specific context in which K-12 education, as well as higher education, find themselves, and envision a future in which our schools truly embody the characteristics great students possess: a commitment to lifelong learning born of curiosity and a willingness to be challenged, as well as to challenge. Underpinning much of the session will be the work of the Independent School Purpose Project, which has created language to capture the purpose of independent schools and perhaps to offer its own kind of focus and hope for the shared why of our schools. 

What's the Point? When High Achieving Kids Ask Questions Achievement Can't Answer

In a deeply thoughtful and beautifully written essay, Peter Hatala, Upper School Head at the Castilleja School, tackles a question echoing through high-achieving schools: What happens when students who have everything—perfect grades, unconditional love, even a sense of purpose—still ask "What's the point?" Drawing on twenty years of observation and weaving together insights from Jennifer Wallace, William Damon, and Jonathan Haidt, Hatala argues that today's students face an unprecedented challenge: constructing meaningful lives in a cultural moment that has systematically dismantled the very structures—shared narratives, binding communities, stable traditions—that once made such construction possible. Essential reading for anyone working with young people who are drowning in achievement but starving for meaning.

Schools Operating With Underpowered Infrastructure

My recent article on confusing table stakes for strategy got lots of traction. Thanks to those who reached out to comment and shared it with others. What I hope did not get lost is that table stakes are vitally important. So important, in fact, that addressing missing or weak elements should top the list of priorities for school leadership. What compromises the ability to do so is often related to the strength of a school’s operating infrastructure. So I’ve taken a dive into the topic: Schools Running on Knob and Tube Wiring: Why Operational Infrastructure Is Underpowered.

High Performing Teams: Staving Off Drift and Leaning into Hope

Drawing in his recent webinar with SAIS, Ross reveals how "drift" — that sneaky enemy of strategic focus — creeps into school leadership teams inch by inch, meeting by meeting, until even the most earnest, mission-driven educators find themselves stuck in the weeds of daily operations. Ross identifies the one characteristic that separates high-performing teams from the rest, and it's not what you might expect. If your leadership meetings feel more procedural than transformative, this article offers a framework grounded in hope — yes, hope — that can help your team reclaim its strategic purpose. 

A Looming Crisis: New Analysis Shows Dozens of Well-Known Colleges Are Near Financial Trouble

Steve Shulman did an in-depth exploration into the finances of 44 private, tuition-dependent New England colleges and universities. A good number have strong brand names and such significant liquidity problems that closing the gap would require austerity choices described as “draconian”. Given the enrollment declines likely ahead, many of these schools are staring at existential risks. An article Shulman co-authored with Michael Horne is worth the read for independent school trustees, heads, and senior leadership. Understanding cashflow and what Shulman and Horne refer to as “baseline staying power” is crucial. I have often referred to “baseline staying power” as “how long is the runway” if things don’t change. I remember being at one board meeting where it was clear that lots of data had been presented, but what most around the table did not understand was that without changes, the school was looking at the prospect of closing in three years. Understanding the length of your runway is critical.

Why We Keep Giving Young Adults the Wrong Advice

Last issue, we featured an article by Brian Palm at Catholic Memorial School on the dangerous myth of the perfect ending and why our students need stories of failure. A good companion piece is Dr. Alexis Redding’s TEDX talk: Why We Keep Giving Young Adults the Wrong Advice (and How to Fix It). Redding explains how we misremember our own past with the result that it makes it harder for us to appreciate the challenges facing young people today.

Need help?

Not sure how to approach your next move? Have an idea but need a fresh pair of eyes to help take a look? We're here for exactly these moments. Whether you're wrestling with a strategic challenge, exploring a new initiative, or simply want an experienced perspective on your plans, reach out to start a conversation about how we can support your school's work.

As the term and the calendar year come to a close, this can be a season of dashing dashing dashing. Yet it's also a time to pause and reflect on the meaningful work happening in our schools every day. Thank you for the countless ways you support your students, colleagues, and families. Your work matters deeply, and it has been a privilege to share this space with you throughout the year.

As we head into the new year, I hope you find time to rest, recharge, and celebrate all that you and your school have accomplished. We look forward to continuing this journey together in 2026.

With gratitude and warm wishes for a peaceful close to the year,

Moira

Was The Propeller forwarded to you? Get your own regular dispatch of fresh ideas, practical insights, and relevant news by subscribing today. Subscribe here.