There are days in schools that just feel different. Maybe it's the morning after a major event, a community crisis, or, like at the time of this writing, a significant political moment. The hallways have a different energy. Both students and adults are processing complex and even divergent emotions.
And we still have our scheduled coaching meetings.
Days like this call for us to be especially thoughtful about how we show up - both for ourselves and for the teachers we support. While it might feel easier to reschedule or stick to business as usual, conversations during complex times can be powerful opportunities for connection and growth.
Preparing Ourselves to Support Others
Before walking into any coaching conversation in a charged environment, we need to check our own emotional temperature. What are we carrying? What support do we need? What biases or assumptions might we need to set aside? This self-awareness helps us stay present and responsive rather than reactive.
It's also crucial to prepare for flexibility. Your planned agenda about exit tickets might not be what's most needed today. At the same time, some students (and teachers) are going to find comfort in maintaining routines. Some students or teachers will want a break from the collective conversation. Having multiple options ready helps you meet each teacher where they are.
Creating Space While Maintaining Structure
When we open these conversations with space for processing ("How are you doing with everything that's happening?"), we acknowledge that teachers, like their students, are whole humans navigating complex experiences. This validation can help teachers extend the same grace to their students.
Consider offering choices in how to use your coaching time:
Process and plan for supporting students through this moment
Maintain focus on previously planned work, which might provide welcomed momentum
Blend both approaches, acknowledging the moment while moving forward
Consider how to support both students who need to process and those who need normalcy
Why this matters: When teachers feel their needs are honored, they're better equipped to differentiate their support for students who may also have varying needs - from those who want to discuss current events to those who find security in regular routines.
Practical Strategies That Center Students and Honor Multiple Needs
Support teachers in creating flexible structures that can serve different purposes:
Opening circles that allow but don't require sharing
Clear protocols and sample language for redirecting unproductive comments while maintaining classroom community
Assurances about the class community and school communities that can be provided to students who may be experiencing (and probably witnessing) mixed emotions
Ways to acknowledge the moment before transitioning to academic work
Options for students to engage with or step back from charged topics
Routines and procedures that provide stability and predictability
The goal isn't to ignore what's happening, but to create space where all students can engage with learning in ways that feel safe and supportive for them.
Sustaining the Work
In moments like these, we're reminded that instructional coaching isn't just about instructional strategies - it's about supporting whole humans, both adults and kids, doing complex, emotional work. As coaches, we may need to:
Schedule breaks to get grounded between intense conversations
Have our own thought partners or support systems
Document patterns or needs to share with school leadership
Maintain boundaries that allow us to stay present and supportive
Remember: Every school community is different, and every teacher and student will have different needs in challenging moments. Our role as coaches is to help teachers find approaches that work for their context while maintaining the delicate balance between acknowledgment and forward movement.
What helps you stay grounded when coaching through challenging times? How do you support teachers in creating space for both processing and learning?
Note: These suggestions should be adapted based on your context, your relationships with teachers, and your school's protocols for addressing sensitive topics.
