Speak to Lead: The Power of Positive Adult Language (PAL) to Build a Stronger School Climate

Presenters

• Dr. Michele F. Flowers, Retired Georgia Educator/GADOEFollow

First Presenter's Highest Degree Earned

EdD

Year First Presenter's Degree Was Awarded

2005

First Presenter's Field of Study

Education

Institution Where First Presenter Received Highest Degree

Sarasota (Argosy) University

First Presenter's Institution

Georgia Dept of Education /Retired Educator

First Presenter's Brief Bio and Description of Credentials for This Presentation

Dr. Michele F. Flowers attended Howard University in Washington, DC, Hofstra University, Hempstead, New York, Georgia College in Milledgeville, Valdosta State University, and the University of Sarasota in Florida. She has 35 years of experience as a teacher on every level (special and regular education), Reading Specialist, Behavior Specialist, Educational Diagnostician, Special Education Coordinator, District PBIS and School Discipline Coordinator, Pre-K/School Principal, Principal K-8, and Professional Learning Instructor. She worked for the Bibb County Public School System for 25 years and retired with 8 additional years from Clayton County Public Schools. She currently supports Districts across the state of Georgia as a Special Education Support Specialist with the Georgia Department of Education.

Location

Scarbrough 4

Document Type

Individual Presentation

Primary Strand

School and District Leadership

Relevance to Primary Strand

Using positive adult language with students builds trust, models respectful behavior, and fosters leadership by creating a safe, inclusive school climate where students and staff thrive. This directly correlates with the School and District Leadership strand, which concentrates on

1. Building leadership skills that support a positive school climate, including emotional intelligence, effective communication, and conflict resolution.
2. Empowering staff at all levels to lead within their roles, fostering shared responsibility for student success, behavior support, and school-wide safety.
3. Promoting leadership practices that strengthen staff well-being, improve team collaboration, and increase overall school resilience.

Alignment with School Improvement Plan Topics

Leadership / Development

Brief Program Description

Do your words impact behavior? Absolutely! Positive Adult Language (PAL) is crucial for building a positive school climate because it fosters trust, safety, and strong relationships, which in turn improve student engagement, behavior, and academic performance. When adults consistently use affirming, respectful language, students feel valued and understood. Encouraging honest, respectful dialogue fosters a culture of responsibility and ethical behavior. In this session, participants will: -Understand the impact of adult language on student behavior and school climate -Learn actionable strategies to model leadership through communication -Practice techniques that foster safety, inclusion, and respect

Summary

Positive Adult Language (PAL) is crucial for building a positive school climate because it fosters trust, safety, and strong relationships, which in turn improve student engagement, behavior, and academic performance. When adults consistently use affirming, respectful language, students feel valued and understood. Encouraging honest, respectful dialogue fosters a culture of responsibility and ethical behavior.

Adults who communicate positively demonstrate self-regulation, empathy, and conflict resolution, which are key leadership traits students can emulate. A climate where students aren’t afraid to speak up or make mistakes encourages engagement and reduces behavioral issues.

This interactive session equips educators with practical strategies to use positive adult language as a tool for strengthening individual leadership skills and improving school climate, culture, and safety. Grounded in research, the session demonstrates how respectful, affirming communication fosters trust, emotional safety, and student engagement.

Participants will explore how language influences behavior and relationships, and how intentional communication can model leadership traits such as empathy, accountability, and conflict resolution. Through role-play, scenario analysis, and collaborative planning, educators will learn to reframe common classroom interactions using constructive language that promotes inclusion and respect.

The workshop includes a customizable “Language of Leadership” toolkit, a reflection journal, and a staff pledge template to support ongoing implementation. By the end of the session, participants will be able to create personal action plans and school-wide strategies to embed positive language into daily practice.

Designed for K–12 educators, counselors, and administrators, this session can be adapted for staff meetings, in-service days, or leadership retreats. It aligns with school improvement goals related to behavior, engagement, and equity, and supports a proactive approach to building a safe, inclusive learning environment where every student feels seen, heard, and empowered.

Evidence

Research consistently shows that positive adult language fosters a supportive school culture by enhancing relationships, promoting emotional safety, and improving student engagement and behavior.

According to Darling-Hammond and DePaoli (May 2020), stable, caring relationships built through respectful communication are central to a positive school climate. These relationships support brain development, emotional regulation, and academic performance.

A review from the Academy of Educational Leadership Journal emphasizes that positive school culture is essential for academic, social, and emotional development. Strategies like affirming language and inclusive communication help sustain this environment.

The National School Climate Center identifies constructive conflict resolution and active listening—both rooted in positive language—as critical tools for building trust and engagement in schools.

According to the University of Iowa’s Scanlan Center, investments in school climate, including positive communication practices, are linked to higher graduation rates, better academic achievement, and increased college persistence.

Positive Action’s framework highlights that shared values and respectful relationships, reinforced through adult language, shape the personality of a school and influence how students and staff feel throughout the day.

Learning Objective 1

Participants will be able to understand the impact of adult language on student behavior and school climate

Learning Objective 2

Participants will be able to learn actionable strategies to model leadership through communication

Learning Objective 3

Participants will be able to practice techniques that foster safety, inclusion, and respect

Start Date

6-2-2026 10:15 AM

End Date

6-2-2026 11:30 AM

Recommended Citation

Flowers, Dr. Michele F., "Speak to Lead: The Power of Positive Adult Language (PAL) to Build a Stronger School Climate" (2026). Southeast Conference on School Climate. 47.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/47

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.