Culture is Constructed, Not Discovered

According to theorists like Crotty (1998), constructivism suggests that meaning doesn’t exist in a vacuum, waiting to be discovered—it only emerges when consciousness engages with experience. Culture, then, isn’t something “out there” to be found. It’s something we create together through shared experiences, values, conflicts, and decisions.

In the context of a school, this means culture is not handed down from a mission statement or imposed by leadership alone. While the institution may predate its current staff, its culture is continually shaped by the people within it. As Bryman (2008) explains, culture acts as a “point of reference” rather than a fixed structure—something that exists in concept, but only takes shape through human interaction.

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Multiple People, Multiple Cultures
Social constructivism also acknowledges an essential truth: there are as many constructions of meaning as there are people. That’s crucial in schools, where culture doesn’t emerge uniformly. A teaching assistant, a headteacher, and a pastoral lead might all describe the school’s culture differently—and all be right. Each interpretation is built from unique perspectives, shaped by role, experience, power dynamics, and personal values.

This explains why efforts to capture school culture in a single Ofsted descriptor or policy document can feel both hollow and divisive. Leadership must understand that culture isn’t singular—it’s layered, dynamic, and sometimes contradictory.

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Culture Is Always in Motion
Another powerful implication of a social constructivist view is that culture is never finished. Because it’s continuously renegotiated through interaction, the culture of your school today is not the culture it will be in six months. A change in staffing, a safeguarding incident, a shift in leadership focus—any of these can recalibrate the social atmosphere in profound ways.

This has two major consequences for school leadership:

• You can’t define culture once and be done with it. Culture isn’t something you implement—it’s something you steward. It requires ongoing reflection, open dialogue, and responsiveness.

• You need to listen, often and widely. Because everyone’s construction of the culture may be different, it’s not enough to rely on your own view—or even your leadership team's view. You need to hear from the margins: from support staff, early-career teachers, SEND coordinators, lunchtime supervisors. Their stories are your culture.

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So What Should School Leaders Do?

• Create space for multiple perspectives. Social constructivism tells us that culture is plural. Make sure your understanding of it is, too.

• Acknowledge culture as changeable. Don’t treat it as a fixed asset—treat it as a living, breathing process that evolves with your community.

• Lead with humility. You are part of shaping culture, but so is everyone else. Share that responsibility intentionally.

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References

Bryman, A. (2008). Social Research Methods (3rd ed.). Oxford University Press.

Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspective in the Research Process. SAGE Publications.