The Reluctance to Change in Long-Established Small Schools: Understanding and Reflection

The Reluctance to Change in Long-Established Small Schools: Understanding and Reflection

Education is a field built on tradition. For generations, small schools have served as cornerstones of their communities, fostering close-knit relationships between teachers, students, and families. Yet, while the world outside the classroom has transformed at an unprecedented pace—digitally, socially, and pedagogically—many long-established small schools remain resistant to change.

This reluctance isn’t born out of stubbornness or incompetence. Rather, it often stems from deeply held beliefs about what education should be, reinforced by years—sometimes decades—of proven (if gradually diminishing) success. When methods have worked in the past, why fix what isn’t obviously broken?

But therein lies the subtle challenge: the world has changed, even if the school’s methods haven’t. Students today engage with information differently. Technology has reshaped how we communicate, learn, and think. Societal expectations of education have evolved. And yet, in many small schools founded before the turn of the century, the same lesson plans, teaching tools, and institutional habits persist, sometimes defended with polite dismissal or frustration when questioned.

Why does this happen? And how can we approach this resistance with empathy while still encouraging reflection?

The Comfort of the Familiar

Humans are creatures of habit. When a system works—or at least appears to—it’s natural to stick with it. Many educators in long-standing small schools have spent years refining their craft, developing routines that bring them confidence and comfort. To suggest that those methods might need updating can feel like an implicit critique of their life’s work.

There’s also the matter of time and energy. Change requires effort—learning new technologies, redesigning curricula, adjusting to different classroom dynamics. For teachers already stretched thin by the demands of a small school (where staff often wear multiple hats), the idea of overhauling their approach can feel overwhelming.

"Teachers Teach, Not Learn" – A Misguided Mentality?

One possible root of resistance is the unspoken belief that teachers are the keepers of knowledge, not perpetual students themselves. If an educator sees their role purely as delivering instruction rather than adapting alongside their students, professional growth can stagnate.

This isn’t to say veteran teachers don’t care about improvement—many do. But when professional development is framed as optional rather than essential, it’s easy to defer it indefinitely. The irony, of course, is that the best teachers have always been lifelong learners. The most effective educators adapt because they recognize that teaching isn’t static; it’s a dialogue with the times.

The Illusion of "What Worked Before Still Works Now"

Another factor is the slow, creeping nature of decline. A method that once yielded strong results may still function—just less effectively than before. Because the drop-off is gradual, it’s easy to miss. Student engagement might wane, but if test scores remain acceptable and parents aren’t complaining, there’s little immediate pressure to change.

Yet, "good enough" is a dangerous standard in education. The world is moving forward, and students deserve preparation for the future they’ll inherit, not the past their teachers remember.

Encouraging Reflection Without Judgment

How, then, can we foster openness to change without alienating those who find comfort in tradition? The answer lies in framing evolution not as a rejection of the past, but as an extension of it.

1. Acknowledge What Works
   Begin by recognizing the strengths of existing methods. No system is without merit, and veteran educators have wisdom that shouldn’t be discarded. The goal isn’t to dismantle but to refine.
2. Focus on Students’ Needs
   Shift the conversation from "This is how we’ve always done it" to "What do our students need now?" When the discussion centers on student outcomes rather than institutional habits, resistance often softens.
3. Small Steps Overhaul
   Change doesn’t have to be drastic. Introducing one new tool, experimenting with a single updated teaching strategy, or even just encouraging open dialogue about modern challenges can plant seeds for larger shifts.
4. Model Lifelong Learning
   Leaders in education should embody adaptability. When teachers see their peers or administrators embracing new ideas with curiosity rather than fear, it sets a powerful example.

Final Thoughts

Resistance to change isn’t unique to education—it’s a human tendency. But schools, above all, should be places of growth—for students and educators. The methods of the past served their purpose, but clinging to them solely out of habit does a disservice to the future.

Perhaps the most important question isn’t "Why should we change?" but rather, "What might we gain by trying?" Even the smallest updates, approached with openness, can rekindle the joy of teaching and learning. And in the end, isn’t that what education is all about?

Published OnMarch 22, 2025