Abstract

The puzzle of unsustainability of innovations in education is persistent. This article aims to address this problem by discussing the significance of the interpersonal relations between education actors in Kindergarten to Grade 12 settings framed within the complex adaptive systems theory framework. The author begins by identifying three levels of relations within western K–12 educational systems and suggests that these human relational ties need to be considered by leaders or innovation champions when designing educational interventions. The conclusion draws together the cascading effects of these three levels within K–12 settings using a descriptive example derived from the Alberta school system experience with implementing the Framework for Kindergarten to Grade 12 Wellness. The intent of this theoretical mapping is to enable school leaders to recognize the influence of human relations on the implementation of sustainable innovation in school settings.