A stark and sobering warning about unintended consequences comes from historian Edward Tenner in his 2011 TED Talk, “Unintended Consequences.” In it, he recounts the tragedy of the SS Eastland, a passenger ship that capsized in the Chicago River in 1915. In the wake of the Titanic disaster just three years earlier, new safety regulations had mandated that ships carry more lifeboats. The Eastland complied. But the additional weight on the upper decks made the ship top-heavy and unstable. As passengers boarded, the ship rolled, capsized, and sank—all while still moored at the dock—killing 841 people.
The tragic irony? A safety measure intended to prevent loss of life led directly to one of the deadliest maritime disasters in American history.
This historical anecdote is more than just a cautionary tale—it’s a powerful metaphor for leadership. It reminds us that even well-intentioned decisions can have damaging effects if the wider system is not understood or the impact not fully thought through.
In schools, too, change implemented without due consideration of culture—the shared beliefs, habits, and emotional climate of the organisation—can destabilise the very things we’re trying to improve. School culture is a delicate ecosystem. Decisions that ignore it, however practical they seem on the surface, can result in imbalance, resistance, or confusion.
For school leaders, this is especially relevant. The unintended consequences of leadership don’t always come from major strategic decisions—they can emerge from the smallest actions. A throwaway comment in a corridor might be interpreted as an official directive. A policy designed to raise standards might instead create fear or resentment. A reorganisation intended to streamline communication might fracture relationships instead.
Leadership doesn’t exist in a vacuum. Every word, tone, and gesture is filtered through the perception of those receiving it—and magnified by the positional power of the person speaking. And those perceptions are rooted in the existing culture of the school.
This is why school leaders must be mindful not just of what they say and do, but of how it will land—with staff, students, families, and the wider community. This includes:
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Being intentional with language, especially in mixed or informal settings
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Clarifying when something is an idea, a thought, or a directive
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Anticipating how different people might interpret your words or decisions
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Encouraging a culture where staff feel safe to ask for clarity rather than assume
In complex systems like schools, unintended consequences are not a sign of bad leadership—but unexamined ones often are. The Eastland disaster didn’t stem from recklessness. It stemmed from failing to ask: What else might happen if we do this?
Leadership, at its core, is the constant balancing act between action and reflection. The more we pause to consider potential ripples—especially within the cultural fabric of our schools—the better equipped we are to lead with wisdom, not just intention.
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