The 3 B's of School Leadership: Band, Balls, and Buses

As a school superintendent, it’s safe to say that not all aspects of the job receive the same amount of attention from the community. While curriculum and instruction, budgeting, and staffing dominate the boardroom, I’ve found that three distinct areas often stir the most conversation beyond school walls: Band, Balls (athletics), and Buses—the “3 B’s.” This phrase, which I first heard years ago, perfectly encapsulates the aspects of school operations that generate the most feedback from the community. While these components seem straightforward, they represent some of the most complex and challenging areas for school leaders to navigate. They may become more like killer bees if not carefully monitored and nurtured.

Band: The Soundtrack of Community Pride

Music programs, especially marching band, are outsized in school and community culture. Band programs are about far more than notes on a page. They symbolize school spirit, community pride, and student engagement. Research shows that participation in school music programs can improve academic performance, emotional well-being, and increased civic engagement. Yet, band programs often get caught in the crosshairs when budgets tighten.

Supporting and advocating for band programs is critical. Communities identify with these programs—especially in towns where the annual parade, Friday night football halftime performances, and concerts are staples. Any changes to the program, from altering funding to hiring a new band director, can provoke intense reactions. School leaders must understand that the band often represents far more than just a school activity—it’s a cultural cornerstone.

Balls (Athletics): Where Wins and Losses Extend Beyond the Field

Few things can galvanize or polarize a community as quickly as school athletic teams' success (or struggles). Whether it’s a celebrated football team, a thriving basketball program, or a championship track squad, athletics generate strong emotions from parents, students, and community members. High school sports often serve as the town's pulse, offering a collective experience that ties everyone to the school, regardless of their academic involvement.

Studies indicate that participation in athletics can increase student engagement, improve academic outcomes, and foster life skills like teamwork, perseverance, and leadership. However, emotions can run high when teams struggle, when coaching changes are proposed, or when facilities need upgrades. It's not uncommon for superintendents to face pressure from community members, parents, and even school board members regarding the direction of athletic programs.

Navigating the politics of athletics while ensuring that all students receive a balanced and inclusive extracurricular experience requires careful diplomacy. Athletic success may not always correlate with academic outcomes, but it often feels just as critical to the community.

Buses: The Lifeline of the School System

Transportation may not seem as glamorous as band performances or thrilling like a last-second shot in a basketball game, but it is perhaps the most logistically challenging and emotionally charged of the 3 B’s. School buses are the lifeblood of a district, ensuring that students can safely and reliably attend school every day. Any disruption in transportation—whether due to inclement weather, staffing shortages, or changes to routes—can lead to immediate outrage.

In many communities, mainly rural or sprawling suburban districts, bus routes are the bridge between students and their education. Research shows that reliable transportation is directly linked to student attendance and success. When issues arise—whether due to funding cuts, driver shortages, or mechanical failures—there is an immediate and understandable outcry from parents who depend on the buses to safely get their children to and from school.

Ensuring buses run on time and that routes are well-planned may not make headlines, but any failure in the system can overshadow the district's best achievements. In a world where communication is instantaneous, the slightest disruption can cause a ripple effect across the entire community.

Balancing the 3 B’s: A Superintendent’s Challenge

What makes the “3 B’s” so challenging is that they are often viewed as a school district's most visible and visceral aspects. They are where emotions run high, and minor adjustments can lead to large-scale reactions. However, they are also essential elements that make a district function smoothly and connect to its community.

When Bands, Balls, and Buses function well, everything feels right. But when one falters, the ripple effect can challenge the entire district. Leading with empathy, staying connected to community concerns, and fostering open communication can help mitigate the stress of managing these essential programs.

In the end, superintendents are tasked with balancing countless priorities, but keeping the 3 B’s running smoothly is often crucial to maintaining community trust and student success. After all, when the buses run on time, the band plays its heart out, and the teams are competitive, it feels like everyone in the district is winning.