In schools across the world, culture is not defined by the posters on the walls or the policies in the handbook. It is shaped by the daily interactions, values, and expectations shared by students, teachers, administrators, and support staff. A positive school culture doesn’t just happen by chance—it requires intentional effort and reflection. One of the most powerful tools school leaders have to foster this kind of transformation is inquiry. By asking thoughtful, strategic questions—and truly listening to the answers—leaders can unlock new levels of trust, collaboration, and inclusivity.
Here are three pivotal questions that, when embraced as a regular practice, can genuinely transform the culture of any school. These questions help uncover hidden issues, amplify unheard voices, and reinforce a shared commitment to growth and empathy.
1. Whose voices are missing from this conversation?
This deceptively simple question is a cornerstone of inclusive leadership. Every school hosts a range of stakeholders—students, teachers, administrative staff, support personnel, families, and community members. Yet, despite best intentions, many school decisions are made by a small group of individuals, often those in leadership roles or with the loudest voices. This question forces leaders to stop and assess who might be unintentionally excluded from important conversations.
Too often, marginalized voices are left out of decision-making—whether it’s students with special needs, families with language barriers, or first-year teachers who may feel intimidated to speak up. By asking “whose voices are missing?”, school leaders actively commit to finding ways to include those perspectives. This might involve conducting outreach to specific communities, establishing advisory groups made up of students or support staff, or simply creating more informal spaces where feedback can be shared openly and without fear.
The inclusion of diverse voices does not mean every decision will please everyone. But it does ensure that decisions are made with broader understanding and empathy. For example, if a school plans to change its bell schedule, engaging both teachers and students—especially those who rely on public transportation—can help avoid unintended negative impacts. Over time, this habit of inclusion builds a culture of transparency and trust. When people feel heard, they are more likely to contribute meaningfully and invest emotionally in the community.
2. What is it like to work—or learn—here for someone who’s not me?
Empathy is one of the most important yet underused leadership tools in education. Leaders who ask this question are intentionally stepping out of their own experiences and trying to see the school through someone else’s eyes. While it’s easy to assume that our schools are welcoming and equitable, the reality can be very different depending on a person’s background, role, or needs.
Consider the experience of a student who is new to the country and learning in a language they haven’t yet mastered. Or think about the only teacher of color in a predominantly white faculty. What about a staff member with a disability navigating accessibility issues daily? Each of these individuals likely experiences the school environment in ways that many others may not notice. This question helps leaders recognize these disparities and act on them.
The best way to answer this question is not through guesswork, but through meaningful engagement. Surveys, anonymous suggestion boxes, and one-on-one conversations can yield rich insights into how different people experience the same environment. Shadowing a student for a day or sitting in on various classroom lessons can also reveal important details that might otherwise go unnoticed. Leaders might discover, for instance, that students feel rushed and anxious during lunch periods, or that new staff members are unsure where to go for mentorship or support.
By embracing this empathetic lens, schools can become more proactive in addressing issues before they escalate. They can adjust policies, improve training, or introduce new support systems that better reflect the diverse needs of their community. More importantly, this question fosters a habit of curiosity and humility—two traits that are essential for any leader committed to equity.
3. How are we helping each other grow?
The final question speaks to the culture of collaboration and continuous improvement within a school. It asks leaders to look beyond individual performance and reflect on whether the institution as a whole is structured to support personal and professional growth. When educators are growing, supported, and challenged in healthy ways, the entire learning environment flourishes.
This question goes deeper than formal professional development. It’s about whether staff members have regular opportunities to collaborate, whether students feel comfortable taking academic risks, and whether mistakes are treated as learning moments rather than failures. It encourages school leaders to reflect on the systems and rituals that reinforce—or hinder—growth.
A growth-oriented culture doesn’t emerge overnight. It begins with small shifts: carving out time in staff meetings for peer learning, encouraging interdepartmental collaboration, or creating mentorship programs for new teachers. Leadership can also model vulnerability by asking for feedback and demonstrating a willingness to improve. In classrooms, teachers can create space for students to reflect on their own progress, set goals, and learn from setbacks.
Importantly, growth must be mutual. Too often, professional learning flows top-down, with leaders assuming the role of the expert. A truly transformative culture recognizes that everyone has something to teach and something to learn. When staff members are encouraged to share their expertise, experiment with new strategies, and receive constructive feedback, they feel empowered. Students, too, benefit from seeing adults model lifelong learning. Over time, a culture of shared growth leads to innovation, resilience, and stronger relationships throughout the school.
Conclusion
Culture is not something leaders dictate; it is something they help shape through values, behavior, and, perhaps most importantly, the questions they choose to ask. The three questions outlined above—Whose voices are missing? What is it like for someone who’s not me? How are we helping each other grow?—are not one-time reflections. They are habits of thinking that, when internalized and repeated, begin to transform how a school operates.
These questions challenge assumptions. They disrupt habitual patterns. And they open doors to deeper understanding, connection, and progress. They encourage leaders to move from transactional management to transformational leadership—one that prioritizes empathy, equity, and empowerment.
Asking questions may seem like a small act, but in the context of school culture, it is a revolutionary one. When we listen deeply and respond with intention, we create schools where everyone—students, teachers, and staff—can thrive. And in the end, that is what true leadership is all about.