Higher Performance Insights | RETHINKING RESISTANCE: Stubborn Ass Wisdom for Navigating Campus Challenges

May 13, 2025
higher performance insights

How an Ancient Mining Tradition Reveals the Secret to Navigating Today's Campus Challenges


In the sunbaked landscapes of New Mexico, an unusual sporting event recently captivated spectators and participants alike - burro racing. This isn't just any competition; it's a profound lesson in partnership that offers surprising wisdom for K-12 and campus leaders navigating today's educational challenges.


The Partnership Challenge


Last weekend, some 70 teams tested their skills in Cerrillos, New Mexico. Runners and burros navigated a challenging course through a historic turquoise-mining town. Success required neither dominance nor control but mutual trust and responsive communication.


Sound familiar?


Today's educational leaders face their own challenging terrain. Whether leading a classroom, a school, or a college administration, we navigate uphill climbs, unpredictable paths, and occasionally resistant stakeholders. With teacher shortages, learning recovery needs, budget constraints, and political polarization, traditional leadership approaches increasingly fall short.


When Innovation Meets Resistance


Perhaps the most valuable insight from burro racing comes from understanding what happens when forward progress stalls. Experienced racers explain that when burros refuse to move, it's not simple stubbornness—it's caution. These intelligent animals stop to assess situations that feel dangerous or unknown.


This mirrors what happens in our schools and districts. When faculty, staff, or community resist new initiatives, what might appear as obstinacy often signals legitimate concerns. The veteran teacher who questions a new curriculum rollout, the department chair hesitant about schedule changes, or the student government pushing back on policy reforms—each may be responding to genuine risks or misalignment with core educational values.


Building Relationships Before Implementation


For those borrowing or renting a burro for race day, organizers strongly encourage arriving early—even the night before—to build rapport with their racing partner. Without this relationship-building, success becomes nearly impossible.

Similarly, campus leaders can't expect immediate buy-in when introducing significant changes. The most successful curriculum adoptions, schedule revisions, or strategic plans begin with relationship cultivation before implementation. As race organizer Shane Weigand explains, "You have to spend a lot of time on the trail with your burro, building up that relationship and trust."


Leading Without Controlling


In burro racing, runners cannot ride their animals—they must guide without dominating, persuade without forcing. The relationship requires genuine partnership rather than control.


This approach resonates deeply with effective educational leadership today. Command-and-control structures increasingly fail in school environments where teacher expertise, student agency, and parent involvement are essential for sustainable success.


Five Strategies for Educational Leaders Navigating Resistance


Drawing inspiration from these remarkable athletes and their burro partners, here are five actionable strategies for school and college leaders:


1. See resistance as valuable feedback, not obstruction. When faculty hesitate to embrace new pedagogical approaches or technologies, listen first. Like an experienced burro racer, understand that apparent resistance often indicates legitimate concerns (or fears) that deserve addressing.


2. Invest in relationship-building before implementation. The most successful campus initiatives begin with trust-building conversations. Create informal spaces for dialogue about potential changes long before formal rollout.


3. Honor educational partnership. Your teachers, staff, students, and parents aren't simply recipients of directives—they bring essential wisdom to the table. Design inclusive decision-making processes that genuinely incorporate diverse perspectives.


4. Develop versatile leadership approaches. Burro racers prepare for varied conditions—from sprint starts in town to technical trail sections in the backcountry. Educational leaders similarly need flexible approaches for different challenges: a collaborative style for curriculum development, a more directive approach during safety emergencies, and a coaching stance for teacher development.


5. Celebrate diverse forms of excellence. In Cerrillos, teams competed for various recognitions, including the playful "last ass" award for the final finisher. Create a campus culture that honors different forms of contribution, not just test scores and academic achievements, but also compassion, creativity, perseverance, and community building.


Leading Forward Together


The burro racers of New Mexico demonstrate that success isn't about domination—it's about creating genuine partnerships, building trust, and navigating challenging terrain together.


This lesson feels especially relevant as schools and colleges face unprecedented challenges. Educational reforms imposed without stakeholder buy-in typically fail, while those developed through authentic partnership gain momentum even through difficult implementation phases.


For a deeper look at this fascinating sport and its surprising parallels to educational leadership, read the full AP News article: Burro racing wins over runners in backcountry ode to mining history


YOUR TURN

Consider a persistent challenge in your educational community where progress seems stalled. What if resistance isn't obstruction but a signal of caution or a desire for clarity? What might your stakeholders be sensing that you haven't yet recognized? How might approaching this challenge through partnership rather than authority create new possibilities?


Share a time when listening to resistance actually improved an initiative. What did you learn about leadership through that experience?


Like the burro racers navigating historic mining trails, effective educational leaders honor tradition while forging new paths forward—not by commanding, but by partnering.


References


Associated Press. (2025, May 3). Burro racing wins over runners in backcountry ode to mining history. AP News. Retrieved from https://apnews.com/article/wild-burro-racing-donkey-mining-new-mexico-9f20f6736401139529c8946162b97046

Fullan, M. (2019). Nuance: Why some leaders succeed and others fail. Corwin Press.

Hargreaves, A., & O'Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.

Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high (2nd ed.). McGraw-Hill Education.

Weigand, S. (2025, May 3). Personal interview. Cerrillos Burro Race, New Mexico.




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By HPG Info • September 29, 2026
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By HPG Info • September 22, 2026
The most persuasive person in your cabinet meeting might be the reason nothing ever gets decided. Enrollment in a long-time program has been sliding for three straight years. The data says cut it. The community loves it. The board wants a recommendation by spring. You already know the safe move. Commission another study. Form a committee. Push the real call into next year's budget cycle, when maybe the numbers look different, or maybe you've retired, or maybe someone else has to say the hard thing instead of you. That's not patience. That's a decision, made by default, dressed up as diligence. Here's the part nobody says in the retreat: the calls you're avoiding are already being made. By the calendar, by attrition, by whichever board member gets impatient first. You're just not the one making them anymore, and every month that passes makes that arrangement feel more normal. 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In year four, she did something different. She spent a Tuesday afternoon with the program's faculty, in person, before the board meeting, not after. She walked them through the real numbers, said plainly that the program would be phased out over two years with a teach-out plan for every enrolled student, and told them she'd take the criticism at the public meeting so they wouldn't have to. She did. It was ugly for six weeks. Then it wasn't. The three growing programs absorbed the freed capacity, two of the phased-out program's faculty moved into roles they'd actually wanted for years, and her board chair told her privately that the meeting was the first time in his four years on the board he'd watched her actually lead instead of manage. The difference wasn't the data. She'd had the same data for three years. The difference was she finally spent the "me" she'd built instead of protecting it. Three years of committees and consultant studies got her nowhere. One Tuesday afternoon, spent differently, got her the outcome she'd wanted the whole time. Now, if you're thinking, "I already know which decision this is for me, I just don't know how to make the call without torching three years of trust," that's the actual gap. Knowing the right answer was never the hard part. Spending the trust to act on it is. Here's where to start. THE APPLICATION Here's what to do Monday morning (assuming you're not already in crisis mode, in which case, bookmark this and do it Tuesday): Step 1: Name the decision you're managing instead of making (10 minutes). Write down the actual call, in one sentence, the way you'd say it to your board chair over coffee — something closer to "we're cutting this program, and I've known it for two years" than "we're evaluating program viability." If you can't write that sentence, you haven't diagnosed the decision. You've diagnosed your discomfort with it. Step 2: Set your own deadline before the board sets one for you (5 minutes). Pick the date you'll announce the call, and tell one trusted person on your cabinet that date out loud. A decision with a date attached is a decision. A decision that's "still being studied" is a delay with better branding. Step 3: Draft the reversal statement before you decide, not after (15 minutes). Write the two or three sentences you'd say if new data proved you wrong six months from now. If you can imagine saying that sentence out loud and surviving it, you've already confirmed the "me" you've built can absorb the risk. That's the actual test, and almost no one runs it before they decide. "We don't have time for this level of process on every decision." You're right, and this isn't for every decision. It's for the one you've been managing for over a year instead of making. That one has already cost you more hours in committees and consultant studies than these three steps combined ever will. "My board will see this as me going rogue." Your board is currently watching you not decide, which they've already noticed and are already discounting. A leader who makes a clear, well-explained call earns more trust than one who keeps extending the study, even from board members who disagree with the call itself. Disagreement they can work with. A leader who won't commit is the thing that actually erodes a board's confidence over time, slowly enough that most leaders never connect the two. THE MATURITY SHIFT Immature leaders think: "I need everyone on board before I decide." Mature leaders think: "I need enough trust in the bank that I can decide before everyone's on board." Immature leaders protect the "me" indefinitely, mistaking the protection itself for leadership. Mature leaders spend it on purpose, when it's actually needed, then go back to building it again. Here's the part that should sting a little: every month you manage instead of make, you're not staying neutral. You're teaching your cabinet what actually happens here when a hard call arrives. Some of them are already learning that the answer is: nothing, for a while, and then someone else's problem. Your turn: name one decision on your desk right now that you're managing instead of making. What, specifically, are you waiting for that isn't actually going to arrive? Drop it in the comments, or keep it to yourself and just answer it honestly. Either way, that decision is your "I," waiting for permission you don't need. This is what THE TEAM INSTITUTE exists to build: a cabinet with enough shared Perceptual Intelligence that when you spend the trust, the room reads it as leadership instead of instability. Across our research, cabinets that built this shared architecture saw performance improve roughly 3x and outcomes improve 27%, largely because the hard calls stopped requiring one person to carry them alone.  If there were a way to make the call you're avoiding without spending the next year rebuilding what it costs you, would that be worth twenty minutes this week? Start here: higherperformancegroup.com/team-intelligence-assessment Whether or not this week is right for that, help another leader see the decision they're sitting on. Repost this with the call you finally made, or the one you're still avoiding. Tag a leader who's been managing something for a year and already knows the answer. Or drop your own version in the comments — someone else's Tuesday gets easier because you did. Follow DR. JOE HILL and Higher Performance Group for weekly Team Intelligence insights. Higher Performance Group | THE TEAM INSTITUTE
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