School Leadership 2.0 Newsletter

Book Review: How We Thrive — Rehumanizing Schools for Sustainable Learning and Leadership

Source: Getting Smart (March 17, 2026)

Mar 17, 2026

Summary for Educators (600 words)

In How We Thrive: Caring for Kids and Ourselves in a Changing World, Stephanie Malia Krauss presents a compelling argument that education systems must address not only academic achievement, but also the human conditions necessary for learning and well-being. The Getting Smart review highlights Krauss’s central idea that modern schools often operate within environments that overwhelm both students and educators, leaving little space for reflection, creativity, or authentic connection. Rather than viewing stress and exhaustion as individual shortcomings, Krauss frames them as systemic challenges that require thoughtful redesign of learning environments.

Krauss uses a powerful navigation metaphor drawn from Polynesian wayfinding traditions to illustrate the challenges facing today’s learners and educators. She describes modern life as a “storm” characterized by individuals feeling overtapped, overworked, overstimulated, and overwrought. These conditions are not personal failures but environmental realities shaped by fast-paced schedules, constant demands, and institutional expectations. Recognizing the existence of this “storm” is an important first step toward designing more supportive and sustainable systems for teaching and learning.

Central to Krauss’s framework is the concept of “rehumaning,” which calls for a return to core human needs that support resilience, creativity, and meaningful learning. She organizes these needs into four interconnected domains: body, mind, heart, and spirit. The body requires rest, movement, nourishment, and regulation. The mind thrives through play, curiosity, creativity, and opportunities for deep focus. The heart depends on relationships, belonging, and emotional connection. The spirit grows through purpose, contribution, and belief in something larger than oneself. Together, these dimensions form a holistic framework for designing learning environments that support both academic growth and personal well-being.

The implications for education are significant. Krauss challenges the traditional structure of schooling, which often prioritizes efficiency and compliance over authenticity and engagement. Many school schedules fragment the day into short periods that emphasize productivity and measurable outcomes while leaving limited time for reflection, exploration, or relationship-building. Such environments can restrict curiosity and diminish motivation, contributing to disengagement among students and burnout among educators.

Rather than criticizing schools, Krauss encourages educators and leaders to ask thoughtful questions about the design of learning experiences. What opportunities do students have to engage in meaningful work? Where are they encouraged to collaborate, contribute, and connect learning to real-world contexts? Experiences such as internships, community-based projects, and interdisciplinary learning opportunities can engage multiple dimensions of human development simultaneously. Authentic learning experiences energize students because they connect knowledge to purpose and identity.

The review also connects Krauss’s ideas to current conversations about personalized and competency-based learning. While competency frameworks help clarify expectations for student growth, true agency requires more than clearly defined learning outcomes. Students need opportunities to explore their interests, reflect on their strengths, and develop a sense of identity. Belonging plays a critical role in this process. When students feel safe and supported, they are more willing to take intellectual risks, engage in reflection, and pursue meaningful goals.

Importantly, Krauss emphasizes that sustainable educational change must also address adult well-being. Educators cannot create human-centered learning environments if they themselves are overwhelmed or operating in survival mode. Rehumanizing is not simply a wellness initiative; it is a strategic leadership approach that supports long-term improvement. Leaders play an essential role in designing schedules, professional expectations, and workplace cultures that promote psychological safety and professional fulfillment.

The article encourages leaders to consider how school structures either support or undermine human capacity. For example, grading practices that prioritize speed over growth may increase stress without improving learning. Similarly, schedules that leave little room for collaboration or reflection can limit creativity and innovation. Leaders who value rest, reflection, and connection as essential components of professional practice create conditions where both students and educators can thrive.

Ultimately, Krauss’s work reminds educators that thriving is not accidental. It requires intentional design of systems that honor human needs while supporting academic growth. Schools that prioritize belonging, purpose, and meaningful contribution are more likely to cultivate resilient, reflective, and engaged learners. Rehumaning challenges educators to rethink assumptions about productivity and success, encouraging the creation of environments that sustain both achievement and well-being.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2026). ChatGPT (5.2) [Large language model]. https://chat.openai.com