Bridging the Gap Strategic Communication IMC and Crisis

Bridging the Gap: Strategic Communication, IMC, and Crisis Communication in K-12 Schools International Crisis and Risk Communication Conference March 2017 Jeanne M. Persuit, Ph. D. Associate Professor University of North Carolina Wilmington Cissy Bowman Director of Communications Mt. Lebanon School District, Pittsburgh, PA

K-12 Schools

Gaps Communication Literature Formal Education (Ed. D. programs) Professional Associations

Communication Literature • • COMM & Mass Media Complete ERIC Science Direct Journal of School Public Relations

Top 10 Education Administration Programs ranked by U. S. News & World Report (2017) • None listed “crisis/risk communication” or “crisis response” in program descriptions or course descriptions • Harvard offered a course in Public Speaking • Stanford offered a skills-based module which included philanthropy for education • OSU offered a cognate in the business school with 6 credits in leadership • PSU offered joint Ed. D. /J. D.

Professional Associations • AASA: The School Superintendent’s Association – 2017 conference had three crisis panels: Sandy Hook Promise, dealing with grief, and crisis alert system • NSPRA (National School Public Relations Association) – National conference and state organization training sessions, primarily for communication directors

Strategic Communication 1 focus offers: • Media logic vs. communication logic • Integrative approach • Adds responsibility and leadership opportunities for communication specialists 1 (Falkheimer et al. 2016)

Integrated Marketing Communication (IMC)2 approach offers: • Audience focus • Holistic orientation – every communication interaction is an opportunity • Aspirational mission and its relationship to a district’s brand 2(Persuit, 2013)

Goal: To make crisis communication and response an integral and reflective component of a district’s brand/identity

Why? • How a district communicates crisis reflects the leadership and the mission of a school district • It is another opportunity to demonstrate the highest level of care for students, faculty and staff, parents, and community

Trends to consider: • Superintendents who are career businesspeople, not career educators • Public education’s identity and reputation in the U. S. • Shifting regulatory landscape

How do we bridge these gaps and reach this goal? • More research collaboration between strategic communication/IMC and education leadership scholars • More formal education for superintendent role • Elevate PIO role to Director of Communication; recruit from strategic communicators (not only PR practitioners or former media professionals)

Opportunities for further research • Superintendents’ preparation in crisis communication • Post-vention communication • Effectiveness of law enforcement partnerships with districts • Effects of crisis response on perceptions of trust in public education institutions

Case: Franklin Regional High School • Suburb of Pittsburgh, PA • On April 9, 2014, a student stabbed 21 students and a security guard in the morning as school convened • No fatalities • Resulting changes in communication personnel, policy, and procedures

Thank you!