Engaging School Boards with Student Activities Programs

Successful school boards have high expectations and set clear goals. They share common beliefs and values, focus on accountability and have strong collaboration and communications skills, and have become, out of necessity, data-driven entities attempting to lead their school districts toward continuous improvement.

School boards are committed to aligning and sustaining resources, are (usually) united in their leadership efforts, and participate in ongoing professional development training sessions to continue to sharpen the saw.

In order to become more effective, some suggestions for school boards include a) focusing on “we” and not “me,” b) treating faculty and staff members with respect, c) doing your homework, d) listening well, e) being courageous, f) supporting the school system and the overall decisions of the school board (even if the individual board member didn’t vote in favor of an item that was passed by a majority of the board), g) learning to disagree agreeably, h) and knowing your role and responsibility as a board member vs. the role and responsibility of the administration (which is to run the day-to-day operations of the school district). School board members have no authority individually; their authority comes from the body corporate as a school board entity.

But what about when it comes to the school board’s role in supporting student activities? There is a vast amount of information to be considered: personnel, facilities, equipment, travel costs, budgets and more. Students across the nation benefit from the investment their local school boards make in athletics, fine arts and other afterschool activity programs. And then there are larger considerations such as bond issues, cost for musical instruments and uniforms, liability insurance, etc.

Research has continually shown that students who participate in high school activity programs are more likely to succeed in and out of the classroom than their peers who do not. They have higher graduation rates, attend college more often and even earn college degrees at a higher rate. Every student deserves a well-rounded school experience – and that entails providing athletic and fine arts activities opportunities for students.

Research also shows that students who choose to participate in activities have better attendance and better discipline records. For some, especially at-risk students, these vital activity programs draw them to school each day, motivate them, strengthen them, provide them an opportunity to learn how to be a good teammate, and foster a sense of motivation.

Participation in an extracurricular activity often provides students with a greater sense of accountability because participants share a common goal and learn to count on one another. Coaches, sponsors and directors also provide students with additional mentorship from a trusted adult during a time when they need it most.

Support of athletics and fine arts activities is a valuable way that school boards can invest in today’s youth and tomorrow’s leaders. Through these programs, many students learn to value their health. They learn the importance of practice and how to hone one’s skillset. They also learn how to communicate and how to collaborate effectively with others – how to lead and how to follow. And, perhaps most importantly, they learn how to never give up.

So, what should school boards be looking for as they observe and support their school’s activities programs? They should look to:

• Provide for the identification and supervision of effective advisors, sponsors and coaches.

• Provide aid in technical aspects of their obligations such as budgets, constitutions, financial procedures, fundraising and publicity.

• Effectively monitor all activities.

• Effectively plan for all practice and game events.

• Ensure that all activities abide by state and federal laws and school district policies.

• Assist new activities with their developmental process.

• Provide teachers, coaches, sponsors, directors and advisors with appropriate training.

• Coordinate effective planning with all other organizations (so that a student doesn’t get caught in the middle of an adult controversy unnecessarily).

It is vital that school leaders do everything in their power to offer a wealth of activity programs that allow students to explore their interests and find appropriate connections. These activities deliver a message of positive attitude, character, effort and team spirit.

School boards can help their communities understand the role that athletics and fine arts play in a well-rounded, comprehensive public education. Development and dissemination of policies, procedures and legal guidance offer professional development opportunities on a wide range of topics. School boards, and their organizations, can also serve as a collective voice for others in understanding their governance roles.

Guidance offered from school boards to athletics and fine arts programs include:

• Following the chain of command in solving problems at the lowest level possible;

• Over-communicating with students, parents and community members – no one likes to get surprised;

• Recognizing and honoring excellence and achievements of students in athletics and fine arts programs;

• Honoring Title IX laws and not just giving them lip service;

• Promulgating sportsmanship at every possible opportunity;

• Emphasizing ethics, morals and high expectations; and

• Emphasizing the importance of academics in their overall programs.

In today’s social media world, there are also an increasing number of issues that school boards must be aware of relating to athletics and fine arts activities, including:

• Exploring perceptions of equity issues regarding the support for varying activities;

• Exploring perceptions of logos/mascots and considering any necessary alternatives;

• Exploring funding options to improve and maintain facilities across the district;

• Exploring ways to increase communication to employees, parents, students, alumni, coaches, directors and advisors; and

• Exploring additional opportunities for student participation.

Finally, high school activity programs often strengthen a student’s self-esteem. And in this environment of needed social-emotional learning, school boards have an opportunity to instill needed life skills that will follow students positively for the rest of their lives