Mindset Makes the Intervention
Every school I have worked with has had amazing things that made it special, and each also had issues that needed to be resolved. Sometimes these were big things, like implementing school-wide processes for academic interventions. Other times, they were just working on smaller issues, like a single student’s behavior plan or a common area routine.
Each of these issues was met with an intervention. A clear strategy that changed the behavior of adults in the building with a logical connection to an expected outcome. On paper, each one looked like it would be effective.
But alas, they all had varying levels of success. Some were wildly successful, others were less so.
So what was the difference?
Dr. Becky Kennedy shares in her work with Good Inside that “Every intervention can come from one perspective or the other. One of Anger and Resentment, or one of Capability and Empowerment. Kids can feel the intention.” Adults can, too.
When I look back at the approaches and perspectives of the staff implementing interventions, these differences shine a light brightly on the problem.
While not every intervention from staff who focused on the capability and empowerment was successful, an overwhelming majority were. When people believed the kids could change and that they had the skill and expertise to help them, they kept at it and figured it out. Even when the first plan missed the mark, they regrouped and tried something else.
The starkest contrast comes from staff who approach their work with anger and resentment. When an intervention is being implemented by people who think it is unfair that they have to deal with this issue, or are angry that their idea didn’t get chosen, it loses a lot of its impact.
You can implement the same Structured Break intervention, but the success is largely going to depend on the demeanor of the people carrying it out. C&E staff are going to prompt the student differently. They are going to welcome the use of the break. They are going to reinforce the positive choices. They are going to help the student feel good about getting their needs met.
On the other hand, A&R staff will act annoyed that the student needs a break. They may overprompt the student to an undesired behavior because they think the break is unnecessary. They will make the student feel bad for requesting something they need, ensuring they never ask for it when they do.
This goes for many other types of interventions, too. When leaders have anger and resentment about changes, they are likely to run into the same issues that staff do when implementing from the same perspective.
A big risk to this being overlooked is that really good interventions may be labeled as ineffective when it was simply the application that was faulty. Changing to another intervention will be suggested, but if the perspective remains angry and resentful, then the next intervention will likely end up with the same outcome. These adults will often suggest that they have tried everything and nothing works. If that is the case, then we need to examine the mindset of the people implementing the interventions and work to improve that.
As a school leader, this allows you to look at not just the intervention and the progress, but also at the implementation of the intervention. Fidelity checks are common with interventions, but many only look at the discrete steps of the intervention. We also need to include checklist items that consider the demeanor and behaviors of the staff when they carry it out.
When we find that perspectives are contributing to continuing challenges, there are a few things we can do.
Creating Psychological Safety and Voice
Start by acknowledging the anger and resentment rather than dismissing it. Often these feelings stem from feeling unheard, overwhelmed, or unsupported. Create structured opportunities for staff to express frustrations safely; perhaps through small group discussions or one-on-one check-ins. When people feel their concerns are genuinely heard, they're more likely to shift toward problem-solving.
Reframing the Narrative
Help staff see challenging behaviors or situations through a different lens. Instead of "This student is disrupting my class," guide them toward "This student is communicating a need we haven't figured out yet." Share success stories from similar contexts; not as pressure, but as evidence that change is possible. Use language that positions staff as problem-solvers and experts rather than victims of circumstances.
Building Competence Through Support
Anger often masks fear of failure or feeling inadequate. Provide concrete skill-building opportunities that are low-stakes and collaborative. Pair struggling staff with those who approach challenges with C&E mindsets. Not as a punitive measure, but as a supportive partnership. Offer to model interventions yourself or co-implement them initially, showing that leadership is willing to share the challenge.
Celebrating Small Wins and Effort
Create systems to notice and celebrate incremental progress, both in student outcomes and staff implementation. When a previously resentful teacher makes even a small shift toward empowerment, acknowledge it publicly. Share specific examples of how their changed approach made a difference. This builds momentum and makes the C&E perspective feel achievable and rewarding.
Addressing Systemic Issues
Sometimes A&R perspectives are symptoms of legitimate systemic problems, such as understaffing, lack of resources, or unclear expectations. As a leader, transparently acknowledge what you can and cannot control, and actively work on what you can change. When staff see leadership taking their concerns seriously and making tangible changes, they're more likely to shift their own perspectives.
Creating Choice and Autonomy
People often feel resentful when interventions are imposed upon them. Where possible, offer choices in how interventions are implemented, or involve staff in designing solutions. Even small choices can shift someone from feeling controlled to feeling empowered. Ask questions like "What would need to be true for you to feel confident implementing this?" or "What adaptations would make this work better in your context?"
Modeling the Mindset
Perhaps most importantly, approach resistant staff with the same C&E perspective you want them to adopt with students. Instead of being frustrated with their resistance, be curious about it. Believe in their capability to grow and change. Your authentic embodiment of this mindset will be more powerful than any training or mandate.
The difference between a successful intervention and a failed one often lies not in the strategy itself, but in the spirit with which it's carried out. When we approach challenges from a place of Capability and Empowerment rather than Anger and Resentment, we fundamentally change the outcome.
This shift isn't just about being more positive or patient. It's about recognizing that our mindset directly impacts our actions, and those actions communicate volumes to the students and colleagues around us. They feel our belief in them, or our frustration with them, and respond accordingly.