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Invitational Schools

Invitational theory has been developed since 1984 by Purkey and colleagues.  It is based on four assumptions about the nature of human interactions; trust, respect, optimism and intentionality. 

Trust:  Invitational theory proposes that people know what is best for themselves and, given the right environment, will flourish.  We should trust that, given the right environment in schools, pupils cannot help but do the very best they can. 

Mutual respect is believed to be an indispensable part of human relations.  It needs to be manifested not only in people’s behaviours but in the policies, programmes and processes of organisations.  A school that has unfair rules or does not value individuals cannot expect respect from its students. 

Optimism needs to presuppose any policies, actions or programmes as people need to believe that change for the better is possible.  In school, head teachers, teachers, governors, and policy makers need to believe that their pupils can do well; this will impact on the hope and self-esteem of the pupils themselves. 

Intentionality:  The final assumption is that creating the right environment which ‘invites’ people to achieve their best can be done intentionally; it does not have to be left to chance.

Invitational theory argues that it is people’s perceptions of events that influence their behaviour and not the events themselves.  Everyone holds beliefs about who they are and the way they fit into the world, this ‘self concept’ mediates a person’s interpretation of events in their life.  Invitational theory proposes an ideal environment, based on positive assumptions about human nature, within which people are able to realise their potential. There are five ways of realising these principles in order to create an inviting environment to learn; people, places, policies, programmes and processes. 

People and school design: Invitational theorists believe that it is important that relationships are cooperative and collaborative.  Therefore it follows that when it comes to school design it is important to involve all members of the school community; parents, pupils, staff and governors, in the design process.  Those people involved in the process should be invitational in their conduct. 

Processes and school design:  The process of designing and building a school should be invitational in its approach. All those involved in the process should conduct themselves in an ethical manner. 

"Processes....address the ways in which (people, places, policies and programs) function.  Processes address such issues as cooperative spirit, democratic activities, collaborative efforts, ethical guidelines, and humane activities.  They focus on how the other (principles) are conducted."  Purkey An Introduction to Invitational Theory

Places and school design:  The physical environment is one of the five principles of invitational theory.  This makes school design and maintenance a very important part of the picture as the physical environment created will influence people's concept of themselves and their place in the world. 

"The physical environment offers a starting point for moving from invitational theory into practice, because places are so visible.  Almost anyone can recognise smelly restrooms, cluttered offices, peeling paint, or unkempt buildings.  Fortunately, places are the easiest to change because they are the most visible element in any environment. They also offer the opportunity for immediate improvement"  Purkey An Introduction to Invitational Theory

Visit www.invitationaleducation.net/ for more information about invitational education.

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