Show, don’t just tell: The benefits of creating social

As educators committed to pursuing meaningful improvement, we’re often change managers. And by its very nature, change management involves having to introduce people to new ideas, and gain their openness to explore the approach in their own practice. What do you feel is the most effective strategy for winning over the sceptics and cynics to the benefits of a new initiative or improvement idea in your context? What have you tried? There are several approaches you could consider. One is to make a compelling case for change based on your analysis of current weaknesses, and trying to convince your team. By presenting data that clearly shows what isn’t working, you can highlight the urgency of the problem and the need for a solution.

Another strategy people use is to bolster the case with external research, demonstrating that the approach you’re advocating is supported by the best available evidence. Sharing and unpacking a case study of where similar approaches have succeeded in other schools can also be powerful. All three of these strategies have their place – they help to build a shared understanding of the problem, explore the rigour of the evidence, and provide examples of success.

However, one strategy stands out above the rest, and that is showing – not just telling. Demonstrating that the approach is already having a positive impact on real learners and educators within your current school context is by far the most effective way to win others over to the idea. 

This concept, known in behavioural science literature as ‘social proof,’ is incredibly powerful. Showing that the approach can work and is already yielding early positive benefits can bring others on board far more effectively than any argument or data alone.

How to get early social proof
What does prioritising social proof look like for leaders? At the beginning of an improvement journey, overinvest in a small group of volunteers or a single team making progress. You’ll need to start by quietly working with a group willing to explore and experiment with the new approach. Develop a working prototype, even if it’s not perfect, to show what the future might look like. Their stories, examples, and insights will be instrumental in moving the broader organisation forward.

As you go to communicate change, consider whether you’ve placed enough focus on real-world demonstrations within your context first. In my experience, making a strong case from data, emphasising research literature, or pointing to external examples has never fully convinced the broader team. 

People naturally have a healthy scepticism towards initiatives that have worked well elsewhere, citing differences in context or resources. But when you can demonstrate success within your own constraints and context and have local educators share their positive experiences and impact, it becomes much harder to dismiss! What is even better, is getting some of those early champions and ambassadors to share their story of the impact with your broader team. The goal is getting people to open up, be curious, explore the idea and take first steps, rather than close up prematurely.

In the schools I partner with, demonstrating early successes within the local context has been the key to overcoming initial scepticism and helping more adults to explore the new idea with openness and curiosity.