Navigating Change Fatigue: The Need for Stability in Schools
After two terms of constant change, the idea of a new timetable felt like a mountain we weren’t ready to climb. As educators, we know that adapting to change is part of the job, but sometimes, we yearn for the comfort of routine—the autopilot mode where tasks flow seamlessly, energy is conserved, and the focus can remain on teaching rather than navigating yet another transition.
This longing for stability isn’t just about convenience; it’s rooted in the psychology of how humans operate. Take, for example, a fascinating hidden-camera experiment designed to explore social learning.
When routines are stable, students and teachers internalize productive habits, saving cognitive energy for learning and growth. It’s the educational equivalent of cruise control, where efficiency and focus thrive.
When routines are unstable, the brain is forced to expend energy navigating uncertainty, creating stress and disengagement. Instead of focusing on the core tasks of learning and teaching, everyone becomes preoccupied with figuring out the new "rules."
As I drive to work each day, I’ve noticed that using cruise control on my car makes the journey smoother and more economical. When the car maintains a consistent speed, it uses less energy, and I can focus on the road instead of constantly adjusting my speed. This efficiency inspired me to think about the parallels in the school environment.
Frequent stops, starts, and adjustments—whether on the road or in a classroom—consume more energy and create unnecessary strain. On the other hand, consistency allows for a steady, predictable flow that saves energy and reduces stress.
After two terms of constant changes—new schedules, revised procedures, and shifting expectations—we’ve seen the impact on students and teachers alike. The frequent interruptions to routines leave little room for habits to solidify. Instead of fostering creativity and learning, energy is consumed by adapting to the latest adjustment. Like the woman in the experiment, students begin to internalize new patterns not because they are logical or effective but because they are simply what’s happening around them.
If this pattern continues unchecked, it risks creating a culture where conformity to change becomes the norm, even at the expense of academic progress and well-being.
Establishing consistent routines in schools isn’t just about making life easier; it’s about creating an environment where energy can be channeled productively. Just like the experiment demonstrated, people thrive when they know what to expect. Stability provides the framework within which students and teachers can function efficiently, much like setting a car to cruise control on a long journey.
Without stability:
Students struggle to focus. Constantly shifting expectations erode their ability to form habits, which are crucial for academic success.
Teachers lose momentum. Every new change requires recalibration, taking time and energy away from the art of teaching.
Attendance and retention suffer. When school feels chaotic, students are more likely to disengage, seeing it as an unstable environment unworthy of attending.
While change is sometimes necessary, schools must balance innovation with the need for stability. Before implementing new initiatives or schedules, consider the following:
1. Is the change essential right now, or can it wait?
2. How will this change impact the day-to-day routines of students and staff?
3. Have we allowed enough time for current changes to settle and take root?
As teachers, we know the power of consistency firsthand. By advocating for periods of stability between major changes, we create the conditions for meaningful learning and long-term success.
The experiment on social learning demonstrates the importance of stability in creating predictable and productive environments. In schools, constant change can disrupt routines, making it harder for students and teachers to function effectively. Instead of rushing into yet another timetable shift, let’s aim for a period of calm, where habits can form, and energy can be conserved for what truly matters: learning.
Stability is not stagnation; it’s the foundation upon which meaningful progress is built. Like a car on cruise control, schools can run more economically and efficiently when routines are steady and purposeful. Let’s make room for that stability in our schools—and create an environment where both teachers and students can thrive.
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