Resolving Conflicts in Rural Schools

Abstract

Small rural schools once thought themselves immune from serious conflict, but these once tranquil environments now find themselves dealing with more diverse student bodies, conflicts in values, and social and economic changes. It is no longer possible to assume that a rural school will have a sense of community—an underlying foundation of shared values and a sense of belonging. Without this shared set of values, conflicts are more difficult to resolve when they arise. More than ever, schools need to make a conscious effort to teach problem-solving and negotiation skills that build a framework for cooperation and the cultivation of mutual respect. Educators themselves must be prepared to resolve conflicts that arise for them with their colleagues and with parents and students. If teachers feel well prepared to handle conflict, they can be effective in modeling this behavior for their students. Master of interpersonal skills—communication, collaborative planning, and emotional “banking”—can keep conflicts within bounds and dialogue focused on problem-solving rather than blaming. When educators have the tools to manage conflict, they can model problem-solving and negotiation skills for their students. Then conflict resolution becomes a way to reestablish effective cooperation an provide opportunities for the creativity, excitement, and energy that come from the exploration of differences among ideas and values.