With 23 years of experience in education, I set out to explore how classified staff — custodians, paraeducators, and support personnel — experience communication from school and district leaders. While most research on educational leadership centers on teachers or administrators, classified staff are often overlooked despite being essential to daily school operations. My study highlighted their perspectives on communication, belonging, and inclusion, offering insights to help leaders build more equitable and connected school communities.

Purpose The primary purpose of my study was to explore how classified staff perceive communication from their school and district leaders and to understand how these perceptions influenced their sense of belonging, which could, in turn, impact their job satisfaction, effectiveness, and leadership opportunities. This research was significant because it examined how leadership communication practices can either promote equity and belonging or deepen hierarchies and discontent.

This research was made possible through UC Berkeley’s Leaders for Equity and Democracy (LEAD) doctoral program, which provided me with the theoretical frameworks, methodological tools, and supportive community necessary to conduct this equity-focused investigation. LEAD’s emphasis on systems thinking and equity-centered leadership directly informed my approach to this study. The program’s core belief that “you either design for equity or you perpetuate inequity” became a central theme in my analysis of communication patterns affecting classified staff.

Research methods This study examined how classified staff in a Bay Area school district experience communication with their supervisors. I interviewed 18 staff members from different roles, using open-ended prompts to hear their personal stories about what works and what doesn’t in their interactions with leadership. This approach helped me understand their feelings of inclusion, challenges they face, and ideas for better communication. I ensured demographic diversity across roles and backgrounds.

To analyze the information, I identified patterns and common themes like feelings of exclusion, racial dynamics, and communication barriers. I sought to find practical insights that school leaders can use to improve how they communicate with support staff, promote inclusivity, and create a more supportive work environment for all employees.

1. Communication experiences with supervisors Participants commonly reported feelings of frustration and exclusion stemming from perceived inadequate communication from district and school leaders. For example, some classified staff, such as campus safety supervisors, expressed that they rarely interacted with principals, describing experiences of lacking support and feeling undervalued. Katrina, a Black campus safety supervisor, shared her prior experience of feeling unsupported during a parent-related incident, emphasizing the emotional impact of perceived disrespect and lack of trust.

Many participants highlighted problematic modes of communication, particularly emails and texts, which could be misinterpreted or evoke feelings of being ignored. For instance, Gaby, a Latinx community liaison, recounted a concern that had to be escalated to the district office after direct communication with her principal was ineffective.

2. Navigating power and hierarchies A recurring finding was that organizational hierarchies significantly shape communication. Approximately half of the participants perceived a clear hierarchy, where district-level classified staff held the highest position, accessing the most information, while site-level classified employees often reported limited access to confidential information and participation. This hierarchy often contributed to feelings of disconnection and undervaluation. For example, Rebecca, a white office manager, shared her perception that “there is a hierarchy within the classified positions based on who is allowed to know certain kinds of information.”

3. Racial and ethno-racial influences on communication Race and ethnicity emerged as critical factors influencing classified staff’s communication experiences. Participants shared instances of microaggressions, discrimination, and a lack of culturally responsive communication. For example, some staff felt microaggressions based on their racial or cultural identities, which could exacerbate feelings of exclusion and misinterpretation. These dynamics were compounded by a lack of diversity among supervisors (all participants reported having white supervisors), raising concerns about the potential different experiences of staff of color with supervisors of different racial backgrounds.

4. Support, recognition, and belonging Supportive interactions and positive relationships among classified staff themselves contributed to a sense of community and belonging. Participants like Rebecca and Adrian, a Latinx custodian, described respectful, inclusive peer interactions that fostered trust. Conversely, negative experiences, such as a lack of acknowledgment during meetings or dismissive communication, diminished their sense of value.

Most participants voiced concerns about professional development, training opportunities, and equitable treatment. They expressed a desire for increased inclusion in staff meetings, more transparent communication regarding training, and recognition of their contributions. The issue of hierarchical disparities extended to wages and access to information, further entrenching feelings of inequality.

Conclusions drawn from the research My research underscored that communication within school districts is crucial for cultivating an equitable, inclusive school culture. Effective communication is not just about transmitting information but about fostering relationships built on trust, respect, and mutual understanding, especially across racial, cultural, and organizational boundaries.

The findings suggested that current communication practices often reinforce hierarchical disparities, marginalize classified staff, and perpetuate feelings of exclusion and undervaluation. Staff of color experienced additional challenges due to microaggressions and racial dynamics, which hindered their full participation and sense of belonging.

To address these issues, I conclude that district and school leaders can strengthen communication by prioritizing transparent, multi-directional communication strategies that recognize and leverage the cultural and racial diversity of staff. Providing opportunities for classified staff to participate in decision-making, access confidential information, and receive equitable recognition can foster a stronger sense of community.

Practically, districts should implement regular, meaningful engagement opportunities that include classified staff as active partners rather than passive recipients. Developing communication policies that emphasize clarity, cultural responsiveness, and inclusivity will be critical.

Furthermore, the study highlighted the importance of culturally responsive training and policies that explicitly address microaggressions and discrimination. As leaders, cultivating an environment that values all staff equally and actively works to dismantle hierarchies rooted in race, class, or organizational structure is essential for both staff morale and the overall health of the school community.

Final reflections Throughout my research, I have learned that fostering effective communication within schools entails more than just operational details; it requires intentional efforts to build trust, recognize diversity, and promote equity. As a practitioner and researcher, I am committed to advocating for systemic changes that prioritize inclusive communication, equitable access, and the recognition of all support staff’s vital contributions.

By centering classified staff voices, leaders can build a more just and inclusive educational environment — one where every staff member feels valued, heard, and empowered.

Kessa Early, Ed.D., is principal of Alternative Education in the Novato Unified School District, founder of Early Vibes Inc., and an education consultant with Solution Tree.