Blog: Schools and reputation

Media outlets striving to achieve high ratings or readerships have traditionally used strategies to attract the eyeballs of parents to newspapers or evening bulletins.

Think helicopters landing on school ovals for the weather report or lift-outs of Year 12 results.

From the first day of pre-school to the oldest mature-aged student walking across the graduation stage, education stories have long been a staple source of inspirational words and pictures.

And gaining positive media coverage is a great way for schools to promote the achievements of students and school communities. Building a school’s brand involves much more than printing a glossy prospectus.

Engaging with the media has always posed both reputational opportunities and risks for schools and tertiary institutions.  Like any part of society, schools can become part of the daily news cycle through no fault of their own. Accidents, injuries, bereavements, and criminal behaviour are part of life for us all.

Perennial education issues have filled news pages for decades – public versus private, school fees, uniform costs, academic results, expulsions, bullying – even the canteen food. As a journalist, and later as an education minister’s media adviser, I’ve written or responded to them all.

Now, in the era of social and online media, this a steady stream of content that can hit the news.

Let’s be clear: media outlets publish this material because it works. Parents can’t help but click.

Whether it’s a story covering student misbehaviour, NAPLAN results or a satirical piece poking fun at the stereotypes of public and private schools, a call from a journalist can be another headache a principal just doesn’t need.  

Many schools have understandably become media shy in the modern environment. Schools must weigh the risks of engaging with the latest story or video designed to get parents’ fingers clicking and tongues wagging.

No school wants to fan the flames of a story that could hurt the wellbeing of anyone in the school community, particularly by identifying vulnerable young people or hard-working educators.

However, schools that promote achievements and sensitively and transparently manage issues when they invariably arise can enhance their reputation. Schools that duck for cover – or worse, are wilfully obstructive - can self-inflict reputational damage.

As well as supporting current and future students, schools are competing to attract the best and brightest educators, who want to work and learn at schools with a positive culture.

Across the education sector - whether in public, independent or Catholic schools, and universities - ongoing stakeholder engagement is critical. Marketing collateral, regular newsletters, smartphone apps, social media, direct messages from school leaders and thoughtful, strategic engagement with the media are all part of communications in the modern education environment.

Bronwyn Hurrell

Hughes | Consultant