Harnessing the Power of Social Norming to Support Classroom Culture

What sign do you think is most compelling?

One might think that fear of dying would be most compelling. Yet, research proves that not to be true. Fear of not conforming causes conformance, even over fear of death.

We are who we say we are because we become who we say we are.

This is good news and bad news. The good news is that we can transform who we are through shared beliefs and actions. The bad news is that we can transform who we are through shared beliefs and actions. This power can be used for the benefit of our students and staff, or to their detriment. It all depends on the story we choose to tell.

An abundance of research indicates that people tend to adhere to social norms even when it is restrictive or uncomfortable. Social Norms Theory teaches us that “Overestimations of problem behavior in our peers will cause us to increase our own problem behaviors; underestimations of problem behavior in our peers will discourage us from engaging in the problematic behavior.” ¹ So, what could this mean for school environments, especially in relation to classroom culture?

Collectively defining who you are and how you operate as a class starts with making it personal by asking students questions like these:

1. What are the characteristics of the best team you have ever been on or witnessed?
2. What makes a good friend or a good classmate?
3. What do you need from your classmates in order to do your best work?
4. What classmate behaviors interfere with your ability to do your best work?

The answers to the questions will create a list of possible norms for the class to consider. Even the answers to the last question can guide the class into creating positively stated norms that will help avoid the negative behaviors. The class can then group similar norms to create a concise list 6 or so norms that will define how the students will treat each other throughout the year. In order to keep the norms alive, they need to be revisited daily. After reviewing the norms, each student selects a norm to focus on for the day, given where they are in that space and time. Or, the class can collectively select a norm for focus.

Some important ground rules for norms:

• All norms are stated positively.
• Norms are unique to each group and need to be recreated each school year.
• Psychological safety is crucial for classroom culture, and norms support psychological safety.
• Mutual accountability can also be supported by norms.
• Norms support the idea that no one wins unless we all win.

The ultimate goal of norms is to define who you are as a class to capitalize on the power of social norming. Creating norms tells a story about how your class collaborates and supports each other. We have both the power and the responsibility to be our own story-tellers. Let the story of your class be one of mutual respect, support, and care.

“Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.” 

-Andrew Carnegie

1. Boston University School of Public Health. November 3, 2022. https://sphweb.bumc.bu.edu/otlt/mph-modules/sb/behavioralchangetheories/BehavioralChangeTheories7.html ↩︎