Start with A: How Classroom Lessons Can Transform Workplaces

The start of a new school year always stirs something in me. Educational theory and evidence-based practices run through my veins, and even though my work now focuses on building inclusive workplaces, I can’t help but see the parallels between schools and offices.

Although I do sub periodically—because I just can’t stay away from the kids—my primary focus these days is on helping organizations create spaces where employees can thrive. But every time I step back into a classroom, I’m reminded how much workplaces could learn from schools.

In schools, the first days are full of possibility—fresh starts, new supplies, and a collective hope that this year will be a good one. What if we brought that same energy into our work weeks? What if employers approached the workplace as a living classroom, where everyone is a learner and every day is an opportunity to grow?

If we did, our environments would shift from to-do list production lines into thriving, supportive communities where people are not just expected to produce—but are given what they need to succeed.

And it all starts with A.

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A is for Accessibility

In the classroom, accessibility is about ensuring every student can fully participate—whether that’s through adaptive technology, flexible seating, or differentiated instruction. In the workplace, it’s the same principle: make sure meetings, tools, spaces, and communication methods are set up so everyone can engage.

Accessibility isn’t a “nice to have.” It’s foundational. Without it, you’ll never see the full potential of your team.

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A is for Adaptation

Great teachers adapt their methods when something isn’t working. They try a new example, rearrange the classroom, or shift the lesson plan based on how students are responding.

In the workplace, adaptation might mean rethinking schedules, offering alternative training formats, or adjusting workflows to match team strengths. Adaptation isn’t lowering the bar—it’s making sure everyone has a fair shot at exceeding it.

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A is for Advocacy

Every student deserves a champion—someone who sees their potential and speaks up for them. The same is true for employees.

Advocacy at work could mean ensuring an employee’s workload is manageable, requesting a needed accommodation, or creating policies that reflect the lived realities of your team. It’s about making sure people are supported not just when it’s convenient, but when it’s necessary.

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Before Learning, We Need Belonging

In one of my earlier blogs, I talked about the importance of Maslow’s Hierarchy of Needs—how a person must have their basic needs met before they can fully engage in learning or meaningful work.

Think about this in a school setting: a tired, hungry, and worried student walks into your classroom. You could ignore their behavior as “just teenage moodiness,” or you could take it personally because you worked hard on your lesson plan. But the most impactful choice is to respond with compassion—offer a snack, listen, connect them to the counselor, and adjust expectations for the day.

Now picture that same scenario in a workplace. An employee comes in late, withdrawn, and short-tempered. Maybe they were up all night with a sick child, are worried about a parent’s health, or are dealing with financial stress. The easy thing is to mark it as “unprofessional” or to assume they’re disengaged. The better thing? Approach with empathy. Check in privately. Offer flexibility where you can. Remember that the human in front of you is more than their job title.

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Applying the Classroom Mindset to Workplaces

We all play multiple roles in our daily lives—parent, partner, friend, student, teacher, employee. In schools, educators are often trained to see the whole person, to adjust for differences, and to ensure equal access to success. In the workplace, we can (and should) do the same.

That means:

• Recognizing basic needs – No one can do their best work when they’re worried about safety, stability, or belonging.

• Offering compassion before judgment – Look beyond the surface behavior.

• Focusing on growth, not just output – Employees, like students, thrive when their potential is nurtured.

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When leaders see their teams as unique individuals—each with different learning styles, backgrounds, and strengths—they create environments where people don’t just get by, they grow.

As a new work week begins, I want to cheer you on—and remind you of the power of starting with A:

Create spaces that are accessible. Adapt when employees and team members need something different. Advocate—because every employee and teammate deserves a champion.

If we lead our workplaces the way great teachers lead classrooms—with awareness, flexibility, and care—we can change not just the composition of our teams, but the trajectory of their success.

You’re making a difference.