Relational thinking starts by recognizing that we too often focus our efforts on changing the parts of the system that we can readily see, but ultimately make the least difference. We spend our energies on the what of systems; things like programs, curriculum, or even the people. When our efforts aren’t successful, we change the what over and over again, adding new programs, altering the curriculum, or seeking out new and more experts.

However, if a system is not fully healthy, changing the what is rarely as influential as changing how we do things. The how—as in, how we teach, how we talk with and listen to students, and how we support one another—isn’t as readily apparent as the what, but it’s much more powerful in defining healthy systems.

Similarly, focusing on the underlying  why of our efforts challenges us to be clearer about the genuine purposes of our actions. Often our purposes are unclear, hidden even to ourselves, and at odds with one another. If we are clear and transparent about our why in advance—such as “our purpose is to strengthen belonging among our students”—then we (and others) can ensure consistently accountable to our explicit goal.

Finally, along with a greater focus on the how and why of our work, relational thinking means recognizing the complexity of education and the interconnectedness of all its parts, seen and unseen. Being systemic means knowing that our most well-meaning efforts will all too often have unintended consequences. And that even the most compelling evidence-based program may work in one context but fail in another. Therefore, we need to allow educators freer rein to experiment with their own solutions, make more mistakes, recognize what is working and what is not, and modify their efforts accordingly.

But most of all it means shifting our focus away from merely “fixing” kids through universal SEL instruction, to creating systems that are fundamentally healthier for all students and educators alike.

Professional Learning Topics

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THE Third Path Framework