Abstract
This article examines strategies for cultivating staff buy-in and sustaining effective Student Support Teams (SSTs) within a Multi-Tiered System of Supports (MTSS) framework at the middle school level. Drawing from the author’s personal experiences of overcoming adversity and his leadership journey from rural Givhans, South Carolina, to serving as principal of Carolina Springs Middle School, the narrative highlights the critical role of intentional, data- driven interventions in promoting equitable student outcomes. The discussion emphasizes the necessity of proactive identification, individualized support, and collaborative problem-solving among educators. Common implementation challenges—such as staff resistance, initiative fatigue, and inconsistent follow-through—are addressed through actionable lessons learned, including transparent communication, consistent structures, family engagement, and evidence- based reflection. The article concludes that building and maintaining SST effectiveness requires patience, persistence, and a collective belief in every student’s capacity to succeed. By aligning personal conviction with systematic support, schools can transform reactive practices into proactive, student-centered cultures of growth.
Recommended Citation
Green, P. (2026). Building buy-in for student support teams: Lessons from Givhans to Carolina Springs . South Carolina Association for Middle Level Education Journal, 5, 47-53.