Top Posts of 2025

While I have continued my blog (this is year 15), I decided to reduce the number of posts to spend some time on my podcast, Unpacking the Backpack.  So instead of once a month, I settled on bimonthly.  In addition to reducing posts, I implemented another change: using artificial intelligence (AI) to generate images. A great deal of effort was always spent on creating the perfect picture to accompany each post. Thanks to AI, I saved precious time and reallocated it to finding research to support my thoughts and ideas.  Speaking of AI, this was a theme I explored more in my writing this past year, particularly how it could analyze vast amounts of data and personalize learning.  Sticking to my roots, I also tried to churn out posts leaders could leverage.  

Without further ado, here are my top 5 posts of 2025 in terms of authentic readers.  What really stood out to me was how readership picked up significantly from August on.  

Shifting the Narrative From "We Can't" to "How Can We?" 

Purposeful Minutes, Powerful Learning

Moving Beyond the Leadership Checklist

Compliance vs Engagement

Leading from the Heart: How Vulnerability Drives Trust and Innovation

Fifteen years in, the medium may evolve, but the mission remains constant. Whether it is through a generated image that captures a complex idea, a podcast episode that unpacks a trend, or a blog post that challenges the status quo, I am committed to supporting your growth. I look forward to continuing this journey with you, exploring the intersection of AI, leadership, and learning in the year ahead.

4 Ways to Reach the Disengaged Learner

We have all seen "that" look. It’s the glazed-over eyes of a student in the back row, the head resting on the desk, or the active avoidance of eye contact when a question is asked. As educators and leaders, our knee-jerk reaction to the unmotivated learner is often to double down on control—more rules, stricter deadlines, and tighter oversight. We try to force engagement, something I recnetly spoke about on my podcast Unpacking the Backpack. 

But here is the hard truth: You cannot force a student to learn. You can force them to comply, but compliance is not learning. "Doing school" is not the same as acquiring the skills necessary to thrive in a complex world.

If we want to reach the unmotivated learner, we have to stop trying to manage their behavior and start trying to empower their minds. We must shift our focus from control to agency. This isn't just fluffy pedagogy; it is backed by rigorous science. If you are struggling to reach the disengaged, here are four research-backed strategies to shift the paradigm in your classroom or school culture.

Unleash Agency Through Choice

The quickest way to kill motivation is to strip away autonomy. When students feel they are just cogs in a machine, completing tasks because "the teacher said so," their internal drive vanishes. To spark motivation, we must hand the keys over to the learner. This doesn't mean chaos. It entails providing structured choices, such as how they learn, which tools they use, and how they demonstrate mastery.  A meta-analysis by Patall, Cooper, and Robinson (2008) found that providing choices—even small ones—significantly enhances intrinsic motivation, effort, and task performance. When students feel a sense of autonomy, they persist longer and produce higher-quality work.

Stop assigning the same worksheet to every student. Offer a "choice board" where students can select between creating a podcast, writing a blog post, or building a digital model to demonstrate their understanding. We discuss an array of choice strategies in Personalize: Meeting the Needs of All Learners. 

Cultivate Radical Relevance

"Why do I have to know this?"

If you cannot answer that question with something better than "because it’s on the test," you have lost them. Unmotivated learners often aren't "lazy"; they just don't see the value in the work. They crave authenticity. They want to solve real problems that matter to them and their communities.  In a randomized field experiment, Hulleman and Harackiewicz (2009) discovered that when students were encouraged to connect course material to their own lives, interest and performance increased dramatically. This effect was strongest precisely for those students who previously had low expectations of success.

Ditch the hypothetical word problems. As I shared in Disruptive Thinking in Our Classrooms, leverage the Relevant Thinking Framework to connect curriculum to real-world issues. Let students use data to solve a problem in the school cafeteria or use rhetorical skills to advocate for a community change. Make the learning stick by making it real.

Focus on Competence, Not Just Grades

Nothing drains motivation faster than feeling incompetent. When a struggling learner gets a paper back covered in red ink and a "D" grade, they don't see a roadmap for improvement; they see confirmation that they aren't "smart enough." We need to shift from grading (autopsy) to feedback (biopsy). Effective feedback tells the learner where they are, where they are going, and specifically how to get there. Hattie and Timperley (2007) provided a comprehensive review showing that feedback is one of the most powerful influences on learning and achievement. However, they noted that feedback directed at the "self" (e.g., "Good job," "You are smart") is ineffective. The most motivating feedback is task-oriented and provides specific cues on how to bridge the gap between current and desired performance.

Use digital tools to give real-time, actionable feedback while the work is in progress. Focus your comments on the task, not the student.

Build a Culture of Relatedness

We must remember that learning is a social and emotional process. If a student feels invisible, they will remain unmotivated. Self-Determination Theory (SDT) posits that human beings have three innate psychological needs: Competence, Autonomy, and Relatedness. If we miss the "Relatedness" piece—the feeling of belonging and connection—the other strategies will likely fail.  Ryan and Deci (2000) established that social environments that facilitate these three basic needs result in high-quality learning and well-being. Conversely, environments that are controlling or neglectful thwart these needs, leading to passivity and alienation.

Greet students at the door. Know their interests outside of school. Leverage digital tools not to isolate, but to connect—allow students to collaborate with peers globally or experts in the field.

Motivating the unmotivated isn't about finding the perfect app or the flashiest gadget. It’s about meeting the fundamental human needs of our students. It’s about moving from a culture of compliance to a culture of empowerment.

The research is clear. The question is: Are we brave enough to change our practices to match it?

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. 

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270–302. 

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. 

Leading Without a Net: Why Fearless Leadership is Your Only Option

Let’s be honest: The educational landscape we are navigating today looks nothing like it did five years ago. With the rapid acceleration of Artificial Intelligence and the shifting demands of the 4th Industrial Revolution, the "wait and see" approach is no longer a safety net—it’s a liability.

In my work with schools across the globe, I see leaders facing a critical choice: recoil or reframe. Those who recoil retreat into compliance, hoping the storm of change will pass. Those who reframe embrace Fearless Leadership.

Being fearless doesn’t mean you aren't afraid. It means you value the future of your students more than your fear of the unknown. It means moving from a culture of compliance to one of contribution. But how do we actually build this culture? It’s not just about "gut feeling"—it’s supported by rigorous research.

Build the Foundation: Psychological Safety

You cannot expect your teachers to innovate if they are terrified of making a mistake. It’s that simple. If the culture is toxic, the pedagogy will be stagnant.

Research published in Frontiers in Education analyzed how school principals responded during the massive disruption of the COVID-19 pandemic. The study found a stark difference between schools that were "frozen" versus those that were "fluid." The deciding factor? Psychological Safety. Interestingly, the study revealed that this safety wasn't determined by a school's budget or demographics, but by organizational factors like accountability structures and professional trust (Weiner et al., 2021).

As a leader, you must scaffold security. Your staff needs to know that you have their back so they can take the risks necessary to learn.

Validate the "Error"

We love to say "fail forward," but do our evaluation systems actually support it? Innovation is messy. It requires what researchers call Error Risk Taking.

A 2023 study in Frontiers in Psychology highlighted a critical dynamic: Psychological safety alone isn't enough. You need to actively cultivate an Innovation Climate that strengthens the relationship between feeling safe and actually doing innovative work (Elsayed et al., 2023). This means explicitly validating the attempt, not just the outcome. When a teacher tries a new AI tool and it flops, that’s not a failure—that’s a data point.

Don't just tolerate risk; celebrate the learning that comes from the errors.

Be Change-Ready (and Tech-Savvy)

Being a "digital leader" isn't about buying the most iPads; it's about the mindset to leverage technology for second-order change.

In the Journal of Educational Administration, researchers profiled "change-ready" superintendents. They found that effective leaders actively work to address the "fear of the unknown" by fostering mindset shifts and supporting professional development that bridges the gap between current skills and future needs (Sterrett & Richardson, 2019). These leaders don't hide from technology; they model its use to solve problems.

If you want your staff to be comfortable with change, you have to be the lead learner.

The future belongs to the fearless. It belongs to the leaders who are willing to disrupt the status quo to create schools that are relevant, adaptive, and student-centered.

So, here is the challenge: Are you ready to lead the way?

Elsayed, A. M., Zhao, B., Goda, A. E., & Elsetouhi, A. M. (2023). The role of error risk taking and perceived organizational innovation climate in the relationship between perceived psychological safety and innovative work behavior. Frontiers in Psychology, 14, 1042911. 

Sterrett, W. L., & Richardson, J. W. (2019). The change-ready leadership of technology-savvy superintendents. Journal of Educational Administration, 57(3), 227–242.

Weiner, J., Francois, C., Stone-Johnson, C., & Childs, J. (2021). Keep safe, keep learning: Principals' role in creating psychological safety and organizational learning during the COVID-19 pandemic. Frontiers in Education, 5, 618483.  

Leading Through the Noise: 5 Non-Negotiable Skills for 2026 and Beyond

If there is one thing I have learned traveling to schools across the globe, it is that the only constant in education is change. But the pace of change we are seeing as we approach 2026 is different. It is visceral. It is exponential. We are no longer just talking about "integrating technology" or "21st-century skills." Those ships have sailed. We are now navigating a world where Artificial Intelligence, hybrid realities, and shifting workforce demands are rewriting the rulebook on what it means to lead.

The leaders who will thrive in 2026 and beyond aren’t the ones with the most authority; they are the ones with the most agility. They don’t just manage systems; they empower people. We have to move from a mindset of compliance to one of contribution. We need to stop preparing kids (and staff) for something and start preparing them for anything.

So, what does that look like in practice? Based on emerging research and the shifting landscape of digital leadership, here are the top five skills leaders need to master right now to be ready for tomorrow.

1. Adaptive Intelligence (AQ)

For years, we’ve talked about IQ and EQ. In 2026, your Adaptability Quotient (AQ) matters just as much. The traditional 5-year strategic plan is becoming a relic. Why? Because the variables change every six months. Leaders need the capacity to diagnose systemic challenges in real-time and pivot without losing their core vision.

Research supports this shift. A 2024 study published in the FUDMA Journal of Research, Educational Psychology and Counselling highlights that adaptive leadership is not just about reacting to change but distinguishing between technical problems (which have known solutions) and adaptive challenges (which require new learning). The authors found that leaders who successfully navigate uncertainty are those who can regulate distress and "give the work back to the people," empowering their teams to own the solutions rather than waiting for a top-down directive (Busa & Yakubu, 2024).

The Takeaway: Stop trying to have all the answers. Build a culture where your team has the agency to find them.

2. Pedagogical AI Fluency

Notice I didn't say "Tech Savviness." Knowing how to use a tool is irrelevant if you don't know why you are using it. As we move into 2026, AI is not just a productivity hack; it is a pedagogical partner. Leaders must understand the difference between "Learning from AI" and "Learning with AI."

Recent scholarship in the Journal of Computer Education emphasizes that AI competency for educators must go beyond basic literacy. It requires a framework that integrates ethical engagement, critical perspectives, and the ability to use AI to personalize learning in ways that were previously impossible (Özden, 2025). Leaders need to model this fluency. If you are banning ChatGPT in 2026, you aren't protecting students; you are rendering them obsolete.

The Takeaway: Don’t just buy the software. Invest in the hardware. Focus on how AI can amplify high-quality teaching & learning, not replace it. Be sure to check out my Pedagogical Leadership Framework for additional guidance. 

3. Digital Emotional Intelligence 

As our environments become more digital, our leadership must become more human. This is the paradox of the digital age: The more tech we introduce, the more empathy we need. Leading a hybrid or digitally-connected workforce requires a new kind of emotional intelligence—one that can translate through a screen.

We often think of empathy as a soft skill, but it is a hard metric for retention and performance. A 2025 study in the International Journal of Organizational Analysis found that digital leadership competencies, when combined with high emotional intelligence, significantly impact employee digital well-being. The research suggests that leaders must actively develop "digital empathy" to mitigate the stress and isolation that can accompany high-tech environments (Chaudhary et al., 2025).

The Takeaway: Relationships remain the bedrock of schools. You cannot email your way to a strong culture. You have to be intentional about checking in, not just checking up.

4. Evidence-Based Storytelling

Data is everywhere, but data without a story is just noise. In 2026, the most effective leaders will be the Storytellers-in-Chief, a concept I have shared in both Digital Leadership and BrandED. They will take the overwhelming amount of data available—student achievement, attendance, engagement metrics—and weave it into a compelling narrative that drives improvement.

This isn't about spin; it's about clarity. It’s about looking at the evidence and saying, "Here is where we are, here is where we are going, and here is the 'why' behind our actions." When you ground your storytelling in evidence, you build trust. When you build trust, you buy yourself the room to take risks and innovate.

5. Cultivating a Culture of "Yes"

Finally, leaders must foster an environment of psychological safety. I call this the "Culture of Yes." It’s a space where staff and students feel safe to say, "I have a crazy idea," without fear of judgment. Innovation dies in the face of bureaucracy and fear.

To survive the disruptions of the future, we need resilience. We need educators who are willing to fail forward. Your job as a leader is to clear the path, remove the obstacles (and the excuses), and provide the support necessary for that innovation to take root.

Moving Forward

The future is not something that happens to us; it is something we create. 2026 will demand leaders who are bold, empathetic, and relentlessly focused on relevance. The research is clear, and the path is open. The only question remaining is: Are you ready to lead the way?

Busa, A. I., & Yakubu, I. (2024). Adaptive leadership in educational settings: Complex challenges and uncertain environments. FUDMA Journal of Research, Educational Psychology and Counselling, 2(1), 259-267.

Chaudhary, P., Rohtigi, R., & Furat, R. (2025). Digital leadership competencies and emotional intelligence for digital well-being: Examining through PLS-SEM and NCA. International Journal of Organizational Analysis, 33(1), 120-145. 

Özden, M. Y. (2025). Use of AI in education: AI competency framework for teachers. Journal of Computer Education, 4(1), 45-58.