Using Thinking Environments within School Communities
As a Teacher, School Leader, and Coach, I have spent a great deal of time reflecting on the impact coaching has had on my career, especially in shaping my leadership style and interactions with others. One of the most transformative concepts I have encountered is the idea of "Thinking Environments," which brought immediate and lasting change to the quality of conversations and meetings I led as a school leader. My introduction to this concept came through the work of Nancy Kline and her book Time to Think—a resource that became a cornerstone for my leadership practice.
Schools are inherently busy environments. As school leaders, we manage an endless stream of decisions, challenges, and responsibilities that span across days, weeks, terms, and academic years. This constant activity can affect how well we listen to one another and the attention we give to our staff, students, and even ourselves. In such high-pressure settings, it is easy to let the quality of our thinking and conversations deteriorate as we rush to resolve issues, meet deadlines, or implement changes. That's where Nancy Kline’s concept of a 'Thinking Environment' comes in.
Kline identifies specific behaviors that, when practiced consistently, form what she calls a 'Thinking Environment.' At its core, this is a model of human interaction designed to radically improve the way people think, collaborate, and innovate. Kline's statement, “Everything we do depends on the quality of thinking we do first,” deeply resonated with me. In schools, where change and improvement are constant, we often focus on what needs to be done without first considering how well we are thinking about the challenges ahead of us. For me, this insight reframed my approach to leadership and communication.
“Everything we do depends on the quality of thinking we do first”
Nancy Kline’s work prompted me to prioritise time for thinking—not just for myself, but for my entire team. I realised that by fostering a thinking environment, I could enhance the quality of our interactions, improve decision-making, and ultimately drive better outcomes for the school community.
My first step in implementing the Thinking Environment model was to examine how I could integrate its principles into existing school processes. The most obvious starting point for me was meetings. I introduced Kline’s 10 components of a Thinking Environment to my team, who approached this new way of working with enthusiasm. We collectively agreed to give it time to embed and regularly revisited the structure to refine and improve it as necessary.
One of the most impactful changes was reconfiguring our meeting agendas to focus on questions rather than a number of points to cover. This allowed team members to reflect and prepare their thoughts before the meeting, ensuring a deeper and more thoughtful engagement. At the beginning of each meeting, we shared positive realities—focusing on what was working well. This practice not only set a constructive tone but also fostered a sense of appreciation and acknowledgment among the team.
An essential part of the Thinking Environment is the emphasis on uninterrupted listening. Interrupting is often seen as assertive or intelligent, Kline challenges this perception. In reality, interruptions are disruptive and undermine the thinking process. By giving everyone the time and space to fully express their ideas, we saw significant improvements in the quality of our discussions. Listening attentively became a core practice in our meetings, and it didn’t take long to notice that we were all giving each other more attention and respect, which directly improved our thinking and collaboration.
An essential part of the Thinking Environment is the emphasis on uninterrupted listening. Interrupting is often seen as assertive or intelligent, Kline challenges this perception.
Another key element we incorporated was the identification of assumptions, followed by asking incisive questions to challenge and expand our thinking. This helped us move beyond surface-level discussions and dig deeper into the issues at hand. We also introduced thinking pairs—partners who could help re-ignite thinking during the meeting. This pairing gave team members a safe space to explore ideas more freely, fostering an atmosphere where it was okay to tell the truth and express feelings openly. Every meeting ended on a positive note, where we took time to appreciate each other and the process, reinforcing the value of the work we were doing together.
Over time, the outcomes from our meetings began to show tangible progress. We were more focused, more aligned, and more collaborative. I eventually extended the Thinking Environment model to other areas of the school. By embedding these principles across the school, we saw improvements in both how we communicated with each other and the overall school culture
I work with schools and other educational institutions to develop coaching cultures that integrate these principles. The result is a positive impact on students, staff, and family agency. When schools adopt a Thinking Environment, they create spaces where every voice is valued, where deep thinking is prioritised, and where positive, sustainable change can take root.
Incorporating the Thinking Environment into my leadership and coaching practice has not only transformed the way I approach conversations and decision-making but has also empowered those around me to think more clearly and act more effectively. It is a powerful reminder that the quality of attention we give to one another is the foundation for all positive change.
