Across districts, leaders are recognizing that school improvement depends as much on adult working conditions as on instructional strategy. Research increasingly shows that when educators experience strong collaboration, clarity and trust, schools are more stable—and students are more likely to attend, engage and succeed.
Reflecting on their work together in New York City, Richard Carranza, former Chancellor of New York City Public Schools and Dr. Ruby Ababio-Fernandez, Superintendent in Residence at McGraw Hill and former Chief Strategy Officer for the New York City Department of Education, discuss what helps school systems function well amid ongoing change.
Q: When systems are dealing with change or stress, where should leaders begin?
Carranza: When systems are under sustained pressure, leaders often look for a new lever to pull or directive to roll out. But what I’ve seen is that progress usually starts by deeply understanding what’s actually happening across schools and communities. Listening—to staff, students and families—is how leaders find direction when conditions keep changing.
Ababio-Fernandez: Listening also signals that people aren’t alone. When leaders stay close to the real needs of students and to the adults working to meet those needs, trust builds. That trust matters. Research shows that schools with stronger adult collaboration see higher staff retention and greater organizational stability—both of which are essential for consistent student support.
Q: What signals tell you a system is losing alignment—and how can leaders rebuild?
Carranza: Even when leaders begin with listening, sustaining stability across a large district is complex. You can feel when systems lose coherence. Decisions make sense centrally, but execution looks uneven. People retreat into silos because they’re managing uncertainty on their own.
Ababio-Fernandez: In those cases, the disconnect stems from adult working conditions. We can’t strengthen teaching and learning without paying attention to how adults experience the system. When educators feel supported and able to collaborate honestly, they’re more able to adapt, problem-solve and stay focused on what students need.
Carranza: That’s when belonging becomes visible. Adults collaborate more effectively. Staff stay engaged. And students experience greater consistency. Studies now link relational consistency among adults with improvements in attendance and engagement—especially in schools facing persistent challenges.
Q: How can leaders design for belonging in practical ways?
Ababio-Fernandez: It’s critical for leaders to remember that belonging isn’t just a feeling—it’s something leaders can design for. It shows up in routines, meeting structures, decision-making processes and everyday practices. Strengthening adult systems isn’t separate from student success; it’s one of the most reliable ways to achieve it.
Carranza: When districts invest in the practices that help adults connect, reflect and solve problems together, the payoff is real: steadier teams, stronger follow-through and classrooms where students are more present and ready to succeed.
For both leaders, strengthening adult systems isn’t a side initiative—it’s foundational to student success. Across the country, districts are investing in structured approaches—like those developed by Harmony Academy at National University—support this adult-centered work by helping districts strengthen collaboration, clarity and trust.
The result isn’t just healthier adult systems—it’s measurable student outcomes, including improved attendance, engagement and learning.
Dr. Carranza most recently served as Chancellor of the New York City Department of Education, the largest school system in the nation, where he oversaw the education of 1.1 million students across more than 1,800 schools. With over three decades of service in public education, Dr. Carranza has held leadership roles at every level. Dr. Carranza began his career as a bilingual social studies and music teacher, later becoming a high school principal in both Tucson, Arizona and Las Vegas, Nevada.
Dr. Ruby Ababio-Fernandez is an author of Shifting Self and System and How Educational Leaders Propel Excellence for Achieving Equity brings over 23 years of experience in education and leadership. She has held multiple senior roles, including Deputy Superintendent, Senior Executive Officer and Chief Strategy Officer for the New York City Department of Education and currently Superintendent in Residence at McGraw Hill, where she continues her mission of advancing learning outcomes, leadership and systemic transformation.
Dr. Richard Carranza and Dr. Ruby Ababio-Fernandez work with Harmony Academy at National University to help schools and districts turn belonging into measurable gains in engagement, attendance, teacher retention and academic success.
