Policy Gives Us Structure. Compassion Gives Us Purpose.
Katie Colina, Dominique Smith, and Sarika Simpson
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Next generation learning is all about everyone in the system—from students through teachers to policymakers—taking charge of their own learning, development, and work. That doesn’t happen by forcing change through mandates and compliance. It happens by creating the environment and the equity of opportunity for everyone in the system to do their best possible work.
When well-being comes first, attendance improves, engagement grows, and the outcomes that policy aims to achieve naturally follow.
When education puts student well-being first, the change is unmistakable. We’ve seen it in our classrooms, in our schools, and in our work with educators across the country. A student who is experiencing hunger, feeling anxious, or being ignored and unheard cannot fully access learning, no matter how perfectly aligned a lesson is to the standards. Meeting those needs, whether by offering a safe space, providing wraparound services, or simply listening, sends a powerful message: you matter.
We often say, “Policy gives us structure, but compassion gives us purpose.” When well-being comes first, attendance improves, engagement grows, and the outcomes policy aims to achieve naturally follow.
Removing Barriers, Not Limiting Access
In our experience, doing what’s right for kids means asking why a student is struggling, not just what rule they broke. It’s about using policy to remove barriers rather than limiting their access to opportunity. For example, we’ve seen schools waive attendance requirements so a student experiencing hardship but meeting academic expectations could still graduate, and we’ve watched teachers offer flexible grading timelines so a student in recovery could complete their work without penalty. These aren’t lowered standards; they’re human decisions that maintain dignity and respect.
Empowering Educators to Advocate
Educators are more than implementers. They’re innovators and influencers. We’ve witnessed incredible creativity from teachers who find ways to put students first, even when navigating complex systems.
But we also know this goes beyond working around policy. Teachers and school leaders can influence policy. That means elevating student stories, testifying, writing opinion pieces, serving on advisory committees, and partnering with organizations that represent our communities.
Advocacy doesn’t require a title. It requires courage. Some of the most meaningful change we’ve seen started with a single educator saying, “This isn’t working for my kids. Here’s what we can do better.”
To that end, as leaders, we must create real, not symbolic, feedback loops, inviting teachers, students, and families into decision-making early, not after the fact. These feedback loops can serve as equity in action. Equity is about fairness, not favoritism. We can’t pretend everyone starts at the same point, so we must ensure every student has access to the resources and opportunities they need to succeed, and the one way to ensure that is by creating these feedback loops.
Where Our Hope for Education Lives
Our hope lives in people and their compassion. The power to transform education doesn’t rest solely in legislation. It lives in educators who show up with purpose, in families who advocate for their children, and in leaders who are willing to go beyond what’s required to do what’s right.
We don’t have to wait for perfect policy to act with integrity. As long as we keep having conversations, and backing them up with action, there’s hope.
Our big takeaway? Policies matter, but people matter more. Lead with humanity, act with courage, and never underestimate your influence in shaping the future of our kids.
Listen to Our EDU Café Podcast Episode
NGLC is grateful for our collaboration and partnership with EDU Café Podcast that brings fresh voices and insights to the blog. Listen to the full episode of the podcast that inspired this article:
Learn More
- Bridging People and Policy in K-12 Education - Policies should be designed to remove barriers, not create them, so that every student has a genuine chance to succeed.
- Building Humanity into Student Success Policies and Systems - Success after high school isn’t only about college readiness, it must include viable employment pathways, financial stability, and sustained access to the supports students need to not just live but thrive.
- Preparing the Next Generation of Educators - When teacher preparation programs help educators develop these four skills to sustain their impact, they demonstrate that great teaching is about more than lesson plans and test scores.
The authors: Dr. Katie Colina, Dr. Dominique Smith, and Sarika Simpson
Photo at top by Allison Shelley/The Verbatim Agency for EDUimages, CC BY-NC 4.0
Katie Colina, Dominique Smith, and Sarika Simpson
Katie Colina (She/Hers), Expert in Government Relations and Educational Policy, Independent Consultant in Dallas, Texas
Dr. Katie Colina is a nationally recognized leader in education policy, government relations, and K–12 system transformation. With over 25 years of experience from the classroom to the executive level, she helps education leaders translate policy into sustainable, student-centered solutions. Known for her bipartisan approach and strategic insight, Dr. Colina has advised school systems nationwide and presented alongside national figures including former U.S. Secretary of Education Arne Duncan and Governor Jeb Bush. Her work continues to inform policy decisions, strengthen school systems, and ensure every learner has access to opportunity. Follow Dr. Katie Colina on LinkedIn.
Dominique Smith (She/Hers), Expert Leadership Coach and Advocate for Underserved Youth, Independent Consultant in Cordova, Tennessee
Dr. Dominique Smith is a seasoned educational leader with over 25 years of experience serving in both traditional and non-traditional school settings, with a deep commitment to supporting underserved student populations. Her career spans diverse roles, including educational consultant, director of education, program officer, principal, and English teacher. She holds lifetime Wisconsin licenses as a director of instruction, principal, English teacher, and alternative education teacher, and is also a certified life coach. A collaborative and mission-driven leader, Dr. Smith specializes in instructional and leadership coaching, school transformation, professional development, data-driven decision-making, and fostering inclusive, trauma-informed learning environments. She has facilitated professional development on high-quality instruction, trauma-informed practices, emotional intelligence, cultural relevance, and student engagement. In addition to her professional work, she actively contributes to the community by supporting a variety of cultural and educational initiatives.
Sarika S. Simpson (She/Hers), Leader in Equity Driven Transformation, Strategy, and Innovation, Independent Consultant in Dallas, Texas
Sarika S. Simpson is a seasoned executive leader in instructional programs, recognized for strategic vision, operational excellence, and a steadfast commitment to equity. She has driven revenue growth, improved profit margins, and scaled services to deliver high student success and satisfaction. With a master’s degree in educational leadership and doctoral studies in progress, Sarika blends academic expertise with experience as a K–12 teacher and administrator. She is a proven innovator in developing high-impact teacher preparation programs that strengthen instructional quality and student outcomes. Her leadership encompasses diversity, equity, inclusion, and belonging initiatives, including founding multiple Employee Resource Groups and championing inclusive practices. A recipient of the Woman on the Move, Crystal Ruler, and Services Innovator awards, and a graduate of the Innovation for Equity Senior Leadership Fellowship, she is dedicated to advancing learning outcomes, fostering innovation, and improving lives through purposeful leadership. Follow Sarika Simpson on LinkedIn.
