Building Trust with Inclusive School Communication

Introduction

Take two schools that, from the outside, look very similar: both schools have strong academic programs, great facilities, well-educated teachers, and well-written mission statements and portraits of graduates. Yet families and teachers leave one school and favor the other. What is going on?

If you look more closely, you may see that the first school lacks trust among its stakeholders. Members might not agree with the school’s goals or educational approach, or recognize themselves as valued members of the school community, regardless of what the official mission statement’s “we” language might say.

A school’s narrative is the story of what the school considers important, what it can achieve, who makes a difference, and whether working together can actually produce change. The narrative becomes real when stakeholders believe in it and make it happen.

At School Signals, we see that narrative being strengthened through everyday communication, responsiveness, proactivity, and openness to addressing concerns. So how can schools create more opportunities for trust to develop?

How a Unified Communication Platform Builds Conditions for Trust

At School Signals, we organize and enable unified, systematized, positive school-home communications that benefit all stakeholders and, over time, intentionally strengthen school cultures through family engagement.

We understand and are sensitive to the fact that each school has its own unique situation and story regarding its communication policies and practices, available staff, decision-making processes, and family engagement practices.

While School Signals provides the school communication and engagement platform and structure, we put the power in the hands of the school’s principals, communication managers, and family engagement specialists, who determine how they use School Signals.

We recognize that some situations require one-way, broadcast-style communication, but we also create opportunities for stakeholders to use communication channels for collaboration, listening, idea-sharing, and innovation.

Here is what we are seeing so far:

1. Parents quickly recognize the opportunity to connect

It is not a given that parents want to use a new communication platform, or any new platform or system in general. Let’s face it: parental burnout is high, and years of scattered school communication have left many parents feeling like school communication is a task or work that they need to keep up with. Being on the receiving end of emails and notifications has left parents with little voice to communicate and participate, and the frustration is real.

In School Signals, we notice that parents recognize when communication is positive, constructive, and related to their child. The platform provides special admin roles for parents so they can step in and facilitate communication, whether it’s managing volunteer sign-ups, adding school or classroom events, or answering questions about assigned homework or classroom requirements.

By giving parents ways to participate and be active in their school network, schools build community. Parents don’t need to be admins to participate; just being a member of an after-school club or classroom gives them a window to support.

2. Teachers welcome the opportunity to personalize their messaging in their own style

Too often, teachers are left to figure out too many details about how and when to communicate. While teachers recognize the value of teacher-parent communication, many teachers feel that figuring out the communication logistics leaves them burdened or isolated.

With School Signals, school leaders can give teachers a platform to communicate consistently with parents and be connected to the school’s broader communication system.

Teachers share classroom photos and updates, provide academic information, and send reminders and personal messages to families. The platform supports both informal and formal communication: from reassuring updates and meaningful moments to academic reminders.

3. Principals show leadership by communicating proactively and guiding the community

By providing a unified platform with designated communication spaces and roles, principals signal to the school community that proactive communication is integral to the school experience, and that by communicating openly and effectively, they value school-home relationships.

Open communication builds trust; Dr. LaMarr Moses reminds us that a school’s culture is shaped by its interpersonal relationships with faculty, staff, students, parents, and other constituents. Moses continues, “Successful schools are described as exhibiting high levels of trust and cooperation among the faculty, staff, students, and parents.”

4. Easy-to-start personalized communication lowers barriers

Because the most outspoken families can often dominate the narrative, schools should take special care to listen to ALL families. “My door is always open” or “Do you have any questions?” after an event may sound like great openers for parent communication, but they do not necessarily serve all families.

Multilingual families, families with tight work schedules who cannot attend events, or parents who feel uncomfortable with public speaking may miss opportunities to share feedback and knowledge. Yet, they should have equal opportunities to be heard.

In School Signals, communication is automatically translated into families’ home languages; feedback can be collected through online forms where responses can be kept anonymous; and private messaging enables direct outreach to parents who prefer not to leave comments on discussions or news updates.

5. After-school communication becomes coordinated with community partners

Respecting families’ time and making communication convenient also helps build trust. In School Signals, staff and group leaders can reach the right families without creating separate email lists, messaging apps, or informal channels for every activity. We are seeing active after-school club communication threads that help families stay coordinated.

Conclusion

I’ve described how schools are using School Signals as a unified communication platform for all stakeholders to communicate and build trust. As a technology provider, we see our role as facilitators and helpers. We work closely with our schools to support their nuanced communication needs and meet them where they are with parent communication and engagement.

Trust is built over time through everyday interactions: people being heard, questions being answered, concerns being addressed, and families being given meaningful ways to participate. We help make that communication easier to organize, access, and participate in so that more of those trust-building interactions can happen.

Reading Recommendation: Collective Efficacy

While preparing this article, I read “The Power of Collective Efficacy” by Jenni Donohoo, John Hattie, and Rachel Eells. I recommend the article to school leaders interested in research on school culture.

Strong collective efficacy among teachers and staff is a key factor in school success. Teachers who share the belief that, by working together, they can positively affect students contribute to better educational outcomes.

One could argue that schools benefit from a high/strong “collective efficacy” among families as well. Families who share goals and see themselves as valued members of the school community contribute to the community’s spirit, strength, and resources. I’m looking forward to family engagement researchers to examine family engagement through this lens, too.