When students feel like educators know, care about, and genuinely want the best for them, their confidence and capacity to learn expands. Those experiences are deeply influenced by the environments leaders create—not just for students, but for the adults who support them. In this fourth installment of The Leadership Academy’s series on our leadership framework, we spoke with our Executive Director of External Engagement, Anthony King, Ed.L.D. about what it means to provide nurturing support. The former elementary school teacher, assistant principal, and principal explores how well-intentioned approaches to nurturing can sometimes miss the mark—and what leaders can do instead to foster belonging, confidence, and growth.
Q: Our framework defines a nurturing leader as someone who builds supportive environments where every person is known, valued, and encouraged to reach their goals. Was there a moment when you saw the power of environment in your leadership?
A: One year, a quiet student arrived at my school as a new third grader. She was doing ok academically but was reserved, keeping mostly to herself in class, at recess, and at lunch.
I’d started Friday “open mic” lunches as a fun way for students to connect. Each week, this student watched silently as her peers performed or cheered one another on. One Friday when she raised her hand to sing, I was surprised. When she belted out “Let it Go” from the movie Frozen, I was stunned. She had an incredible voice and stage presence!
As I looked around and saw jaws drop, it was clear there was a shift, both in the room and in this shy student. She later joined the choir, built friendships, and became more engaged in class. Her grades and assessment scores improved.
The open mic lunches weren’t part of some complex strategy—they were simply a way to make the school day more enjoyable. But this seemingly simple move had a big impact: it created a safe space where this student felt comfortable enough to show us who she really was. That moment reinforced the power of creating spaces that allow students to tap into their authentic selves, fueling confidence and belonging.
Q: What patterns do you see among leaders who successfully create nurturing environments? What are they doing consistently?
A: Leaders who do this well often see themselves or someone they love in their students, and it shows up in simple but powerful ways: attending student events, making time for one-on-one conversations, engaging families through non-punitive home visits that feel more like wellness check-ins, and offering consistent positive reinforcement.
They also extend that same care to the adults they lead, recognizing that the environment adults work in ultimately shapes the student experience.
Q: Nurturing leadership is sometimes misunderstood as being solely about relationships. In your work with leaders, how do you help them focus on building systems that communicate care?
A: Nurturing is tied closely to the foundation of our leadership framework, which takes a student-centered approach. When leaders design systems with students’ needs at the core and attend to the adults responsible for carrying them out, care and encouragement become embedded.
I ask leaders to ask themselves, “If this were my child, would I want them to be in this school system?” If the answer is anything other than “yes,” then that’s the moment to pause and examine the system.
I also encourage them to regularly ask:
- Is this decision in the best interest of students or adults?
- What are we doing to get students excited about school?
- How can I support students today better than I did yesterday?
Learning is a social process and if students don’t feel valued or supported, they rarely put their best foot forward in the work of learning. The same is true for adults.
Q: Where do leaders struggle most when they first try to lead in more nurturing ways—and how do you support them through that?
A: Leaders often think that nurturing looks the same for everyone. Early in my career, I thought connection meant mostly things like remembering staff members’ birthdays or their family members’ names. Over time, I learned that those details didn’t resonate with people who build connection through problem-solving or shared work.
I often share this metaphor with leaders: Not every plant needs the same amount of water or sunlight—but they all need care. That includes the adults tending to the garden. Effective leaders learn what kind of support helps each student and staff member grow.
To do this well, I encourage leaders to think about nurturing across:
- Mindset: Adapt how care shows up, through relationships, structure, feedback, and opportunities for meaningful work.
- Observation: Pay attention to engagement signals, like noticing who participates more during hands-on learning or collaborative problem-solving.
- Inquiry: Remember that engagement signals are only part of the picture. Ask students and adults directly what helps them feel supported and motivated.
- Systems: Make expectations clear and consistent, so that the definition of success is understood and support doesn’t depend on who’s in the room.
Q: As you’ve gone from teacher to principal to a role that supports education leaders, how has your understanding of a nurturing leader evolved? What should leaders take away from this part of our framework?
A: I’ve learned that nurturing leadership is so much more than personal connection. Creating space where people can be themselves, show up authentically, and contribute without feeling pressure is just as important.
When leaders focus on creating trust and psychological safety, they remove barriers that prevent students and adults from being fully engaged. Leadership that’s nurturing increases the likelihood that people will lean in because the environment tells them they belong, they matter, and that their growth is expected.