Embrace Tensions for Deeper, Sustainable Education Change

Megan Welton

Educational change is tension-filled, with many seemingly contradictory demands and intractable problems pulling and pushing leaders in an emotional tug-of-war. Hiding underneath many intractable problems in the schools lurk paradoxical tensions. These aren’t just tense situations, although paradoxes do intensify uncertainty, risk and stress. Paradoxes are tensions between two interconnected choices that are unresolvable and persist over time.

Paradoxes leaders face when implementing school change include: Should we focus on school goals or classroom goals? How do we generate change urgency and not stress teachers out? How do we allow space for teachers to experiment autonomously and build shared understanding?

New research suggests that treating paradoxes as problems to solve blocks innovation and limits school change to surface-level adjustments (Welton, 2024). The compelling message? Stop trying to solve paradoxes because these are dynamic, ever-present forces that can’t be eradicated. Instead, adopt a paradoxical mindset, valuing tensions as a source of creative energy and a natural part of organisational life. Create spaces that encourage people to explore and debate contradictory tensions, continually balancing their competing demands and advantages (Smith & Lewis, 2020). Leaders who can support people in their schools
to value tensions and their multiple truths are likelier to unleash more profound, more lasting transformation.

To learn more about paradoxical tensions, here is a link to the journal with my article on tensions. Here, you’ll also find more open-access research from our Educational Leadership Team.