By now you are likely aware that unconditional education (UE) is a practice of optimization. That is, the aim is to provide just the right amount of intervention to get the job done, but never unnecessary excess. Chapter 1 introduced the key principles that drive UE: efficiency, intentional relationship building, cross-sector responsibility, and local decision-making. Much of the rest of this book has addressed what happens in schools when these principles are absent. However, in reviewing early UE implementation pitfalls, most, if not all, missteps can be traced back to an overzealous application of these principles without adequate consideration for a just-right approach. This chapter will explore these common missteps and trace the surprising ways in which an over-application of the principles of UE can unintentionally replicate the very practices of exclusion it was designed to address. The previous chapters have proposed that healthy and trusting relationships play a central role when it comes to both personal and organizational learning. While the cultivation of relationships takes time, once established, the presence of relational trust can accelerate efforts. In schools highly impacted by trauma, an initial investment in relationship building is in fact a prerequisite for any successful transformation to take hold. The work of creating trauma-informed schools necessitates that we acknowledge these experiences and create plans to address the vicarious trauma often felt by school staff themselves. In some cases, even this is not enough. Organizational trauma—in which interactions within the entire building or district itself evidence the weight of working in resource-strapped environments—is common in public schools. It is often the case that years of unhealthy competition, inadequate funding, and failed initiatives and promises have overwhelmed an organization’s protective structures and rendered it less resilient for the hard work required to bring about the exact change the organization needs in order to heal and thrive (Vickers & Kouzmin, 2001). Not all public schools operate as traumatized systems, yet the conditions within many schools, particularly those serving a high percentage of students who belong to systematically oppressed groups, are most vulnerable.
