Change often occurs very quickly when decisions are made on school closures and mergers—whether through an announcement or a school board vote, said Vicki Wilson, a school leadership consultant and former principal. But what comes next—the transition phase—is what takes more time and involves the human part of that change. "The hardest part about organizational change isn’t what’s beginning. It’s what’s ending," Wilson said. "That’s where that human piece is coming in, because there’s endings that are happening."
Wilson presented alongside Nicole Garza, principal of Grosse Ile Elementary School in Michigan, about how Garza navigated the transition phase of leading a school that was preparing to close and merge into another school. The two shared their advice as part of a session at the National Association of Elementary School Principals’ National School Leaders Conference. Referencing William Bridges’ transition model, as described in his book "Managing Transitions," Wilson explained that the approach can also be applied to school closures. The model describes three phases that occur during a transition: the ending, the neutral zone, and new beginnings.
In the initial "ending" phase, when the closure of a school is announced, Wilson emphasized the importance of honoring the upcoming loss. This allows individuals to process the end of an era and move more readily through the subsequent stages of transition. The "neutral zone" phase, often the longest, is characterized by feelings of uncertainty and being caught between the familiar past and the unknown future. Finally, the "new beginning" phase is where new identities are formed, values are redefined, and renewed energy emerges.
Wilson, who advised Garza throughout her school’s closure and merger process, noted that Garza’s former school experienced a multi-year transition period between the initial announcement and the official merger into a new school with a new name, now known as Grosse Ile Elementary. This extended timeline provided a crucial window for managing the complex human dynamics involved.
Acknowledging and Processing Grief in School Closures
The announcement of the merger of two elementary schools in Garza’s district—one serving kindergarten through second grade and the other serving third through fifth grades—into a single kindergarten through fifth-grade building presented immediate challenges. Adding to the complexity, one of the principals was stepping down, leaving Garza responsible for leading both buildings in the year leading up to the official merger. This administrative consolidation meant Garza had to manage the operations and staff of two distinct school communities simultaneously.
Crucially, Garza and her leadership team were allocated the entire 2024-25 school year to focus on improving school climate and culture before the new, consolidated school officially opened. This extended preparatory period was deemed essential, as staff members from both buildings initially exhibited reluctance to collaborate or engage in unifying activities. This resistance created an atmosphere where the merger was at risk of devolving into what Garza described as a potential "disaster."
During this critical "ending" phase, it was imperative for the staff of both buildings to have opportunities to process their grief and articulate their feelings about the impending closure and merger. Wilson highlighted that providing this space for expression allowed staff to acknowledge what they were losing, leading to a sense of relief. "They felt better at the end of that," Wilson stated.
To facilitate this emotional processing, Garza dedicated an entire professional development day in August 2024. This focused session allowed staff from both schools to grieve and discuss the closure process separately. In a deliberate move to foster an environment of uninhibited expression, school administrators intentionally stepped away from these conversations, enabling staff members to "truly explain how they were feeling without us even being present," Garza explained. This approach underscored the principle that acknowledging and validating emotions is a foundational step in managing significant organizational change.
Uniting Staff Through a Collaborative "Olympic Games" Initiative
In collaboration with Wilson, Garza and her leadership team devised a strategic plan to foster cohesion and build camaraderie among staff from both buildings throughout the academic year preceding the official merger. This initiative culminated in the "Leaving Your Mark Olympics," launched during their back-to-school professional development.
The program divided the 44 staff members into six teams, strategically composed to integrate teachers from different grade levels and former buildings. Prior to the commencement of the Olympic games, each team was tasked with creating "collective resumes." This activity encouraged staff to discover and acknowledge the breadth of educational experience, advanced degrees, and collective expertise present within their newly formed groups.
This exercise proved instrumental in helping staff members get to know each other on a more personal and professional level, fostering an understanding of the unique contributions each individual brought to the table. "It really was eye opening for our staff, and then we played Olympic games and had so much fun," Garza shared. "And this is the first time that they played together and laughed together."
The "Olympic games" included a variety of lighthearted, team-building activities such as "trashket ball," balance beam walks, and a high jump challenge where staff competed to place a sticky note the highest on a wall. As the games progressed and points were awarded, a sense of friendly competition emerged, further strengthening team bonds.
To sustain this momentum throughout the academic year, Garza implemented a points system for the same staff teams. Teachers could earn points by actively contributing to the development of a positive school culture. Examples of point-earning activities included sending positive encouragement notes to teammates in the other building, sharing valuable resources, or sending a colleague from another building to assist in a classroom. This system incentivized collaborative behaviors and reinforced the shared goal of building a unified school community.
Analysis of the Transition’s Success
The implemented strategies proved remarkably effective, as Garza noted that these were "things that they would never have done before." The point system fostered ongoing engagement, with teachers actively participating by filling out a Google form to log their achievements, and points were regularly tallied. The winning team was celebrated at the end-of-year staff party, providing a memorable conclusion to the unification efforts.
"And we finally merged last year, and the issue was the construction still going on, not the staff," Garza remarked, highlighting the success of the human element of the merger. "This seems so simple and silly, but it really did wonders for bringing two staff together."
Wilson attributed the success of the transition process to Garza’s adept leadership in guiding her staff through the "neutral zone." This was achieved through "clear communication and clarity, information, empowering staff." By proactively creating new opportunities for staff to unite and build relationships, Garza effectively navigated the challenging neutral phase, facilitating a smoother transition into the "new beginning."
The ultimate indicator of a successful school merger, Wilson concluded, is when staff members have successfully forged a new, collective identity and begin to speak in unison, proclaiming, "this is our school." This sense of shared ownership and belonging signifies the complete integration of previously separate entities into a cohesive and unified educational community.
Broader Implications for Educational Leadership
The case of Grosse Ile Elementary School offers valuable insights for educational leaders facing similar challenges. The success of their transition underscores the critical importance of a human-centered approach to organizational change. While policy decisions regarding school closures and mergers are often swift, the subsequent integration process demands careful planning, sustained effort, and a deep understanding of human psychology.
The data on school consolidations, while varied, often points to potential benefits such as resource optimization, improved program offerings, and enhanced student-to-teacher ratios. However, these benefits are frequently overshadowed by the emotional toll on staff, students, and communities if the transition is not managed effectively. Reports from organizations like the National Education Association have frequently cited concerns about staff morale, job security, and the disruption of established school cultures as significant hurdles in merger processes.
The Grosse Ile experience demonstrates that proactive measures to address these concerns can mitigate negative impacts. By dedicating time and resources to acknowledge grief, foster communication, and build new relationships, leaders can transform a potentially divisive process into one that strengthens the educational fabric of a district. The "Leaving Your Mark Olympics" serves as a tangible example of how creative and engaging initiatives can foster a sense of shared purpose and overcome initial resistance.
Furthermore, the multi-year transition period at Grosse Ile Elementary highlights the strategic advantage of allowing ample time for integration. This extended timeline enabled the district to not only address immediate logistical concerns but also to focus on the more nuanced aspects of cultural assimilation. This approach is particularly relevant in districts where demographic shifts or budgetary constraints necessitate consolidation.
The implications of this successful transition extend beyond the immediate stakeholders. It provides a practical model for other school districts contemplating similar changes. By prioritizing empathy, clear communication, and intentional relationship-building, educational leaders can navigate the complexities of school closures and mergers, ultimately fostering stronger, more unified school communities. The focus on the "human part of change," as emphasized by Vicki Wilson, is not merely a soft skill but a strategic imperative for achieving sustainable and positive outcomes in educational leadership.
