Have you ever been lost in the wilderness, a wooded area, or even in a car? Probably, we all have had such an experience. This can be very frustrating and even frightening. It is very reassuring at such times to have a compass handy. That useful instrument can quickly help us know the right direction to take. It can turn confusion into relief. A good compass can lead to making the right decision for our safety and welfare.

In education, many times there can be confusion also. Sometimes adults who are helping children can feel lost and bewildered about the best course of action to take. At such times, there is a compass people can use to find the correct course of action. It is the simple question: “What is best for the child?”

The answer to that question will determine the next steps. Unfortunately, finding an answer is not always easy. There can be sincere differences of opinion on what is best for the child in a given situation. Parents may see it one way, teachers another, and principals still another.

At such times, it is critical to keep several guiding principles in mind. This will help parents and educators find the direction that will lead them out of the wilderness of indecision. It will also help them do what is best for the child.

The first principle is to make a decision that is in line with school policy. It is never appropriate to break a district policy to help a student. However, it is allowable to go against established practice at times to meet the needs of an individual. Practices can be quickly changed. Policies can not.

Young people are quick to criticize adults when they act in a way they consider to be unfair. It is very important that adults do not give students the ammunition they need to make this accusation. This is done by applying policies consistently for all students.

Once one determines there are several options for applying a policy the next guideline to follow is contained in the question, “From what course of action will a student learn the most?” A key goal for all decisions should be to help a student gain from the experience. This may mean requiring students to experience the unpleasant consequences of their actions.

Such consequences could include spending extra time after hours when tardy. It could also mean re-doing work that is handed in incomplete or messy. Forcing a student to experience the negative effects of a bad decision can help him or her improve in the future.

A third guideline in determining the best course of action is promoting a student’s academic, social, or moral growth. It is here that many times there is disagreement. One person may say that forcing a student to do the same requirement as everyone else is the best way to promote their growth. Another may say just the opposite.

Perhaps the most effective way to help a student is to give options and alternatives that best meet individual needs. In such cases, two well-meaning adults may come up with diametrically opposed solutions. At these times, the last guideline should be applied.

What is the best course of action for his or her adult success? When one keeps the future success of a student in mind, it may lead an adult to be flexible and seek a compromise that will help a student succeed. This may be true even if it is inconvenient. It may even force the revision of a standard operating procedure to help a young person.

So, as you can see, using the compass of what is best for the student is not always easy. However, it is always the right thing to do.

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