Compassionate Leadership as Witness: Paying Attention When We Don’t Want to Know

Abstract

Millions of students in our schools live with a parent experiencing substance use disorder. Most people with substance use disorder begin using while they are school-age. School personnel are on the frontlines of this crisis; yet our policies, practices, and social norms create barriers to witnessing and healing for these students and families. This case provides a context to explore the usefulness of compassionate leadership to support marginalized and vulnerable students and families. Both compassionate leadership and crisis intervention inform our suggestions for practice.