Why schools should make friends with journalists

Developing trusting relationships with the media can bring huge benefits to schools, argue Jessica Shepherd and Anna Pedroza.

Unless it’s to celebrate a glowing Ofsted report, many school leaders tend to file talking to the media in the “deal with in a crisis” category.

But as education communications experts, our experience has shown us that when schools and trusts build a relationship of trust with the media it’s not just a defensive tactic, it can be a strategic opportunity too.

At the Schools & Academies Show on May 15, we will be running a session full of practical tips on how to “handle” the media – that is, how to build long-term, professional relationships that work well for schools, trusts, the communities they serve and the media. Our session will also debunk several myths about the media, the most common of which is that “journalists just want a negative story”.

It’s a myth that journalists only want a negative story.

We’ve both worked with education journalists for decades – one of us was an education correspondent on a national newspaper for seven years. Education journalists tend to be thoughtful, informed and genuinely interested in what’s working well in schools and trusts. They are looking for stories that are symbolic of what is actually happening in schools, not corporate soundbites nor overly polished PR pieces.

A great example is from a primary school in Manchester, which piloted a bold new approach to oracy and pupil voice across the curriculum. Rather than wait for coverage, they invited a local education reporter in to see the project in action. The result was a positive feature in The Guardian that gave credit to staff and pupils and opened up wider discussions about speaking skills in the national curriculum. The school controlled the narrative by carefully sharing the story, not waiting to be asked about it.

That said, we won’t pretend that all media encounters are easy. Some local journalists undoubtedly do chase sensationalist headlines, especially when under pressure to generate clicks or fill space. But even then, a respectful and consistent relationship can influence the tone and accuracy of coverage.

Start the relationship before you need it

It’s tempting to see the media as a transactional relationship – something that only matters when a headline looms. But like all strong professional relationships, it’s best built over time and in times of calm.

Journalists want clarity, context and honesty. It’s OK not to have all the answers.

One of our clients, a medium-sized multi-academy trust, sends short updates each term to a small list of local and regional journalists. These aren’t flashy press releases – just a digest of pupil-led projects, leadership changes and community events. Over time, journalists have started asking follow-up questions and have covered some of the more unusual initiatives. When the trust faced some unexpected challenges, the local press gave them fair and accurate coverage, in part because a relationship of trust was already there.

Be clear, honest and prepared

What journalists want from school leaders is in some ways much the same as what most parents and staff want: clarity, context and honesty. It’s OK not to have all the answers straight away, but being responsive, accurate and open goes a long way.

Being “media-friendly” doesn’t mean being slick. It means being prepared and anticipating the narrative in advance. It’s essential to have key messages about your school or trust that you can use across different contexts and to know who will speak and what you’ll say when a story breaks.

Think like a journalist: who is the story about and what is the emotional reaction?

The most powerful media stories aren’t about policies or performance tables, they’re about people. A good story connects with the audience on a human level. It makes them feel something: pride, empathy, surprise, even outrage. If you can show the lived experience behind a headline, whether it’s a pupil overcoming adversity, a teacher going the extra mile, or a quiet innovation changing lives, you’re far more likely to engage the media and the public.

The most powerful media stories are about people.

One London secondary school that made national headlines last year did so not because of exam results, but because of a creative approach to tackling food insecurity. They integrated cooking, budgeting and nutrition into the school week. The story reached BBC News and The Times, not because the school pitched it as PR, but because it had compelling emotional value.

Don’t retreat when things go wrong

Schools and trusts are often in the midst of multiple crises, from staffing issues to parental complaints and safeguarding incidents. In these moments, the instinct can be to retreat behind “no comment.” But there are ways to be professional without being defensive.

If you’ve built a relationship in advance, it’s far easier to say: “We’re managing a sensitive issue and following due process, but we’ll keep you updated when we can.” Journalists don’t expect instant answers, but they do appreciate updates and responsiveness.

There are ways to be professional without being defensive.

This article first appeared in School Management Plus: https://www.schoolmanagementplus.com/admissions-marketing/why-schools-should-make-friends-with-journalists/?swcfpc=1

To talk to us about your website or any of your PR, communications or marketing needs, contact: jessica@sparrowhawkcommunications.com