Innovator

1. Emphasize the positive outcomes that will result from adopting the new idea. Be as specific as possible.
   • For example, outline how the change might lead to improvements in health outcomes.
2. Less concrete evidence is usually required to make a case for the new idea as Innovators tend to be more accepting of risks and unknowns.
   • If possible, give examples of other school communities who have undergone similar changes and illustrate how and why they have been successful.
   • Provide instances of other school communities who are considering implementing a similar idea.
   • Present evidence by using experts in the field.
3. Outline the pros and cons of adopting the change.
4. Illustrate how the benefits outweigh the risks.
   • One possible way to do this is by showing the Return on Investment (ROI).
   • It may be useful to demonstrate potential impact by completing a Health Impact Assessment (HIA).

For resources on working with evidence click here.

For sources of evidence click here.

For resources on assessing return on investment of a new idea click here.

For resources on conducting a health impact assessment click here.

1. Position the idea to align it with the vision and mission of the school community.
   • This can be accomplished by referring to the idea using language similar to that used in other school wellness related actions, especially in cases where the school community has demonstrated leadership.
   • Link the proposed ideas to strategic documents and mission statements developed by the school community.
2. Present information in a way that enhances the school community’s credibility or reputation as an Innovator (or leader).
   • For example, emphasize how their actions will set the stage for other schools or how they will be among the first in the school district, province/territory, or country to adopt the idea.
3. Reference another school community exploring similar ideas and, if possible, link Innovators with other Innovators.
4. Frame the message in terms of what the school community can gain from adopting the new idea.
   • Framing involves carefully defining your goals and strategically tailoring your message to your target audience.¹
   • While there may not be a great deal of evidence available, try to piece together what is available to illustrate the positive outcomes (e.g., improved health) that may result from adopting the new idea.
   • To locate sources of evidence that are relevant to the idea, be sure to explore a variety of sources. Talk to people working on this idea in another school community, local or provincial not-for-profit groups interested in similar ideas, or research experts.
5. Position the idea in a big picture or population health perspective.
   • A population health perspective involves moving focus beyond individual health to more broadly consider the health of a group or population. It focuses on how a range of individual, behavioural, and environmental determinants interact with each other to shape the health of populations, not only within the school community, but outside it as well (e.g., the neighbourhood or community).²
   • Innovators tend to be thoughtful and interested in the big picture view. Ensure that the school community understands how the proposed idea relates to broader ideas that impact their community (e.g., better employee health leads to a healthier school environment and a healthier community) and to the determinants of health (e.g., income and social status, education, and the physical and social environments).

1. Center for Disease Control & Prevention. (n.d.). Chapter nine: Media Advocacy. In Designing and implementing an effective tobacco counter-marketing campaign. Retrieved from https://nccd.cdc.gov/osh_pub_catalog/SelectionDetails.aspx?p=e2jyQl5pEjEix1O%2FuhMRKK7dcydSEpoJy1679jtO5%2BI%3D .
2. Frankish, J., Veenstra, G., and Moulton, G. (1995). Population health in Canada: issues and challenges for policy, practice and research. Canadian Journal of Public Health, 90, S71-S75.

For resources on how to frame a message click here.

For resources on population health perspectives click here.

1. Harness the support of individuals from the school community who are open to new ideas.
2. Identify and work with key stakeholders (for example, administrators, teachers, staff, students, parents, community members, school board members, city councilors, and provincial representatives) to generate support for an idea.
3. Build relationships and foster dialogue with champions in your school community. Different ideas may have different champions.
   • To build relationships with potential champions, provide them with evidence, help them understand the new idea, and offer them continued support.
4. Work with people who have an in-depth knowledge of the school community.
   • This can make it easier to develop meaningful relationships and leverage support from existing organizations. Develop relationships with the school community’s administrative staff (ideally champions) to understand barriers to adopting new ideas and best practices for encouraging change within the school community.

For resources on identifying and working with champions click here.

1. Work with different levels of the school community (e.g., principals, administrative staff, teachers, parents, students) to create group support among those interested in the idea.
   • Within a school community, Innovators may be held back by the Majority and Late Adopters, so it is important to demonstrate the widespread support that exists for the proposed idea.
2. Find out who may pose a barrier to adopting the new idea and work with them to understand the issue from different points of view.
3. Invite key members of the leadership team (e.g., principal, parent-teacher council president, and staff) to participate in a meaningful, high-energy discussion about the proposed idea. Use the outcomes of this dialogue to further develop your plans for moving the idea forward.
   • Engage the leadership team in a one-on-one fashion. This will provide an opportunity for a more in-depth conversation with each member of the leadership team. It can be useful to do this more than once, especially if it takes time to move the idea forward or if changes happen along the way.
   • This will help to create a powerful opportunity to start (or continue) building a working relationship for future initiatives or actions.
   • The goal is to create a sense of excitement for the proposed idea and to encourage the leadership team to feel personally invested in its implementation.

For resources on working with decision-makers click here.

1. Prior to launching an information or education campaign, make an effort to understand the needs and characteristics of the school community that you are working with.
   • This important step will help you determine how knowledgeable the school community members are about the idea.
   • It may be beneficial to conduct a situational assessment to understand the needs and characteristics of the school community.
     • A situational assessment involves the examination of factors such as the economic environment, key stakeholders, literature and previous evaluations, and the school community’s overall vision.
     • Completing a situational assessment requires a great deal of time and energy and may not be suitable or necessary in every situation.
2. Educate school community members on the proposed idea based on the existing level of knowledge.
   • Education and awareness can help shift a school community’s readiness for a new idea. For example, members of a school community may be encouraged to move beyond simply recognizing a problem and considering the need to take action, to taking personal steps to increase support for the new idea within their school community.
   • In an Innovator-type school community, the decision-makers, school administrative staff and school community members tend to be knowledgeable about the idea in question. For this reason, it is likely that they will not need to be educated about the proposed idea to the same degree as a Majority or Late Adopter school community.
3. Use innovative forms of communication (e.g., social media) to educate, raise awareness, and help the school community understand how and why the idea is important.

For resources on conducting a situational assessment click here.

For resources on raising awareness click here.

For resources on social media click here.