The Framework

Caring Authority

Once Power Is Seen, We Begin To Wield It Differently

Using Caring Authority that:

Treats authority as the gift & honor it is.
We use the power entrusted to us for the reason it was bestowed upon us to support others.

Caring Authority model: Entrusted Power at the center of Power To, Power With, Power Over, and Power Within

What Is Caring Authority?

Caring Authority creates welcoming, affirming, and accountable learning environments across all spaces, from classrooms to staff rooms. It treats authority as power entrusted for the greater good and requires intentional reflection on how that power is used.

Core Stances:

People are more than their worst moment.
Dignity is non-negotiable and foundational to every interaction.
Accountability is necessary for belonging.
True community requires taking responsibility and repairing harm.
Power dynamics expose the unseen.
Examining power helps us uncover hidden barriers and support equity.
Relationships drive real change.
Transformation happens through authentic human connection, not compliance.
Leadership demands clarity, compassion, and consistency.
We lead with empathy while setting clear, reliable boundaries.
We do better together.
Collaboration and collective effort build stronger communities.

A Real-World Example: The “Late To Class” Cycle

A high school enacts a strict zero-tolerance tardy policy. If a student is 2 minutes late, they are locked out, given an automatic detention, or sent to the main office.

The Unseen Power Dynamic

1
Behavioral ProblemsBehavior
A student who was late due to a delayed bus gets locked out. The teacher sees them coming and closes the door anyway. Frustrated by the immediate penalty, they argue with the teacher (using their innate Power Within to preserve their dignity), and security is called.
The Power Reality: Power Over was used strictly as control. The student felt disempowered and humiliated, so their reaction escalated from simple lateness to a “behavior issue.”
2
High Suspension RatesSuspension
The argument escalates and the student receives a 2-day out-of-school suspension.
The Power Reality: Authority relied on enforcement rather than repair. The system protected the rule, not the relationship, removing the student from access to learning entirely.
3
Admin vs. Teacher CultureCulture
Teachers feel forced to enforce a rigid rule they feel hurts relationships with their students, or they ignore it and get reprimanded by administration.
The Power Reality: Teachers experience Power Over from leadership. They feel their professional judgment is stripped away, creating resentment toward admin.
4
High Staff TurnoverTurnover
Exhausted teachers leave the school at the end of the year, citing a culture of compliance over care.
The Power Reality: When staff lack agency (Power To) and feel disconnected from leadership, burnout sets in quickly.

The Caring Authority Reframe

Don’t close the door on a student coming down the hall. Let them in. A quick, private conversation around expectations preserves dignity and uncovers critical context, like a late bus.
Don’t engage in power struggles. They produce no winners.
Suspension is for actual harm. Being late and losing class time is already a natural consequence. Locking a student out is a dignity violation that leads to escalation or retreat—both damaging to a student’s Power Within.
Teachers often handle things quietly behind closed doors. It seems harmless, but single classrooms don’t operate in a vacuum. When system rules strip away professional judgment, teacher agency and self-efficacy can take the hit.
Just because it’s working in your room doesn’t mean a student experiences the school as a healthy place. Pockets of safety are sometimes necessary, but they point to unaddressed systemic issues.
In a community, we are all responsible for outcomes.

The Four Expressions Of Power

Each expression has its own voice, its own facets, and conditions that help it grow or cause it to shrink.

Power Within

“I matter.”

Dignity: A deep sense that I am worthy of respect and I have a right to exist fully.
Identity: An understanding and appreciation of who I am, including my experiences, history, and values.
Voice: The belief that my perspective matters and I have the right to speak, be heard, and take up space.
Self-Efficacy: The belief that I can influence what happens, contribute, and make a difference.
Belonging: Feeling seen, valued, and connected. Knowing I am part of something.
Self-Trust: Confidence in my judgment, my voice, and my capacity to navigate challenges.
Possibility: The belief that I can learn, grow, make meaning, and contribute.

Grows Through

Respect and affirmation
Belonging and inclusion
Psychological safety
Meaningful voice
Opportunities to experience competence
Support, encouragement, and reflection

Shrinks Through

Humiliation, shame, and dehumanization
Exclusion and marginalization
Stereotyping and low expectations
Repeated failure without support
Environments that communicate that my voice does not matter

When Power Within is strong, people are more likely to learn, contribute, repair, and thrive.

Power To

“I can make a difference.”

Agency: The belief that I can make choices, take action, and influence my path.
Skills: The knowledge and abilities I develop to take effective action.
Knowledge: The information and understanding I need to make informed decisions.
Action: The willingness to follow through, try, persist, and take steps toward what matters.
Repair: The ability to reflect, learn, make amends, and try again.
Responsibility: Owning my role, my impact, and my commitments.
Choice: The ability to consider options and decide how I will respond.

Grows Through

Access to learning and resources
Encouragement and high expectations
Opportunities to practice and try
Support when I make mistakes
Clear goals and actionable feedback
Environments that build competence

Shrinks Through

Limited opportunities or access
Low expectations
Constant criticism or micromanagement
Fear of failure or punishment
Learned helplessness
Environments that discourage risk-taking

When Power To is strong, I move from possibility to action.

Power With

“We can do this together.”

Relationships: The connections, trust, and mutual care that make collective work possible.
Mutual Accountability: Holding ourselves and each other to high standards with care and transparency.
Trust: Believing in each other's intentions, showing up consistently, and building safety over time.
Collective Impact: Recognizing that we can go further together than we can alone.
Solidarity: Standing together, especially when it's difficult, to support justice and equity.
Shared Voice: Valuing diverse perspectives and creating space for everyone to be heard.
Collaboration: Working together, combining strengths, and sharing ideas to create solutions.

Grows Through

Open and honest communication
Respect for different perspectives
Opportunities to collaborate
Shared goals and shared success
Consistent support and follow-through
Equitable decision-making

Shrinks Through

Competition instead of collaboration
Exclusion and silencing
Mistrust or lack of transparency
Unfair distribution of power or credit
Individualism over collective well-being
Lack of follow-through

When Power With is strong, we build stronger communities, schools, and futures.

Power Over

“I can make you do this.”

Control: The desire to dictate outcomes, make the rules, and maintain power over people, situations, or resources.
Dominance: Prioritizing authority and influence over collaboration and shared decision-making.
Compliance: Seeking obedience rather than understanding, buy-in, or genuine engagement.
Fear: Using the possibility of punishment, exclusion, or negative consequences to influence behavior.
Manipulation: Influencing through guilt, pressure, or misinformation instead of honesty and respect.
Exclusion: Limiting access, opportunities, or voice to maintain advantage and silence dissent.
Inequity: Creating systems, policies, or practices that benefit some while disadvantaging others.

Grows Through

Transparency and accountability
Shared decision-making
Inclusive practices and access
Restorative responses instead of punishment
Recognizing and addressing power imbalances
Courage to challenge unjust systems

Shrinks Through

Secrecy and lack of accountability
Unquestioned authority
Punitive approaches
Silencing or dismissing others
Concentration of resources and opportunities
Environments that tolerate or reward coercion, fear, or manipulation

When Power Over is strong, people are less likely to feel safe, be themselves, or reach their full potential.

What is your current use of power making possible?

Explore Resources Connect With Us