1. 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

2. K-12 Schools

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

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

5. Top 10 Education Administration Programs ranked by U. S
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.
Vanderbilt University
University of Wisconsin-Madison
University of Texas-Austin
Harvard University
Stanford University
Columbia University
Michigan State University
University of Virginia
Pennsylvania State University
University of Washington
The Ohio State University

6. 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

7. Strategic Communication1 focus offers:
Media logic vs. communication logic
Integrative approach
Adds responsibility and leadership opportunities for communication specialists
1(Falkheimer et al. 2016)

8. 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)

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

10. 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

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

12. 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)

13. 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

14. 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

15. Thank you!