Communicating to the older Generation

Share about this statement: As older taxpayers play key roles in the school district and in school elections, what can be done to communicate effectively with Senior Citizens to help their relationship with the schools?

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Respond to Lozetta and Stacy

Here is my original post

Effective communication between schools and senior citizens is essential because older taxpayers play an influential role in school funding, governance, and local elections. Although many senior citizens no longer have children enrolled in schools, they contribute significantly through taxes and often shape community attitudes toward educational priorities. Because they may have limited direct exposure to daily school activities, schools must be intentional in communicating with this group and recognizing them as valued stakeholders in the educational process.

The importance of external communication with senior citizens can be understood through Bronfenbrenners socioecological framework, as discussed by Stanley and Kuo (2022). This model emphasizes the interdependence between schools and their surrounding communities in supporting student learning. Senior citizens, while not always directly connected to schools, are part of the broader community system that influences educational outcomes. Schools should therefore be aware of external community networks such as senior centers and civic organizations and involve them in ways that respect their experience, knowledge, and contributions.

Both one way and two way communication strategies are necessary to build strong relationships with senior citizens. One way communication methods such as newsletters, budget reports, and tax briefings help keep seniors informed about school policies, financial decisions, and student achievements. These tools promote transparency and help clarify how school resources are used. However, communication should not stop at information sharing.

Two way communication is equally important and can be achieved through community forums, advisory councils that include senior representation, and outreach efforts through local senior organizations. These approaches allow senior citizens to share their perspectives, ask questions, and provide input that can influence school decision-making. Engaging in open dialogue helps build trust, reduces misunderstandings, and strengthens mutual respect between schools and the senior community.

Overall, effective communication with senior citizens strengthens community cohesion and reinforces the idea that education is a shared responsibility. By prioritizing inclusive, two way communication, school districts can increase senior engagement and foster stronger community support for public education.

Reference

Stanley, K., & Kuo, N. C. (2022). It takes a village: Approaching the development of schoolfamilycommunity partnerships through Bronfenbrenners socio-ecological perspectives. Journal of Human Sciences and Extension, 10(1), 13.

Lozetta

Older taxpayers play an important role in school district decisions and elections because they are integral members of the communities our schools serve, and their influence can sometimes be stronger than the families currently enrolled. However, schools often struggle to communicate with this group because many older taxpayers are seeking ways to reduce financial commitments and may resist tax increases. Unfortunately, schools sometimes only reach out to these stakeholders when support is needed, such as during referendums, which can weaken trust and long-term partnerships.

External communication with older citizens is critical because successful schools rely on strong home, school, and community relationships built on trust. When schools focus only on currently enrolled families, they risk excluding valuable community partners. Older citizens often want reassurance that their investment in schools will produce positive student outcomes and community benefits. Schools can demonstrate this by consistently sharing authentic stories and data that show the cause-and-effect relationship between school successand community strength.

One-way communication, such as feel-good news stories or marketing for community events, can help share information and may feel less intimidating for older generations. However, relying solely on one-way communication can appear disingenuous and may lead stakeholders to feel disconnected or unheard. Two-way communication is essential because it allows schools to actively listen and respond to community feedback. Creating volunteer programs specifically designed for older citizens allows them to experience schools firsthand and build meaningful relationships with students and staff.

School leaders must intentionally include older citizens in their school success planning through surveys, focus groups, and consistent engagement opportunities. From my experience, the most effective way to build support from older taxpayers is to include them in the day-to-day life of the school rather than only seeking their involvement during critical decision-making periods. Building these authentic relationships strengthens trust and fosters long-term support for schools

Stacy

I think that communication with the senior population in a community or any population is vital. I think the best way to do this is to offer sessions where seniors can physically attend meetings. The way to get them involved and to make sure they understand they are still an important part of the school community is to do just that. Include them and make them feel and believe they are needed. I think multiple, even excessive attempts of communication are needed. Cold calls, robo calls, email, social media posts, and physical postings at high-traffic locations are vital to this working.

The communication process for one way communication is the school giving information but not expecting or allowing to receive any information in return. That can be important for some situations but also having two way communication with external groups is beneficial as well. Some strategies for this include having open hours when stakeholders can attend, depending on their availability. Setting regular, predictable hours for families to communicate shows a willingness on the school’s end. Offering surveys and responding to feedback is another idea for purposeful communication. Lastly, open meetings for coffee and conversation also work with external groups varying schedules and has the ability to turn communication into community. All these attempts are important for a school/district to bring groups that are no longer a part of the everyday at schools back in and guarantees options for these groups to feel as though they belong and can contribute effectively.