How do you create understanding for each other’s viewpoints at school?

The article by Pharos begins by explaining that Hans Panjoel, Professor of Relational Working at Summa, posted a post on LinkedIn shortly after the election results. “The reactions to today’s election results are tumbling over one another,” he wrote. “All voters have their reasons for making their choice. These opposing views will also be present in the classrooms and buildings of Summa College and vocational education. It is an important task and challenge for all education staff to guide this as effectively as possible.”

As part of the Wellbeing at School programme, Pharos and the Trimbos Institute (in collaboration with Healthy School) are constantly looking for good, inspiring examples. We speak with Professor Hans Panjoel about group dynamics and the interaction between teachers and students. How do you guide these opposing views as effectively as possible? How do you ensure that students and education staff listen to one another and understand each other’s viewpoints, fears or uncertainties?

Student happiness

The answer to this question does not stand alone but fits into the broader strategy that Summa College has set itself. “Ten years ago, Summa presented itself as the leading supplier of skilled workers for Brabant,” Panjoel explains. “But by now, our focus is no longer solely on qualification and ensuring that students obtain a diploma. We believe our mission is broader. At Summa, we consider student happiness very important, meaning that you feel seen and have also been able to develop in other areas. Learning to deal with an ever-changing society and creating understanding for each other’s viewpoints are part of that too. This benefits both the student and society.”

Paradox of inclusion

Panjoel gives an example from practice. A teacher told him that the topic of ‘homosexuality’ was on the agenda in his class. For the teacher, this was complex: he knew that there were students in the class who detested homosexuality. But he also knew that there was a female student who was attracted to the same sex, was struggling greatly with this and had not yet come out. Panjoel: “He did not want to hurt the student. At the same time, he was dealing with the paradox of inclusion: how tolerant are you towards people who are themselves intolerant?”

Do not shut down the conversation

What Summa aims to do is stimulate dialogue and listen to what the other person has to say. That is how you build connections. According to Panjoel, simply shutting down students who make negative comments about homosexuality is not the right approach. “That makes them feel dismissed and unseen, and gives them no opportunity to grow. Instead, the teacher complimented these students for speaking out. He knows that in some home situations, it is completely impossible to talk about this subject.”

Hearing and seeing students

It is then the teacher’s task to create a safe environment and establish boundaries for the conversation. To address people when things are said that are hurtful to others. Panjoel: “Students must learn to take other people’s feelings into account, even when they disagree. Moreover, a teacher can be more permissive and find it easier to address a student about their attitude if that student feels seen and heard by the teacher.”
The same applies to teachers who know what is going on in their students’ lives. At Summa College, teachers and other education workers are encouraged to truly get to know others. “One of the most important conclusions from an extensive study we conducted among students was that students consider personalised education very important,” Panjoel explains. “Education with genuine attention for the student that is not limited to academic progress alone.”

Cultural change

The aim is for all education staff to be able to have conversations with students about social issues when necessary. So not only during citizenship classes, but also during cooking or technology lessons. Is every member of the education staff capable of doing this? Does everyone want to? The honest answer is “no”, Panjoel acknowledges. “Not every teacher has the same skills and interests. These insights are gradually penetrating deeper into the organisation’s DNA, bringing about a gradual cultural change.”

Reflective dialogues

The Professorship of Relational Working was established two and a half years ago, among other reasons, to help integrate these viewpoints into the organisation. For example, reflective dialogues are held in various places with students, teachers and teams. Two discussion leaders from the professorship facilitate the sessions. Panjoel: “We also look at: what do we encounter and how can we take steps from there? Staff can also call on our help if they cannot resolve things themselves.”

“And we strongly believe in modelling behaviour,” Panjoel continues. “If two colleagues have a disagreement and do not talk to each other, it is not helpful to expect students to do so. The way we as education staff interact with one another has an influence and radiates throughout the rest of the organisation.”

Working towards a safe and inclusive school climate

An important step in working towards a school-wide and integrated approach to wellbeing at school is creating a safe and inclusive school climate, says Anna de Haan, Programme Coordinator for Wellbeing at School at Pharos. This provides a physically, emotionally and socially safe foundation for students and staff at school. As a result, students have the mental space to develop, which is a prerequisite for learning effectively.

It is important that everyone can be themselves. And that you guide opposing views, such as those described above by Hans Panjoel, as effectively as possible and ensure that students and education staff listen to one another. That they understand each other’s viewpoints, fears or uncertainties. The following are important for establishing this properly as an integrated approach:

• A good student-teacher relationship;
• Attention to group dynamics;
• Clear agreements that are recorded in policy and arise from a particular vision.

“And that is exactly how they approach it at Summa College,” says Anna de Haan. “That is why this is such a wonderful and inspiring example for other schools.”

Source: Pharos.