Why Do Schools Maintain the Status Quo and Expect Different Results?

As someone with experience leading change and mentoring many principals and school district administrators, I often find myself reflecting on this paradox: If education is all about learning and growing, why do so many schools persist in maintaining the status quo while expecting different results? It's a question that has followed me through much of my career, and the more I think about it, the more I realize that it's a challenge worth addressing head-on.

Schools, by nature, are institutions of learning. We encourage our students to think critically, push boundaries, and embrace new ways of doing things. Yet, when it comes to the systems and practices within our own schools, many of us remain locked in routines that no longer serve our goals. Why is that? Why are we hesitant to take the path less taken?

The Comfort of Routine

One possible reason is that the status quo feels safe. Schools, like any large organization, thrive on routine. There is comfort in predictability, in knowing what to expect each day. But while routines can help schools function smoothly, they can also become a barrier to growth.

I’ve worked with many school leaders who genuinely want to see change but find themselves constrained by systems that prioritize compliance over creativity. The mindset of “this is how we’ve always done it” can be a powerful force, and it’s often coupled with the fear of failure. Change feels risky—what if it doesn’t work? What if we upset the balance? But the real question should be: What if we do nothing? Can we truly expect better outcomes for our students if we refuse to adjust our practices?

Fear of the Unknown

I’ve seen the hesitation firsthand. Principals and administrators I’ve mentored have shared their concerns about stepping outside the norm. They know change is necessary, but they’re not sure where to start, and they worry about what they might lose by attempting something new. But here’s the reality: staying the same has its own risks. In an educational landscape that is constantly evolving, clinging to the past can mean falling further behind in serving our students’ needs.

It’s not that school leaders don’t want change—it’s often that they haven’t been given the tools, support, or permission to take those first brave steps. But those first steps are critical. It’s only when we move away from the well-worn paths of tradition that we can truly begin to innovate.

The Path Less Taken

Taking the path less taken doesn’t mean abandoning everything familiar. It means being willing to ask tough questions about what’s working and what’s not. It means seeking out opportunities to learn, grow, and evolve, just as we ask our students to do every day.

As a mentor, I’ve encouraged many principals and administrators to start small but start with intention. For example, one district I worked with began piloting new instructional strategies in just a few classrooms. They didn’t overhaul the entire curriculum overnight. Instead, they focused on learning from these small experiments, gathering data, and scaling what worked. The results? Gradual but meaningful shifts in student engagement and achievement, built on the foundation of curiosity and a willingness to embrace new ideas.

What if more schools adopted this approach? What if, instead of waiting for external mandates to force change, we took ownership of our goals and drove the change ourselves? What if we made it a priority to question outdated practices, empower our teachers to experiment, and use data not just to evaluate, but to innovate?

Encouraging a Growth Mindset in Leadership

The same growth mindset we promote in our classrooms needs to be applied to our leadership as well. When we encourage principals, teachers, and administrators to see change as a learning process—one where failure is a part of growth—we begin to dismantle the fear that holds many schools back.

Schools that have taken the leap and embraced new ways of working often tell me how liberating it feels. They realize that by stepping away from the status quo, they’re not losing control—they’re gaining the freedom to focus on what really matters: improving outcomes for students.

Building the Future, Not Repeating the Past

Change is uncomfortable, but it’s also necessary. We can’t expect our students to thrive in the future if we’re clinging to the past. I’ve seen firsthand how powerful it can be when schools break free from the patterns that have kept them stagnant. Leaders who take risks, try new things, and encourage innovation among their staff don’t just create better schools—they create environments where students, teachers, and the entire community can grow.

So, I invite you to ask yourself: Are we really doing everything we can to reach our goals, or are we holding onto the status quo, hoping for different results? It’s time to take the path less taken. It’s time to embrace the discomfort of change, not as something to fear, but as an opportunity to grow, learn, and make a real difference for our students.

The future of education depends on our ability to lead with courage and curiosity. Let’s be the ones who forge that path.

Nicole Teyechea, PhD