Conclusion

Building new relationships, whatever the circumstances, takes time; rebuilding relationships in which trust has been damaged can take far longer (Young, 1998). If we hope to make meaningful, lasting change within school communities, however, identifying increased educator trust as a priority and taking the time to develop it looks to be well worth the investment. "Without trust," as Blase and Blase (2001) write, "a school cannot improve and grow into the rich, nurturing microsociety needed by children and adults alike" (p. 23).