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Authoritative leadership style is an approach where adults build developmental relationships of trust using connection and accountability both in the classroom community and across every level of the school community. Authoritative leadership style (in parenting) was originally coined by Baumrind (1966) and describes a leadership style where the adults have both high expectations (demandingness, structure and firmness) and are considered warm (supportive and responsive). In the last decade, researchers have explored the effects of authoritative leadership in schools. These benefits include:
Lee, J. S. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330–340.
Gregory, A., Cornell, D., & Fan, X. (2011). The relationship of school structure and support to suspension rates for Black and White high school students. American Educational Research Journal, 48, 904–934.
Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T. H., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102, 483–496.
Cornell, D., Shukla, K., & Konold, T. (2015). Peer victimization and authoritative school climate: A multilevel approach. Journal of Educational Psychology 107(4), 1186–1201.
Gregory, A., Cornell, D., & Fan, X. (2012). Teacher safety and authoritative school climate in high schools. American Journal of Education, 118, 401–425.
Pellerin, L. A. (2005). Applying Baumrind’s parenting typology to high schools: Toward a middle range theory of authoritative socialization. Social Science Research, 34, 283–303.
Hawkins, J. D., Oesterle, S., Brown, E. C., Abbott, R. D., & Catalano, R. F. (2014). Youth problem behaviors 8 years after implementing the communities that care prevention system: A community randomized trial. JAMA Pediatrics, 168(2), 122–129.
SEL Chicago leads with immediately helpful tools for educators, parents and others working with children and young people. These tools can assist with:
When we build awareness around child development, how children and adults needs and desires intersect in dissonant ways, and use strategies grounded in brain science that helps us strengthen our relationship, our responses to stressful situations create new opportunities to build connection and accountability.
Teaching and leading young human beings as they navigate academics and the work of learning social and emotional skills is challenging. What happens sometimes looks and feels like an endless power struggle.
SEL Chicago trainings are informed by the following core principles based on the work of Drs. Alfred Adler, Rudolf Dreikurs, Jane Nelson, Jody McVittie, Ross Greene, Dan Siegel, and Tina Bryson, among others:
These principles support tools that help adults connect with children in the process of understanding the belief behind misbehavior. Adults modeling and using these tools with fidelity help children learn the valuable life skills of self-regulation, resiliency and empathy.
Use these suggestions to connect with children and answer their questions in this difficult and confusing time.
These tools have been designed for families to help build the tools of connection and accountability for children during this time of remote learning.
There are many benefits of building authoritative school communities where adults have both high expectations and are considered warm, accepting and supportive.
This chart helps pinpoint the child's goal based on the adult's feeling about the misbehavior, and provides many proactive and authoritative tools for building connection and accountability.
Adults can have a difficult time when children are acting from feelings of undue attention, power, revenge, or inadequacy, and others. These are statements to use to help connect with children in moments of upset.
Human beings are complicated; teaching and leading young human beings as they navigate academics and the work of learning social and emotional skills is challenging. Learn how to bring this training to your school's parent community.
It can be a struggle to make agreements with a child and have them successfully follow through on those agreements. Here is a set of hints, tips, and traps to consider when communicating an agreement.
This guide explains the Dreikurs definitions of "natural" and "logical" consequences and daily activities teachers, principals, and administrators can connect with students to repair harm after mistakes.
Gloria Wilcox's Feelings Wheel helps humans name feelings as a tool of emotional regulation and building developmental relationships. Download the graphic here.
SEL Chicago discusses the Positive Discipline Tool Connection Before Correction
Kristin Hovious of SEL Chicago discusses a self-regulation tool called the brain in the palm of the hand.
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