This article appeared as "Striking Accords" in the Winter 2026 issue of Independent School.
From the news headlines we read to the conversations we overhear in our neighborhoods, workplaces, and communities, we are living in a time that seems to be rife with conflict. According to a 2022 study by The Myers-Briggs Company, workplace conflict is on the rise: More than a third of respondents (36%) reported dealing with conflict often or all the time, up from 29% in 2008.
Independent schools are not immune to this reality. “Thriving in a World of Pluralistic Contention: A Framework for Schools,” a 2024 white paper from the E.E. Ford Foundation, highlights how independent schools face the same polarization and tensions affecting public and higher education. Likewise, NAIS’s “2023 Hot Issues Survey” found that responding to conflict in and about independent schools was the second most pressing concern for school leaders, just behind staffing challenges.
Conflict is not inherently bad. It is inevitable in any vibrant community, but it does not have to be destructive. When managed well, it can strengthen teams, spark creativity, and improve decisions. What matters most is how schools respond when it arises. When handled thoughtfully, conflict can clarify values, strengthen relationships, and enhance trust.
Whether the issue involves curriculum, social media controversies, or community values, independent schools are increasingly navigating complex disagreements that test their leadership and culture. And the board’s role in not just managing conflict but working to establish and maintain a conflict-resilient school culture is pivotal. Trustees must model respectful engagement, nurture a healthy partnership with the head of school, clarify expectations for conflict resolution, and intervene only when issues escalate to the level of governance or ethics. In addition to having a collaborative, respectful partnership, the board and the head of school must have established clear expectations and thoughtful processes for addressing conflict.
Building a Conflict-Resilient School
A conflict-resilient culture is one that anticipates tension, responds calmly, and integrates conflict resolution into the fabric of school life. And this culture must begin with the board. Boards that engage diverse perspectives and encourage constructive disagreement make stronger, more sustainable decisions. The key is to balance candor with respect.
A thriving, conflict-resilient school community requires:
clear expectations for behavior, decision-making, and accountability;
ongoing relationship-building to strengthen trust; and
consistent, transparent communication to minimize confusion, gossip, and rumors.
At the board level, expectations for trustee duties and behaviors, including expectations for their role in maintaining a conflict-resilient community, should be explicit from recruitment through ongoing service. Trustees must regularly revisit how they uphold behavioral agreements—among themselves, in their partnership with the head of school, and in their engagement with the broader community. The board chair–head of school relationship sets the tone for the entire institution and should include regular one-on-one meetings and mutual support in communicating major decisions. The board and head of school must work collaboratively while embracing healthy debate and transparency.
When the school community understands the board’s role through conflict resolution policies—how decisions are made and how conflicts are addressed—misunderstandings are reduced. Transparency does not mean sharing confidential details; rather, it means being clear about process, principles, and accountability. And it’s important for the community to also understand that the nature of board work is strategic, not operational, and the most common conflicts are generally operational.
When these elements are firmly in place, most issues can be addressed informally and early. However, for conflicts that escalate, schools need clearly defined policies and consistent procedures.
Types of Conflict
Not all conflicts are created equal—and not all conflict rises to the level of board intervention. One of the most common governance misconceptions is that the board should step into any and all disputes. In reality, the board’s authority is limited. Trustees oversee strategy and governance, not daily operations. Routine disagreements about curriculum, personnel, or student matters fall under administrative leadership. Recognizing the differences between everyday tensions and serious disputes helps schools and boards stay in their lanes and respond swiftly and appropriately.
Routine conflicts are the everyday misunderstandings, miscommunications, or differences in expectations that arise in any community. They can often be resolved through direct communication, problem-solving, or restorative practices—and do not need to involve the board. For example, a parent who is upset about their child’s casting in a play might contact the division director, who can explain the selection process and offer to discuss options as a way to ensure that the parent feels heard.
Challenging conflicts are more complex and emotionally charged. They often involve serious concerns such as harassment or discrimination, issues that implicate senior leadership, or matters that remain unresolved despite prior efforts. For example, if a family believes that they have not been treated fairly because of a social identifier (discrimination), then they would file a formal complaint. The situation requires a structured, fair review process at the head-of-school level, but it still does not involve the board.
Only a small subset of conflicts should ever reach the board. This boundary protects both the integrity of the school’s leadership structure and the board’s ability to govern effectively.
Board-level conflicts include situations where the head of school is directly involved, when legal or ethical issues arise, or when prior steps in significant conflict cases at the school level (such as the discrimination example above) have failed to achieve resolution. For example, if a faculty member alleges that the head of school retaliated after they raised concerns about financial practices, this claim would bypass standard administrative channels and would be referred directly to the board chair for formal review because it involves the head of school.
The Board’s Role
When a conflict meets the threshold for board review—after prior steps have been followed, when the head of school is involved, or the issue is a legal matter—it’s critical to adhere to a process that provides structure, fairness, and transparency. This process needs to be communicated clearly and completely to the whole community, such as in faculty and parent handbooks, so that all are aware of the procedures should the need arise.
1. Submit a complaint. Using a standard complaint form, complaints should be submitted to the board chair or governance committee. Submissions should describe the issue, the steps already taken, and the desired resolution. The board determines whether the complaint falls within its governance scope.
2. Initial assessment. A board committee forms to review the complaint. Members with any conflicts of interest (such as parents on the board who are friends with the originator of the complaint) must recuse themselves.
3. Investigation and review. The committee gathers facts by interviewing involved parties when appropriate and reviews relevant policies or documentation. Legal counsel should be engaged.
4. Formal hearing (if needed). A confidential hearing held by members of a predetermined committee can allow all parties to share perspectives and evidence.
5. Deliberation and decision. After reviewing findings, the board or committee decides on the appropriate action. A written decision is communicated to the relevant parties.
6. Follow-up and closure. The board ensures that any required actions are implemented and may recommend policy or governance changes if broader issues are revealed. Once finalized, the board’s decision is considered binding.
The process will vary depending on a school’s size and governance structure. Smaller schools may consolidate multiple functions within one committee, while larger schools may delegate to specialized governance or executive committees. Regardless of size, the principles of fairness, confidentiality, and transparency remain constant. Schools should always consult legal counsel to ensure compliance with state and federal laws, particularly in cases involving personnel matters, discrimination, or retaliation.
Guiding Principles
To ensure consistency and trust, all conflict resolution—whether handled by administrators or trustees—should embody professionalism and confidentiality, clear communication, impartiality, transparency, timeliness, and consistency.
Boards seeking to strengthen their school’s conflict management systems can work with the head of school to create systems and policies for the whole school community. This process starts with reviewing existing conflict resolution policies and identifying gaps to determine whether a formal conflict resolution framework exists. From there, the trustees, head of school, and legal counsel should form a working group to draft or update conflict resolution policies and review best practices and policies from peer schools and other governance organizations. Before adopting any policy, the group should seek feedback from administrators, faculty, and parents to ensure clarity and alignment with the school’s mission. Once the new policy is approved, share it broadly and ensure that it is included in parent, faculty, and board handbooks, explaining when it applies and how individuals can raise concerns.
By establishing clear expectations, fostering strong relationships, communicating transparently, and implementing consistent conflict resolution structures, school leaders and boards can transform moments of tension into opportunities for growth. In doing so, they build not only conflict resilience but also the foundation for a thriving, mission-driven community grounded in trust and respect.