School restructuring can be frightening for teachers, administrators, and even students as they give up familiar roles and are introduced to new paradigms. Educators affected by restructuring efforts often feel out of place, are reluctant to change, and anxious about the unknown. This paper describes approaches for helping school community members deal with educational change. Individuals must be given the chance to attach personal meaning to the paradigm and the change it implies. The organization should acknowledge that some people may feel loss and act out their grief in a manner similar to Kubler-Ross's stages of grief: denial, anger, bargaining, depression, and acceptance. School administrators must allow individual relearning to take place as participants reorganize new paradigms and assign personal meaning to them. Successful restructuring entails: (1) the courage to ask people what specifically terrifies them; (2) the support that allows people to share their fears; (3) the patience that allows people to experience feelings and work through conflicts; and (4) the respect to honor individuals' searches for personal meaning. (Contains 14 references.) (LMI)