What Would You Do?
This blog post is going to test you, but we think you’re ready. You don’t have to answer directly, but that would be nice; rather, let us know what you might draw upon to help you answer this case study.
One of the themes of Lassoing Leadership recently has been on “Ethical Leadership”. In THIS EPISODE, Jason Rogers and I talk about some key themes of leadership:
- Every decision is an ethical one
Effective leaders have key values and beliefs that help them lead in an ethical way
SometimesMost of the time, there is never a perfect answer
If every decision is an ethical one
AND
If leadership is about making decisions and being accountable for them
THEN
We need to have a practice to help develop skills and strategies to support decision making.
Case Study: What would you do…
The Quiet Cover-Up
Setting:
You’re a Director of Student Life at an independent school in Ontario. You’re not in a formal evaluative role over faculty, but you are responsible for overseeing student behaviour, upholding the code of conduct, and ensuring consistency and fairness in student discipline. You work closely with faculty and leadership to maintain a positive school culture.
The Situation:
You’ve been made aware—through a reliable but confidential report—that a Grade 11 student, Ava, was caught vaping in a washroom and was disrespectful to the staff member who confronted her. This would normally warrant a formal warning and a meeting with parents, as outlined in the school’s code of conduct.
Ava is the daughter of Ms. L., a well-respected senior faculty member in the school, known for her influence and long tenure. When you approach Ms. L. to set up the parent meeting, she appears unusually dismissive and vague, suggesting the situation was likely exaggerated and that “Ava’s been under a lot of stress.” She gently implies that a formal write-up might not be “in anyone’s best interest,” and reminds you of how many extra roles she’s taken on this year.
You haven’t yet escalated the situation, but you’re aware of:
- The school’s values of fairness, transparency, and integrity.
- How inconsistently enforcing policies erodes student trust.
- The risk of damaging a strong professional relationship.
Your Ethical Decision: Do you:
- Proceed with the formal disciplinary process, regardless of Ms. L.’s position?
- Try to resolve it quietly with Ava and Ms. L. informally?
- Seek advice from the Head of School, potentially escalating the matter?
- Talk to Ms. L. again, more directly, and give her the opportunity to model integrity?
Reflection Prompts:
- What is the cost of bending the rules for the sake of collegial harmony?
- How would you want this handled if the student wasn’t related to a staff member?
- What does leadership look like when values are challenged by relationships?
- How can you protect fairness without damaging faculty trust?
We are looking forward to hearing from you 🙂
Garth, Tracy and Graham
The cost of bending the rules for the sake of collegial harmony, particularly in a leadership position, is significant. It risks eroding the trust that students, parents, and faculty place in the fairness and consistency of our school community. It would also compromise my own integrity and violate the value system I strive to uphold. In the long term, the damage caused by the inconsistent application of rules far outweighs any short-term gains in collegial relationships. On a personal and professional level, I would also risk losing the respect of the faculty members, students and families involved, which would make future decision-making even more challenging.
My approach to situations like this is to focus on the greater good, ensuring that all decision-making aims toward achieving a desired outcome I’ve planned out. While this desired outcome remains fixed, the methods of achieving it can be flexible and should begin with a thorough analysis of
1. The relationship I have with the people involved
2. Possible teamwork opportunities with colleagues who, based on the relationship they have with the people involved in this situation, may be in a better position than myself to achieve the desired outcome
3. The support system at my school to ensure desirable outcome is achieved.
This process would be consistent regardless of whether the student is related to a staff member. The normal course of action would involve first reflecting on the relationship I have with the student and her family and considering the appropriate method for me to handle the situation. At the same time, I would communicate with the student’s advisor and the faculty member who confronted the student to gather more information—such as any history of past incidents, behavioral concerns, and previous experiences working with the student and her family. This information-gathering process ensures that the response is respectful, grounded in understanding, and aligned with our shared expectations. It would also improve the chances of achieving the desired outcome, rather than responding blindly without adequate preparation.
The desired outcome of this situation is for Ava to receive a formal warning and for a meeting to be properly scheduled with the parents (Ms. L). In addition to maintaining fairness, another important goal is to use the process to earn Ms. L’s trust, respect, and understanding, and demonstrate that the situation is being handled with both their best interests and the school’s best interests in mind. While there’s risk involved in the process, it should also be seen as an opportunity to demonstrate my leadership.
I would begin by having a genuine conversation with Ms. L to better understand her perspective—specifically, why she believes it is best to handle the situation quietly and what reservations she may have about addressing the matter through the proper channels. I would also share the difficult position I am in, emphasizing the importance of maintaining my integrity while fulfilling my role and responsibilities. I would then ask for her advice (As she is in a more senior position than myself) on how she believes the situation could be handled appropriately without compromising these principles. After this conversation, if I determine that my relationship with Ms. L does not position me as the best person to handle the situation independently, I would seek support from a colleague who has a stronger relationship with her to approach the matter respectfully and follow up with that colleague on any potential developments. Throughout the process, I would be mindful to avoid appearing accusatory or judgmental, maintaining open, positive communication with all parties involved. At the same time, I would inform the Head of School about the situation to ensure they are aware and able to provide support if needed in the future.