“Social awareness is your ability to accurately pick up on emotions in other people and understand what is really going on with them.”
— Travis Bradberry

One of the key principles of becoming a successful administrator is developing and sustaining a strong sense of social awareness. This skillset is not new—it is something cultivated during your time as a teacher, when you naturally viewed the classroom through a lens that considered your students’ and families’ emotions, experiences, and perspectives. As an administrator, that lens must not only remain intact, but become even more refined and intentional.

During my transition mid-year from one school to another, I received a parting gift from a teacher that deeply resonated with me—a magnifying glass. The significance behind this gift stemmed from a commitment I had always shared with my staff: I never wanted to forget what it felt like to be in the classroom. In my own experience as a teacher, I observed administrators who had lost that connection over time. That disconnect often strained relationships and negatively impacted trust between teachers and leadership. Recognizing this early on, I made a personal promise—to myself and to those I served—that I would not allow that to happen in my leadership. Furthermore, I encouraged others to hold me accountable if I ever appeared to drift in that direction.

The magnifying glass symbolized much more than a simple object; it represented perspective, intentionality, and empathy. The teacher’s message—that she appreciated my effort to consistently view situations through her lens—served as a powerful reminder that this approach mattered. It mattered not just to her, but to many others who seek to feel seen, heard, and understood within their professional environment.

Being socially aware is like having a “Spidey sense”—an instinctive awareness that alerts you to what is happening beneath the surface. A socially aware administrator maintains a pulse on the school community, not by chance, but through deliberate effort to build authentic relationships with every individual, regardless of their role. Every person who enters or serves within the school matters. Titles become secondary to humanity.

Whether engaging with teachers, office staff, custodians, instructional assistants, or families, I made it a point to give each person my full attention. Their thoughts, opinions, and concerns were valued equally. Social awareness meant going beyond surface-level interactions—taking time to learn about individuals, their families, their challenges, and their aspirations. This same level of care extended to our students’ families, recognizing that they are essential partners in the educational process.

Administrators who demonstrate strong social awareness are genuinely invested in the well-being of their entire school community. This investment is not performative; it is authentic and deeply rooted in empathy and respect. Over time, that authenticity becomes reciprocal. Staff members and families respond with trust, openness, and a shared sense of purpose.

Ultimately, social awareness is not just a leadership trait—it is a defining characteristic of effective school leadership. It shapes culture, strengthens relationships, and fosters an environment where individuals feel valued and supported. When social awareness is consistently practiced and embedded into leadership, it becomes interwoven in every decision, every interaction, and every aspect of the school community.