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Speech at Race Equity Networking Event 2022

Good evening everyone. It is so good to be here and to see so many people in the room who I imagine are on a journey from curious to committed when it comes to race equity in their work and lives more generally.

For those that don’t already know me, I was a teacher for over a decade before moving across to working in leadership with education organisations on their start-up to grown-up journeys. I had the honour of being one of the founding team of The Key for school leaders, and have worked for Challenge Partners as head of membership and for Lyfta as director of engagement. Alongside this work, I have been what might be called a scholar activist – campaigning on issues around race equity as a co-founder and trustee of the BAMEed Network – which Amjad Ali, Allana Gay and I set up about 5 years ago and Arv Kaushal and Lizana Oberholzer have subsequently joined as trustees too. More recently I have been working with Leeds Beckett University as a coach on the anti-racist school award and the mental health leads programme, which in turn has led me to undertake a full time phd on unlearning racism in schools.

That’s the long version. The short version, which I am increasingly using is: My name is Penny, and I point at elephants. Those large, obvious and hard to miss issues around structural racism that are right there in so many rooms, spaces, interactions, events, and situations.

One big elephant could be me. I am white – you might have noticed. And it is quite often that I get asked why I even care if I am not directly impacted by race or racism. Well, guess what? I am not just white, I am racialised as white. As white people, we are able to swim comfortably in the waters of structural racism without even knowing what water is, if we so choose to. I am impacted by racism in some ways because I am Jewish, but I can choose when and if to reveal this. I am impacted by racism because the battle against racism is our issue as people racialised as white. Until we are all free, none of us is free, and until we learn about our own racial identity, we will walk this earth oblivious to the responsibility we have personally, professionally and consistently to disrupt the status quo as if our life depends on it – because our lives do depend on it. White people have a proximity to power that affords ample opportunities to point at elephants and ask, “what is going on here?” We should do this not because we come here to ‘help’ but because all of our liberation is bound up in this work too (to draw from the words of Lilla Watson, Artist and Indigenous activist from central Queensland).

We live in increasingly difficult times when it comes to questions of race equity. We are told by the Sewell Report that institutional racism cannot be found in this country. It is a thing of the past we are told. Just this week we are told, the proof of equality is in the amazing range of racial diversity across those stepping forward to lead the Conservative party right now. But should we be wary of people who in the same sentence speak of how their parents sailed here to the motherland with nothing, and are ready to deport you to Rwanda tomorrow? And what of these people who have enjoyed wealth and privilege, who point at deficit narratives to explain gaps in achievement by some ethnic groups, and who extol the virtues of meritocracy and ignoring race, as strategies for success? One thing I have learned through reading about the last 75 years of education policy in this country is that whiteness is not a skin colour, it is a system and we go in cycles of gains and losses when it comes to race equity. Drawing on my own Jewish heritage, I liken it to dancing the Hora – linking arms and stepping one step forwards, two to the side and back again we go – hopa hey!

But seriously, we have forever work to do. Tony Benn said: “Every generation must fight the same battles again and again and again. There is no final victory, and there is no final defeat” 

I believe that as humans who are living in a structurally racist society, we must learn about our own racialised identity, and make conscious choices about how we show up and do the work necessary to see, acknowledge and disrupt racist practice using the tools we have at our disposal. As educators, we have such power and influence – and we can cause much damage. We have work to do to consistently and repeatedly refuse to be neutral, and to find the spaces in which we can show up as reliable accomplices (and not just self-appointed allies when it suits us) in the collaborative struggle for justice.

We started with elephants, and so we will end with them. I will use the words of the late Bishop Desmond Tutu “if you are neutral in situations of injustice, you have chosen the side of the oppressor. If an elephant has its foot on the tail of the mouse and you say you are neutral, the mouse will not appreciate your neutrality”.

There are elephants everywhere. We have work to do.

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Keeping an eye on EDI and anti-racism

Prof. Paul Miller 2022

Written by: Penny Rabiger and Prof. Paul Miller

The dual pandemics of racism and Covid 19 dramatically collided in Spring 2020, bringing a sense of urgency and declarations of “we must do something” from many white-majority organisations far and wide, ranging from village schools to high street fashion outlets, national charities to global food chain stores. In some cases, there’s been an organisational equivalent of the five stages of grief – denial, anger, bargaining, depression and acceptance – that could be translated to the stages of workplace commitments to change, emerging over this period. Social media has been instrumental in amplifying and making public much of this phenomenon.

How did antiracism become EDI?

Anti-racism was the clear and urgent priority following the murder of George Floyd, and over time, this seems to have been re-routed to a more generalist approach. Although it is not exactly the same as declarations that ‘all lives matter’ or the ‘whataboutery’ often deployed to what is perceived as a need to counter prioritising one injustice over another, it’s hard not to sense that this might be a softening, as anti-racism work becomes increasingly tricky and demanding when the dust has settled on the public announcements and the work begins. One crucial question often seems to be, ‘If you are saying you want your organisation to be ‘anti’ racist, does this mean you are ready to accept as fact that it is in fact structurally racist at present?’ People of colour (usually in roles in the existing hierarchy that lack power, influence, a budget, or agency precisely because of the racist structures they seek to disrupt) have been hired within their own organisations only sometimes to find themselves isolated or abandoned to do the work, feeling they are token, powerless and exposed in an elaborate game of hide-and-seek. In some scenarios, the role has been discontinued in favour of some training, and pledges to do better. In other cases, having lifted the lid on it, working on racism is said to seem ‘combative’ or ‘unduly negative’. The logic goes that since there are actually Equality Duty objectives which hold us accountable to demonstrate equality for all of the nine protected characteristics, it seems inequitable to just give oxygen to the one: race. This can be further explained by those who have heard that since inequity is intersectional, we can legitimately work our way through all of the protected characteristics with that in mind. This problem has been acknowledged by Miller (2019) who tells us that “”issues to do with ‘race’ and ‘ethnicity’ in education have been subsumed in wider discourses around ‘diversity’, the result of which is the subsuming of ‘race’ and ‘ethnicity issues under a single diversity banner is contributing to the invisibility of the quotidian experiences of ethnic minority people’ (p.223).[1] Miller’s observations are consistent with Kimberle Crenshaw’s entreaty to engage in intersectional anti-racism work, but not in place of actual anti-racism work.

Social media has also colluded with the situation to create an army of freelance Equality, Diversity and Inclusion (EDI) experts with varying knowledge and practice experience, of all ethnicities. Whilst the market is large enough to accommodate all these experts, organisations must be discerning so their spend in this area can take them forward in knowledge and practice. It might come as a surprise that despite the intention and activism of staff and leaders there is only limited evidence EDI programmes are in fact increasing diversity. Not much has changed during the various waves of EDI work since the 1960s, aside from of course some new technological advances to help gather and track data. Organisations still rely on ‘diversity training’ to reduce workplace bias, and ‘anonymous recruitment practices to try and improve attracting and recruiting new candidates. Whilst these important actions, without organisational and individual ownership of anti-racism, meaningful change is quite possibly further away than imagined or believed.

There’s almost always an elephant

One unintended outcome of the fragmentation and marketisation of EDI work and the associated social media noise, is that it might actually be driving a shift away from focus on anti-racism to one centred around a more generalist diversity agenda pointed out above. ‘Diversity’ can be a way to sanitise what was seen as a great urgent concern two years ago, and perhaps now still feels deeply uncomfortable – and therefore attract more business. It feels more fair and equitable, and it opens the door to people who perhaps feel they don’t have skin in the game to rely on as their driver for change to find their ‘in’, and can perpetuate the notion that racism is a ‘Black problem’, as opposed to something firmly rooted in the structures of whiteness. Furthermore, EDI professionals need to ensure that diversity management is a strategic priority for those willing to employ their services and by setting out the ‘moral and business’ cases for diversity. Organisations are guilty of overriding the moral case and not sufficiency engaging with the business case, leading to a zero sum game.  

The elephant in the room of course is unpacking what we mean by diversity and how it is used. Language is important, after all. Firstly, people cannot be ‘diverse’. And yet we hear EDI specialists and the general public talk of ‘diverse candidates’, ‘diverse teachers’, even people referring to themselves as ‘diverse’. But the use of the word diverse in this way, actually reinforces the status quo and normalise a notion that default and standard is one thing (white, male, heterosexual, cis-gender, able bodied, middle class), and anyone who falls outside of this is ‘diverse’. Similarly, ‘diversifying’ the workforce, or ‘diversifying’ the school curriculum is often talked about as if there’s a trunk road of normal, and some small lanes of scenic routes we could add in to make the journey to our destination perhaps more scenic and enriching. These notions are as problematic as they are important.

The most significant elephant in the room, we find, is that of power. On a grand scale we need to contextualise power within the framework of capitalism and the necessity of inequalities to create the power structures for the system to work in the first place. On a smaller scale, diversity practitioners themselves often overlook the centrality of power in the equation, and in doing so fail to reposition organisational discourse, practice and the responsibility for leading change towards those with the power to do so.  As Miller (2020) sets out, “leaders have the power to establish and influence cultures; to influence race relations positively; help reframe problems, ameliorate conflicts and inform strategies; secure buy-in and create an institutional multiplier effect, and to influence practice outside their institutions” (pp. 5-6). [2]  As Professor Paul Warmington said recently, ‘racism is everyday, it is not a glitch in the system, it is the system’[3] – a situation which makes it even more urgent for anti-racism to be done, and to be done by those with appropriate knowledge, skills, and lived experiences.

Another outcome of the furious competition and fragmentation of EDI work is that it plays straight into the hands of capitalist market forces and creates a situation where true collaboration and powerful alliances become difficult. There becomes an ironic mirroring of the power dynamic of having the owners of the means of production and those that generate the profit for them through their work inherent in the capitalist model. Noisy self-appointed EDI celebrities create what they refer to as collaborations through drowning out the perceived competition, effectively colonising the space and co-opting others’ work, allowing them to grab onto their coat-tails in exchange for ‘exposure’. While this can be useful for both parties, if examined through an educated lens of diversity, equity and inclusion, it should be problematised and openly critiqued for a space to be created for truly reflexive and emancipatory work.

Keeping an eye on EDI and anti-racism

Racism lies at the centre of society as a powerful tool with massive reach. We absolutely must think of the nine protected characteristics detailed in the Equality Act 2010 and work towards our duty to make workplaces and society friendly to all humans. It is also important to not lose sight of the fact that when we consider race, we are talking about peoples upon whom the greatest genocide in human history was enacted and which was systematically justified through flawed and carefully manufactured logic of race and racism. A logic which is still embedded in our psyches today, and by which society is still ordered in subtle and not-so-subtle ways. In short, people of colour are still paying the price for the fact that “racism as a tool for ordering society is bigger than any weapon of mass destruction” [4]. We need to keep a critical eye on EDI and antiracism work, and ensure that we are not falling foul of the structures of inequity and systems of division that nurture inequity through our own work. We need to build equitable alliances and collaborations to ensure that our work is powerful, agile and enduring. We need to generously showcase counter-narratives to the status quo that show pockets of hope and examples of activism, wherever they can be found. We cannot afford to allow apathy, a lack of trust or competition to railroad both EDI and antiracism efforts, wherever they are taking place.


[1] Miller, P. (2019) ‘Race’ and ethnicity in Educational Leadership. In T Bush, L Bell and D Middlewood (Eds) Principles of Educational Leadership & Management (3rd Edn), London: SAGE.

[2] Miller, P. (2020). Anti-racist school leadership: making ‘race’ count in leadership preparation and development, Professional Development in Education,  https://doi.org/10.1080/19415257.2020.1787207

[3] Critical, post, anti or ante race and education in colourblind Britain – Prof. Paul Warmington lecture at the Centre for Race, Education and Decoloniality, Leeds Beckett University, 1st June 2022

[4] Ibid.

What I have learned about staff mental health and wellbeing in schools

Over the past six months, I have been supporting school staff who are on a DfE-funded Mental Health Leads course. Having carried out about 120 coaching conversations with staff members leading on this work in their schools, I feel that there are some clear themes coming through that we need to pay attention to. I also have read a number of research reports which have been useful to support my understanding of the picture nationwide. The following are some thoughts on what I have learned about mental health and staff wellbeing in schools.

Schools in context
When it comes to mental health, schools are influenced to both push and pull factors. ‘Push factors’ are those which can be influenced by the organisation such as leadership practises, school policies, pay and conditions. ‘Pull factors’ are those which may not be influenced by the organisation such as health issues, staff moving away, pregnancy and maternity. 

There are interdependencies between the push and pull factors which should not be overlooked. According to the UK’s Health and Safety Executive, teaching staff and education professionals report the highest rates of work-related stress, depression and anxiety in  Britain. The wellbeing of the school workforce is of concern because over 947,000 educators currently work in state-funded schools in England, and research has shown that the wellbeing of teachers affects both their retention and their students’ outcomes.

Some of the factors identified in the Ofsted research which impact on how teachers feel at work are:

  • health (how we feel physically and mentally)
  • relationships with others at work
  • purpose (including clarity of goals, motivation, workload, ability to influence decisions)
  • environment (work culture, facilities and tools)
  • security (financial security, safety, bullying/harassment)

Pull factors for schools

The education sector itself
While teachers have strong moral purpose and can be positive about their workplace and colleagues, they expressed disappointment with the profession as a whole whereby the advantages do not outweigh the disadvantages e.g. workload driven by national policy, how the profession is regarded externally (although this has risen between 2013-18 according to the EPI study), feeling dictated to by policy-makers.

According to the Education Policy Institute (EPI) study, secondary school teachers show lower levels of happiness, life satisfaction and worthwhileness than primary and early years teachers but also have lower levels of anxiety despite reporting high levels of work-related stress and less manageable workloads. (It would be worth exploring gender differences in this sector). Also in the EPI study, teachers’ view of their profession has worsened since 2013 significantly.  Interestingly, the Education Support Teacher Wellbeing Index 2021 found that teachers identifying as Black and Ethnic Minority reported lower levels of stress than their white peers, and they are following this up with further research to explore why this might be.

Lack of agency
Teachers do not have enough influence over policy, either at national, local or school level. This is increasing with gradual weakening of the unions, increased pressure on schools from government to academise, and to tackle many wider societal issues which arise from policy-based and structural inequity e.g. gender and ethnicity pay gaps, poverty, general mental health crisis. This can be exacerbated if they are part of a multi-academy trust (MAT), where this adds an extra level of centralised decision-making on which teachers are not consulted.

Ofsted
Increased administrative workload, feeling of threat, leadership threat levels from impending Ofsted inspection and changes in framework lead to additional workload. The suspension of Ofsted inspections during the pandemic was triggered to prevent staff burnout.

Again, MAT structures can mean additional levels of mock-inspection, monitoring, scrutiny and compliance activity.

There is recent pressure on schools rated outstanding by Ofsted that have not been inspected for many years, and who will likely be downgraded as the inspectorate seeks to reduce the number of schools rated outstanding overall. 

Work-life balance
The workload is high and this is affected by increasing administrative tasks, marking, staff absence (exacerbated by the pandemic), staff shortages, diminishing external support specialists (e.g. SEND), behaviour management of children with increasingly complex needs, frequently changing government policy, lack of skills and training.

The TES survey report shows that 67% of UK teachers said their workload is unmanageable in 2021. In 2020, this figure was 22%. 

The Education Support survey showed that 70% of staff that have considered leaving the sector attributed this to workload (80% for senior leaders).

While many sectors have been able to give more flexibility around working arrangements including condensed hours and working from home, this is less possible for schools.

Funding and resources
Decreased human resources increase workload, efficiency, and can mean taking on responsibilities outside of a staff member’s area of expertise (high risk strategy for performance and progression). Lack of physical resources can impede teaching quality and impact of teaching. This is especially acute for smaller schools which will need to fund a leadership team and cover material costs of running a school on smaller budgets.

Funding is and will increasingly be inadequate for schools to even cover their staff costs.

Relationships with parents/carers
Parental/carer expectations and the high-challenge, high-threat climate in schools regarding outcomes for children and inappropriate communication between staff and parents can be stress factors. The marketisation of education has created the notion of parental choice and pressure on schools to deliver in order to retain popularity with parents/carers. 

The Covid 19 pandemic
The pandemic, working from home, remotely or in blended ways has created a worldwide re-evaluation by many around the meaning of work and a ‘great resignation’ as people move to different patterns of work, professions and relationship with the world of work. While leading up to the pandemic, 1:3 teachers left the profession within their first five years, this trend starts with the fact that 1:6 leave within just one year. In the Education Support survey, 54% of staff said they considered leaving the sector in the past two years due to pressures on their mental health and wellbeing (63% SLT, 53% teachers)

Staff report that they feel much less confident performing their role now than they did in 2020 2020 79% felt confident compared with 38% in 2021).

Push factors for schools

Students’ behaviour
Low-level disruption impacts on teachers’ wellbeing and impacts on learning. Inconsistency and lack of support around behaviour management leaves teachers feeling exposed. The pandemic has also impacted on relationships with students, with the TES survey showing that while in 2020 83% felt they and colleagues had good relationships with students, but in 2021 this was at 58%.

Lack of support
Teachers feel unsupported by line managers in appropriate ways and solutions are often offered when it is too late. Not enough recognition for work done well, positive feedback, professional dialogue, development and nurture rather than monitoring and target-oriented performance management. About a third of teachers report that they don’t get enough support with just under 50% saying they get some support but that it isn’t adequate.

Lack of agency and trust 
The TES survey showed that nearly 50% of 2,995 UK respondents to their survey reported that they don’t have a voice about how things go at their school. 44% of staff in the Education Support survey say  they feel fully trusted by their line manager with 91% of those who felt distrusted reporting it impacts negatively on their wellbeing.

Lack of training and professional development opportunities
Nearly half of respondents in the TES survey said there were no opportunities for them to develop in their current role, and a similar number thought they were not working towards personal goals.

74% of teachers in the Education Support survey say that their Initial Teacher Training courses did not prepare them well to manage their own or their students’ wellbeing.

Poor leadership
The TES survey shows that less than 40% think that their school has a vision for the future. 16% feel that information is shared effectively between staff in their school. The pandemic has forced physical restrictions on ad hoc communication between staff outside of their ‘bubbles’ and the volume of emails has become so great that messages can often be missed.

The EPI study shows that SLT have the highest levels of both positive wellbeing and anxiety.

The Education Support survey shows that 42% of staff consider their organisation’s culture as having a negative effect on their wellbeing and 27% of staff feel the relationship they have with the SLT impacts on their wellbeing most negatively.

How might we be tackling some of these issues?

Schools can limit their response to staff wellbeing and mental health to being reactive to poor mental health and wellbeing through offering Employee Assistance Programmes and taking out insurance to cover costs should a member of staff have to take time off. Other responses can be around ‘compensatory’ measures without addressing issues which may be connected to push factors listed above. These can range from yoga and meditation sessions, small gestures like cakes and treats, through to tangible offers around revisiting workload around marking and feedback, or offering each staff member a ‘mental health’ day that they can take once a year.

According to the Mercer study on digital healthcare innovation, a third of companies plan to grow their virtual or telehealth solutions as part of their employee support benefits. The report says that employee-focused digital technology can support staff to contribute their best if they are able to develop new leadership skills, can target feeling stress and burn-out swiftly, and if the organisation can shift the culture around mental health, and invest in meaningful programmes of support targeted at employees’ needs.

The following are some of the ways which companies offering wellbeing solutions for staff may be able to tackle some of the issues identified:

Helping line managers know how their teams are doing
Regular staff surveys can create a view of staff wellbeing which is not possible to gain in the bustle of day to day life at school. These are only as good as the line managers are at using the results in positive ways. Where they are used as surveillance tools, this is extremely negative for staff who then either don’t participate, or limit how honest they are.

Anonymous feedback from teachers
Many schools say they have an ‘open door policy’ for staff to come and ask for support but teachers are often afraid that by reporting a problem, they will become the problem. Anonymising feedback is a good way to know what is happening without letting bias creep in. Again, in some coaching calls, staff described tactics used by line managers to try to find and ‘have a word’ with those they perceived as negative or lacking resilience who reported feeling unhappy at work.

Helping teachers set goals professionally and personally
Teachers being in dialogue with themselves around goal setting relieves the pressure of goal-setting being always around performance management targets and being held accountable to management. Unfortunately, the consensus from most staff I spoke with was that there is no time outside of performance management routines to have professional conversations. Some, however, had fantastic cultures which included strength-based leadership and peer coaching as powerful methods to promote professional growth and autonomy.

Staff recognition and appreciation 
Time pressures and workload often mean this is left unsaid and the only feedback teachers get is when things aren’t going well. Other times, when this is given, it can feel tokenistic, especially if the basics of good people management aren’t in place.

Whole-school communication about students behaviour and wellbeing
CPOMs and other online tools have created useful tools for teachers to quickly and effectively register concerns about their students. Where they are able to form a team response, teachers feel supported and although concerns for students are high, they don’t feel as much burden dealing with issues alone.

Supporting leaders with Ofsted compliance around staff wellbeing
In my investigations into technology to support staff wellbeing, one of the apps I explored links their offer directly to Ofsted compliance. Being able to show how you monitor, respond to and support staff wellbeing is helpful. Again, when it is done as a performative act to satisfy the impending threat of Ofsted, that’s a red flag.

What are schools doing well?

Based on over 120 hours of listening to Mental Health Leads talking about mental health and wellbeing in their schools, here are some insights.

Workload is a massive issue
Schools have tried to tackle this through a combination of looking for ideas to reduce workload, especially those that are evidence-informed like moving to a whole-class feedback and no marking policy. Other workload-related ideas intersected with trust and autonomy, which we know influence employees’ sense of wellbeing at work and job satisfaction. So, for example allowing teachers to do PPA time at home, having restrictions on when emails can be sent and/or read, kicking-out times from the school site, finding easier ways to communicate that aren’t email-based (or WhatsApp groups) like Teams or Slack.

HR and the way people are treated
Schools that had in place clear, people-centred policies and had done training around the sorts of life-cycle and seminal moments issues that staff face seemed to fare better in terms of protecting staff mental health and wellbeing.

For example, generous and equitable practice around parental leave, fertility, bereavement, family break-up, attending children’s plays and medical appointments, menopause, moving house, duvet days.

Professional development pathways
In small schools and those with low staff turnover, staff can become frustrated that there is nowhere to develop. The schools that seemed to be aware of this had developed firstly a way to link performance management and professional development to building on strengths rather than correcting weaknesses. Some had gone as far as thinking about using something like Strengths Finder 2.0 or an adult equivalent of SDQs to map how everyone was using their strengths. Good schools will be building development pathways that tap into local, regional and national CPD offers, networks and opportunities. Others will align themselves with a professional body like Chartered College of Teaching to ensure that teachers can develop through action research, special interest groups, NPQs, Masters courses and more.

Significant and regular development conversation
One big missing element was significant and regular development conversations that happen frequently and that aren’t tied to performance management cycles ie. not an annual ‘have you met your targets?’ conversation.

Regular one to ones, and knowing there is at least one person within the school who has your best interests at heart is important. This could be solved through a peer to peer coaching model with monthly sessions covering ‘What’s going well?’, ‘What could be even better if..?’ and ‘Where can I help you?’

Some basic coaching training and matching people in cross-hierarchy pairs would create an interesting dynamic and space for professional coaching conversation.

Equality, Diversity and Inclusion matters
Connected to this is a big win to be had around equality, diversity and inclusion. If this work can be linked to structural barriers, it could be extremely powerful. Gathering some basic data on individuals could yield some simple red flags connected to development pathways, HR and other elements that can impact on mental health and wellbeing and that are also linked to protected characteristics.

Employee Assistance Programmes are patchy
Many schools have these but have no idea if or when staff use them. Many mental health leads thought that these could send a message that the school cares and that this is there if you need it, while others thought that it was a bit useless especially if the issues are caused by school itself but dealt with externally. Most of the mental health leads in schools felt that there needed to be a way to build a culture of engagement with the services they use, and that there’s a need to change school culture so that you don’t have to push yourself to breaking point. These programmes can give the message that they are there because school will break you eventually.

It will be interesting to hear your thoughts and experiences on these matters whether you are a school leader, leading on mental health in your school, or even part of a company supporting schools with a programme or a technology solution to alleviate some of the pressures on schools.

Sources:
TES (2022) Wellbeing Report 2022: UK https://www.tes.com/for-schools/content/staff-wellbeing-report-2022

Education Policy Institute (2020) The wellbeing of the school workforce in England https://epi.org.uk/publications-and-research/wellbeing-school-workforce/

Ofsted (2019) Teacher well-being at work in schools and further education providers https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/936253/Teacher_well-being_report_110719F.pdf

Education Support (2021) Teacher Wellbeing Index https://www.educationsupport.org.uk/resources/for-organisations/research/teacher-wellbeing-index/

Mercer (2021) Connecting health and tech in the workplace https://www.mercer.us/our-thinking/health/mercer-marsh-benefits-health-on-demand.html

Wellbeing and mental health: most people don’t stay in a job for the cake trolley on a Friday

Source: Penny Rabiger

Over the past few weeks, I have been talking to schools about mental health and wellbeing. It is fantastic to hear that teachers and leaders are taking mental health and wellbeing of children seriously and are putting things in place to ensure that it is integrated into the curriculum, behaviour management and relationships across the school.

What I have felt through talking with schools is that nurturing good mental health and wellbeing of staff doesn’t come naturally to many. While they understand that no amount of cakes, recognition walls and coffee vans are going to cut workload and the stresses of the job, leaders seem inexperienced around what does matter to human wellbeing in the world of work more generally, and which are in their power to change. 

My experience of the world of work tells me these things matter when they are done well, and can break people when they are not. You could file all these things under building good organisational culture, which I believe is as grounded in the niceties of daily interaction as they are in solid, routine and dependable processes and practice working in synchronicity.

Feeling valued professionally

Most people don’t stay in a job for the cake trolley on a Friday or the Christmas party. What really matters is feeling valued professionally. When this is done badly, you might get a hint of your value through the thrill of being new, being one of the old timers whose place seems secure, or be flavour of the month for a fleeting period. But what really matters for our health and wellbeing at work is similar to what we want in place for the children in our school – does everyone have at least one trusted adult who consistently has their best interests at heart, who can coach them through difficult times, set clear boundaries and support them to reach their full potential?

Professional value can be communicated through the following ways:

Does my line manager schedule regular 1:1s with me?

Do they show up to them without fail and hold a conversation with me around a simple agenda: 

  • What’s going well?
  • What could be better for you?
  • What’s stopping you?
  • What will you do next?

Do I have regular opportunities to look at my performance targets and see how I am doing on reaching them? Did I have a hand in crafting them so they are realistic, achievable, measurable and motivating? Does my line manager walk with me on the journey to achieving them? Or are these written for me, filed and then looked at again at the end of the year? 

Knowing you have someone who takes an interest in your professional journey, who helps you trouble shoot, identify issues yourself and supports you to find answers, celebrate successes, and pushes you to reach your potential makes coming to work feel safe, challenging and motivating. Don’t underestimate the power of investing 45 minutes a week in someone else. And as a line manager, you also will benefit as your own professional knowledge will be enhanced, and you can keep your finger on the pulse around what happens in different classrooms and through the eyes of different professionals.

Does my line manager and the rest of the team know what my strengths are? 

Are these being used frequently or am I being forced to get better at things I hate and am bad at?  Do I know other people’s strengths and am able to draw on them and collaborate?

See my previous post on Strengths Based Leadership here

Do I have opportunities to lead, learn and develop?

Even if there isn’t a clear formal TLR or ladder rung to climb, do I have clarity on where I can take on projects that make me visible across the school as a competent leader? Can I work shadow, be seconded somewhere, lead on a project, collaborate with a more senior colleague?  Can I have coaching and mentoring for my professional development?

Do I have opportunities to develop my leadership and knowledge?

Is reading, doing action research, online learning and other CPD valued by the school or is it all channelled into INSET days and twilight sessions?

Can the school show it values staff as professional beings through professional membership of things like the Chartered College of Teaching, local area networks, attending conferences, being bought books, online courses, time to visit other organisations, be part of a network like The BAMEed Network Challenge Partners or PiXL?

Does my school engage with and understand some of the structural barriers?

Is there a commitment by your school to understand and lean in to some of the structural barriers that people from typically marginalised groups can face? Remember that these can be intersectional as well,  but women, people of colour, people with disabilities, people who are LGBT+ will face daily micro-aggressions, outright discrimination and structural inequities which will impact on their professional journey, day to day wellbeing and general outlook. Schools should be absolutely clear on what they have in place to ensure that the workplace is equitable, and should be putting extra support and nurture in place where appropriate. The BAMEed Network provides coaching for staff from Black, Asian and racially minoritised backgrounds, as well as support to schools with their diversity and inclusion work.

Feeling heard, held and seen through seminal moments

For me, these seminal moments have been make or break situations. The way that an organisation treats staff in its day to day operations is embedded in the culture and can be supported by having policies in place. However, these policies aren’t worth the paper they are written on if as an organisation you don’t have a robust plan in place to support people through seminal moments. Fudging it, getting it wrong, being clumsy, ill-informed or insensitive can be make-it-or-break-it moments for many people at work.

What do we mean by seminal moments?

Marriage, birthdays, births – does everyone get the same attention & gifts or is dependent on how popular you are?

Attending your own children’s first day at school/nativity/doctor’s appointments – can you do this guilt-free – or at all?

Parental leave – do you have Keep in Touch days and are these used well? What happens when people come back to school after parental leave? Is there provision for breast-feeding mothers to pump somewhere private and store milk somewhere appropriate? 

Fertility – can a staff member have treatment and are they supported appropriately? Does the school know what it means to go through fertility treatment both physically, emotionally and financially? Would it be worth knowing about it now, even if you have never encountered it in reality and no staff member needs support with this yet?

Menopause – do MEN and women know what to do/expect? What are the physical, emotional and professional impacts for women going through menopause? What can the school do to support with this in small yet meaningful ways? 

Moving house, death & divorce – They say these three seminal moments are of equal impact on our psyches. Does the school have a clear leave policy or is it all a bit ad hoc? What is our agreed shared language we use with each other to acknowledge and show compassion?

These are just a few examples of how you can make sure people feel valued professionally and personally at work and which will impact positively on mental health and wellbeing more than a thousand cakes and coffee vans. With these in place the other things won’t feel tokenistic.

So you want to recruit for diversity

Mona Chalabi
Picture: Mona Chalabi

Background

It is clear that there is an acute and snowballing issue around recruitment and retention of staff in our schools’ workforce. Schools are considering many proposed solutions, including promises to reduce workload, challenging the traditional reticence around flexible working practices and job shares, and the DfE has even launched a jobs board platform aimed at reducing the costs for recruitment that are often crippling for schools. Successive education secretaries have declared that far more teachers from Black, Asian and minority ethnic (BAME) backgrounds are needed in schools to be role models for their pupils. Since the recent brutal killing of George Floyd, and the subsequent soul searching that seems to have happened for many white people around their relationship with the structures and systems which impact on Black people’s life chances, the BAMEed Network has seen a flood of requests from schools and multi-academy trusts asking for support to diversify their workforce.

Teachers from BAME backgrounds have been marginalised in a system that seems to have changed little since the 1980s, back when the Swann report identified that ethnic minorities were underrepresented in teaching. Research since has confirmed that BAME educators are consistently the victims of systemic racism, which sees them overlooked for promotion and undermined. This is enacted not only through policy and practice around curriculum design, recruitment and performance management, but also through daily examples of microaggressions and behaviours from their colleagues – all of which serve to discredit them as teachers and leaders. We are all becoming familiar with the term “unconscious bias” to try to explain why this might happen, but we have seemed less committed to finding ways to seek out and cull the practices which perpetuate this bias. Structures of disadvantage in education are untouched and continue to perpetuate stereotypes of ethnic groups. Saying it is “unconscious” has proved to even give us an excuse that it may not be within our power to change. This is, of course, a damaging fallacy. Acknowledging the forces of socialisation can be a start to bringing the seemingly unconscious into the conscious domain and ensuring that the outcomes of our behaviour and actions, policies and practices are not damaging.

Why recruit for diversity?
It may seem obvious especially now, but it is surprising how many schools and other organisations are still not clear on the reasons for their own commitment to diversity. Many colleagues believe in the mantra “we just recruit the best person for the job” and won’t question why those so-called best people all seem to look and sound the same. While we must always recruit the best person for the job, in doing so we are often blind to our own inherently biased perception of what that person looks and sounds like, what background and experience they should have had, and rule out the best person not for lack of skills and experience, but for other, more insidious reasons that are masked by seemingly innocent statements like “team fit” or “team culture”. The bottom line is, that if your team is not diverse in its make up, you most likely have not recruited the best person for the job. Excellent recruitment practice will naturally lead to a diverse range of backgrounds, experiences, styles, perspectives, opinions and so on, and that can’t possibly mean a cookie cutter version of the same person. A word of warning here, no-one wants to be recruited for the colour of their skin, their gender or sexuality to fulfil a Top Trumps spectrum of perceived diversities that look good. However, just as addressing the bias that holds women back in the workplace shouldn’t be left exclusively to women to champion and work towards, so too must colleagues, school leaders and system leaders from all backgrounds educate themselves around the unnecessary barriers that face their marginalised counterparts. It is the recruitment practice, coupled with a commitment by the organisation to learn, iterate and change that practice that will lead to recruiting and retaining a successful, diverse team. 

Another practical reason to recruit for diversity is that it is proven to be good for business. We know from research such as the McKinsey Report, that having a diverse workforce leads to better teamwork, and more successful decision-making. If we are to see a change in attitudes and the subtle and not-so-subtle trappings of systemic racism, we need role models from Black, Asian and other minoritised groups for our fellow colleagues of all backgrounds, for governors and trustees, and for students from non-BAME backgrounds too. If we are to accept people from Black, Asian and minority ethnic backgrounds as credible teachers and leaders, we need to see these colleagues at every level in our schools’ workforce.

Finally, many schools believe that they should recruit staff that reflect the population they serve, if that population is itself seen as ‘diverse’. While it is true that children should be able to see themselves in the people who are their role models, there are two important points to highlight here. The first is that the colour of someone’s skin doesn’t make them able to understand all humans that have a similar skin colour. Diversity is intersectional – it includes class, gender, heritage, and more. Be careful with assumptions here. Secondly, it could be argued that schools that serve a predominantly white population will also absolutely benefit from seeing strong and capable role models from stereotypically undervalued and marginalised communities – this will be of benefit to staff, students and the whole school community alike. 

If we want to address the recruitment issues we face, and if we want to retain and develop our best leaders from diverse backgrounds, there has never been a better time to commit to this.

Preparing your organisation to be friendly to all humans

 

Looking inwards before looking outwards
For a campaign to ‘recruit for diversity’ to be successful, it’s worth taking an honest look at your organisational bias, and seeing why it may not yet be friendly to all humans. This is important because the last thing you want to do is recruit new people from more diverse backgrounds than you are accustomed to, only for it to be experienced as a hostile environment lacking the self-awareness to understand why only certain people will be able to thrive there.

To do this, you will need to commit some time and budget. You may benefit from some outside help to set the strategy with you, but you must carry out any work on this, as part of a committed whole-school learning process, even when you have external support. You will need to commit time to undertake reading, re-educating yourselves and un-learning some practices you have considered normal. It is also important to have an educated grasp on what systemic racism is, and not frame racism as many schools do, as just dwelling in notable incidents and overt acts of racist abuse.

The first place organisations usually go is to what is commonly known as “unconscious bias” training. Be careful with this, as one of the criticisms of quick-fix unconscious bias training is that it can have an opposite effect. Research shows that in terms of changing attitudes, it can often lead to people becoming more entrenched in their bias, and even concluding that because the bias is unconscious, it’s not possible to do much about it. That said, good training will help you understand what bias is, when it is useful, how it can be harmful, how you can own your bias and see it clearly, and interrupt it at the point before you may have enacted it previously. Good organisational culture around bias will mean that there is a safe space for colleagues to talk openly about situations where they can see their own bias surfacing, and can work together to acknowledge and mitigate the impact of that bias. Staff should be trained in things like microaggressions so they can avoid them, and learn how to be a reliable ally, learning to see, articulate and call out discrimination should it occur. Many schools are often not encouraging of critical thinking, challenge and straight-talking, so this may be quite a culture shift. It will be up to all levels of the organisation to hone their skills at spotting, naming and reducing bias and discrimination. Be warned though, the mark of an organisation committed to change and anti-racism may be one that once you have learned to see it, you see it everywhere! This can often be the marker of the shift from being ‘not racist’ to being ‘anti-racist’. Change takes commitment and time.

HR and policies
Once you have learned to spot bias and systemic or structural racism, you can carry out an internal audit designed specifically to hunt out and change places where bias and structural racism tend to lurk. HR practices and school policies are often sites where discrimination takes place. Again, you may be tempted to use a template or a service to help you with this, but make sure that you are skilling yourselves up to do this effectively in an ongoing way, so it doesn’t become an external bureaucratic exercise but instead becomes part of the culture of the organisation at all levels. 

The UK has 9 protected characteristics, set out in the Equality Act 2010. These are:

  • Age
  • Disability
  • Gender reassignment
  • Marriage and civil partnership
  • Pregnancy and maternity
  • Race
  • Religion or belief
  • Sex
  • Sexual orientation

There are 4 main types of discrimination under the Equality Act:

  • Direct discrimination
  • Indirect discrimination
  • Harassment
  • Victimisation

Any audit you carry out should be a critical look at your HR practices to ensure that there aren’t elements which are discriminatory. You’ll note that class and nationality are missing from this list. Again, none of this should be purely procedural or bureaucratic so it’s important to have training and regular robust and open discussion about these issues, as they are both complex and emotive. For white people such discussion may cause discomfort. This is a small price to pay in exchange for reducing the deep trauma racial discrimination inflicts on people of colour.

When looking at policies, it is vital that this extends to policies which affect the students and their families. These include home-school agreements, homework, hair and uniform policies, behaviour and exclusion policies and more. There is much research and writing about how these policies can be the sites of racial and other discriminatory action that can be subtle or blatant. A school that is friendly to all humans, needs to ensure this is true not just for staff working there, but also the whole school community. Staff cannot be expected to enforce policy which isn’t inclusive and which is discriminatory.

The most vital and perhaps challenging part of this work will be allowing a culture of identifying and challenging racism, both from staff as well as students and their families. Baked into all line management culture, 1:1s with staff, meetings with students and their families, should be the ability to have meaningful dialogue that is sensitive and courageous, so that racism can be named and framed without those raising the issue fearing being silenced or disciplined for their words. 

Curriculum matters
Here again, if your curriculum doesn’t reflect the reality of both modern Britain, the global world and an accurate picture of history and the diverse voices which have always been part of our country, you cannot be a school which will be fertile ground for diverse voices to be heard and valued. Take a look at your curriculum offer, and draw on the huge number of resources available to support decolonising the curriculum and how it is taught across all departments. We speak volumes to our staff, students and the school community through our curriculum choices.

Optics are important but not as a stand-alone
You need to see it to be it. If you’re hoping to attract staff members who are from a wide variety of backgrounds, you need to make sure that they can see themselves as valued in your school website, on the walls around the school, in the prospectus, the curriculum and more. When looking for diverse imagery, be mindful that you aren’t unwittingly perpetuating damaging stereotypes though. It’s all too easy to fall into this without some work on your bias. As Adrian Rogers, CEO of Chiltern Learning Trust, says, “ensure anyone considering applying looks in on your organisation (websites, social media) and sees that it welcomes diversity in its leadership and management. It isn’t tokenism, but it’s about making sure that the outward signal is ‘its good to work in this place, they value me as a person and a professional, regardless of colour or protected characteristics’”.

Remember, if you are early on, in your journey towards diversity in the school staff and leadership team, be upfront and honest about this. You know that candidates will check your website and may be confused by your statements of intent around diversity not matching reality when they see your all-white, mainly male governing board, or senior leadership team. Be prepared to have that conversation from the get-go in an appropriate way.

Get out
Not only do you have to ‘be it to see it’, but you have to ‘see it to be it’. Leaders of any organisation, multi academy trust or school should make a huge effort to attend community events. This is also an opportunity to learn more about the communities you serve. Again, in his experience from Chiltern Learning Trust, Adrian Rogers says, “BAME is a very broad term, and not all communities are the same – there will be huge religious, cultural and ethnic differences. However, if you are a white leader, in a school with a high percentage of Black or Asian pupils, it is even more important to show you care about that community and want to work with them and want the best for the young people in that community. In turn, this means you will gain the trust and friendship of that community and break down barriers – with the spin-off that people from your local community will want to work for you. This also extends to delivering CPD and supporting BAME leadership courses and development even if you yourself are white – it means you network with ambitious staff.”

He goes on, “as leaders, make opportunities to speak about BAME staff in your school in terms of the knowledge, skill and expertise that they bring to your school. It is easy to fall in the trap of seeing BAME staff as simply representatives of the ‘community’, rather than talented individuals in their own right. Leaders, governors and trustees should be restless and relentless in asking ‘is there more we should be doing?’ or ‘can I ask someone why we don’t get BAME applicants’. Leaders should be curious and reflective. A great way of demonstrating the accessibility of leaders is providing an open day for local people that may be seeking employment, and senior leaders meet prospective candidates without the formality of an application or interview.” It’s also a great way to test out the scoping of the roles you may wish to recruit for.

Advertising the role

 

Scoping
Now you are ready to advertise the role, start with scoping. Often a role can be carried out by a broad spectrum of levels of experience and expertise, qualification and commitment to learn. Make sure the recruitment panel has clearly mapped out a continuum of possible imagined candidates from the finished product to the ‘grower’. Be clear which bits are non-negotiable must-haves and which bits, if missing, can be solved through coaching, training or further on-the-job qualification. This will help you with the wording of your advertisement and will also make you hold yourselves to account to recruit for what you say you need, and not go on “feel” at the end of the day.

An important part of scoping is to map out which parts of the process will really test fairly what you are looking for. Assuming there are several stages to the process, from written application, a task-based assignment, a face to face interview and perhaps a chance to see that person in action, have you covered off every element you say you are looking for in your recruitment pack? Can each element be seen in more than one way?

Placing your advertisement
If you do things the same way, you will get the same result. So think about where you would like to place your advert and what other methods you can use to recruit good candidates from a wide field. Advertising is key, if your community and school has a diverse population, advertise locally and you will probably get a diverse workforce. This support in your community shows you embrace both the community and its diversity. If your community is not diverse, think about publications, platforms and other ways to reach further.

From his experience, Adrian Rogers suggests asking BAME leaders either in your organisation or that you know, to actively support your recruitment – they are role models and could be most effective in promoting your organisation to people of colour. This may help people of colour feel comfortable about applying to your organisation, and see they are valued.

Use different and wide ranging social media or media to advertise on. Local radio, Twitter, Facebook and LinkedIn can be good places to advertise. Test what works for different groups and tweak accordingly. Adrian Rogers’ MAT is in Luton, and they found, for example, that local radio and LinkedIn helped them get a significant number of Black or Asian applicants. On the other hand, they noted that applicants through Facebook were predominantly white, and Twitter wasn’t significantly different for any group. Aureus School in Didcot was a brand new start-up secondary school. The headteacher at the time, Hannah Wilson, managed to recruit her entire leadership team without placing one ad, and instead used Linked In and Twitter to attract not only a wide-ranging diverse and highly skilled team, but many of whom re-located in order to work at the school and with the team she brought together.

Your diversity statement matters
It has become standard practice to place a generic diversity statement on job ads. Think about what yours says that accurately reflects the place you are in now. Be bold about addressing the elephant in the room if this will be in fact your first person of colour to join an all-white team. Writing this diversity statement should be exciting and easy, provided you are well on your way with the work described above to make your organisation friendly to all humans.

The recruitment process

Seen, felt, heard
The most important thing during the recruitment process aside from ensuring that you have tested for all of the elements you hope to get in a new recruit, is how you make people feel. Too many organisations make the recruitment process overly bureaucratic and impersonal, and also don’t offer flexibility over how they engage with candidates. This in itself can throw up unnecessary barriers for some candidates. Many organisations are not cordial and respectful about people’s time, often making them come for several stages of an interview at what seem like random times, when these could be rolled into one day. Consider also that women may often be juggling child care, or if they live in intergenerational households, may have responsibility for elder care and therefore may not have flexibility on what time of the day they can attend. This may sound sexist and of course men may face this issue too but statistically this remains stubbornly the domain of women in most cases. This might act to exclude them from the process unless you are openly discussing the best times of day for them to attend a face to face interview.

‘Blind’ recruitment
Many organisations employ ‘blind’ recruitment of varying degrees to the process. This means removing elements which may identify the person’s gender, age, heritage, where they were educated or previous employers. You can either ask candidates to do this themselves, or get your HR department to do this before sharing applications to be sifted. There are pros and cons to doing this:

Pros

  • Blind hiring can promote greater diversity in the workplace because you can’t screen for candidates who look like you
  • It is considered more “scientific” because it provides the same assessments for every candidate. The more the interviewee is in situations where they reveal personal information, the panel makes subconscious decisions based on biases. If those selected for the final interview process are selected fully on the objective assessments, the top 3-4 candidates will actually be those on top of the job requirements
  • Blind hiring eliminates the “who do you know” practice that is often used, and, instead, opens up the field to other candidates who may actually possess higher skill levels

Cons

  • Blind hiring can be seen as just a fad and that, in the long term, will not have staying power
  • It can actually hinder diversity in hiring. Many organisations seek out BAME candidates in the hiring process as part of their commitment to diversity. When recruiters do not have the option of knowing personal information, they cannot actively pursue diversity
  • Blind hiring does not take into account the type of work environment in which a candidate has been successful or unsuccessful previously
  • Blind hiring could wipe out the often-used practice of referrals. Many organisations announce within their networking associations that they are looking for someone to fill a position. They put great value on the referrals they get from colleagues and usually interview such individuals. Of course, that referral alone provides a bias so should be treated with due caution


Written applications

One trap that many organisations fall into is judging candidates on their ability to write, when the job itself may not require you to be an excellent orator or writer. Aside from writing ability, the panel should be clear with themselves and each other on what is a non-negotiable and what can be solved by training, coaching or on-the-job qualification.

The interview itself

Watch for performance over ability
Similarly, many organisations come unstuck when they employ someone who performed impressively at interview, but then proved lacking in motivation, skills, confidence or ability in the day to day once they take the job. 

Think also about how to put people at ease during the interview process. If there is an element of observation, many schools will now find going to the candidate’s school to see them in front of a class that they know and have built rapport with, tells them much more about the person, than bringing them to perform in front of a class of strangers. When a candidate comes to interview face to face, think about how you make them feel the warmth and reality of day to day life – some organisations will organise a cup of tea and an informal chat with a member of staff, where they can ask any questions they like. That member of staff will not have seen the candidate’s application or know any information, but can spend 20 minutes in friendly conversation and give the inside track of what it’s really like to work at the school.

How you invite the candidate into the interview room, the make-up of the panel and the positioning of the panel and the candidate can have a huge impact on how people feel and perform in the interview. The candidate should be comfortably seated, offered refreshments, the room should be adequately heated and ventilated. If you are conducting a remote interview using video conferencing, make sure that time is given for technical support, and to get used to the situation.

Think about how you probe on the candidate’s actual qualifications and what they entailed. We can exercise huge bias by assuming that someone who went to a Russell Group university would be better equipped, without asking what they actually learned that could be useful now in their job. Similarly, we are often quick to dismiss qualifications that are from abroad without knowing anything about the quality or content of their studies.

The interview panel
Make sure that your panel is diverse. If you can’t for some reason, you had better be extremely alert to your own bias, and be able to have a robust, challenging discussion about this when deliberating about the candidates! Be honest with the candidates, whatever their background, that you are lacking in diversity in terms of race and gender and this is something that you know is unsatisfactory and which is being addressed.

While interviewing, the panel should take notes and be ready to discuss, explore and explain their reasoning around why they found a candidate suitable or unsuitable. Agree in advance that in your deliberations, you will not accept statements without evidence. So, no mention of “getting a good feeling” or the candidate being “likeable” without acknowledging and recognising where bias may be creeping in. This will aid not falling prey to “mirror-tocracy” or hiring in our own image.

After the interview

Unsuccessful candidates
Remember that you want candidates to feel excited, included and positive about your organisation. They should come away from an interview feeling that they had ample opportunity to show themselves at their best. They may apply for another role at the school if they were not successful on this occasion, and they may tell others about the school if they liked what they saw, thereby becoming a valuable ambassador.

Consider how you let people know that they were not successful in their application. Try to personalise this as much as possible rather than firing out a generic email. If your interview notes were robust, you should be able to have a few useful pointers to talk through on the phone and capture that in a paragraph of feedback for any candidates that would like it. Make sure you offer the chance for verbal feedback.

Successful candidates
Let the candidates know as soon as you can, and gauge their level of excitement carefully. If you have the right candidate, they should sound pleased! Be clear about next steps and make sure you have a clear and supportive system in place to ensure their success. This will include a staff handbook, an induction process, a buddy who can support them to get orientated and perhaps some kind of first day introduction and mini-celebration.

Make sure the team is informed clearly about who this person is, what role they will have and what their strengths are that they will bring to the team. Create as much opportunity for this person to feel wanted, welcomed and part of the team. This will be the test of all of the groundwork you have done in the organisation to make people aware of bias, committed to being reliable allies and anti-racist in every way.

Learning and growing 

For your own learning as an organisation, capture throughout the process, what went well and what could be “even better if…” Capture useful statistical evidence to see how well the different places you advertised perform, to explore at what stages candidates drop out and are rejected and to ensure that you are gathering learning and checking your own biases throughout the process. Consider getting feedback from the candidates that didn’t make it as well as those that did so you can learn and improve the processes going forward.

Good luck!

 

The problem with kindness

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Photograph by Netta Hakak 

The problem with kindness

Kindness is a buzzword we hear a lot nowadays. It takes its place alongside mindfulness, the search for happiness, and other misappropriated concepts that have been borrowed from spiritual traditions and co-opted, reduced and repackaged by the self-improvement industry. Hang on though, what sort of cynical or heartless sub-human would have a pop at kindness when our world seems to be so tragically unkind? The kindness agenda does indeed seem attractive when acts of kindness can be used to counterbalance the efforts of some individuals who spend time cyber-bullying, tormenting, racially abusing and parading their cruelties to others so openly on social media for example. 

The glaring flaw of the kindness agenda seems to be that acts of kindness are in danger of being selective, almost transactional and certainly fleeting moments meted out to people we deem worthy of our attention at a given time. Furthermore, they seem to be more about us than the recipients of the kind acts. The feeling of warmth we gain from acting kindly somehow doesn’t equate to the same level of relief from hardship or misfortune that can be gained from someone on the receiving end of an act of kindness. In fact it has been proven that being kind makes us healthier, but doesn’t have the same impact on those subjected to our kindness.

In fact, what I am driving at is not even about the act of kindness in itself. What I am trying to get to is deepening the motivation, and the impact, behind it. Even shifting the agenda from kindness to compassion is a step closer to something that has much more impactful value than kindness can ever have. Let’s take a closer look: 

Kindness
/ˈkʌɪn(d)nəs/
the quality of being friendly, generous, and considerate

Compassion
/kəmˈpaʃ(ə)n/
sympathetic pity and concern for the sufferings or misfortunes of others

Even through putting these two definitions side by side, you should be able to see a shift from something that is more performative to something that contains a further step of ‘putting oneself in another’s shoes’. You are moving from a way of acting to a way of thinking about others

Collective social responsibility

There is, to my mind, a stage beyond either of these two, which we seem to have lost sight of and which should really guide all human interaction, especially in these strange times we find ourselves in recently. This is known as collective social responsibility.

Collective social responsibility is not just a way of acting; or even just a way of thinking – it is a way of being which includes a depth of thinking we can’t take for granted from kindness or compassion alone. Through collective social responsibility, we see our relationship with society and the environment as an opportunity to create shared value and we act upon that shared value in a way which is inclusive and promotes the wellbeing of all as collectively valued. It is something that requires broad knowledge and specific interest. It is ever evolving and iterative. It doesn’t set people on a continuum based on value judgements and a meritocratic hierarchy of the deserving and the undeserving. 

I am an adult who grew up during the selfish era of Thatcherism. Since 2010 we have seen the rise of policy that seems to be aimed at benefiting the few and not the many.  On this backdrop, I am keenly aware of how much the agenda of individualism, self-efficacy and so-called meritocracy guides many people of my generation’s world view. Kindness fits into this, and is a moment of performative softening, from time to time, of what could be seen as a ruthless focus on individual needs and goals. 

Let me illustrate how being kind can be differentiated from collective social responsibility and how an act of kindness can be contextualised within a wider collective social responsibility agenda. It could be seen as a kind act to stand and give up your seat for someone else on a bus, because they are elderly or struggling with heavy shopping and have asked you to, either verbally or non-verbally. It is compassionate to be able to see that someone standing near you seems to be uncomfortable and could use your seat and for you to beckon them into your seat. For me, collective social responsibility would be, as an able-bodied person to make sure I sit upstairs ensuring that the seats on the bus downstairs are free for those that need them most. It is for me to explain this rationale to my children as many times as is needed, so that they understand their collective social responsibility to get out of the way, to climb the stairs of the bus even if they would rather stand by the door for the five stops they need to travel than suffer the faff of climbing the stairs. It is not enough for me to instruct them to give up their seat, I must contextualise this and frame it as collective social responsibility. It is that same collective social responsibility that is lacking when we enact a first-come, first-served attitude to the accessible area on the bus, or when a parent sits their child on a seat that could be taken by a vulnerable or frail person instead of putting that child on their lap.

It goes deeper still for me. Kindness could be perceived as a blanket of niceness, that can be delivered in the guise of treating people politely. Collective social responsibility can be about redressing imbalance of resources, power and privilege in simple ways that come from a place of consciousness and conscience. Which is why I become agitated when people divert discussions around social activism, anti-racism and so on, with the suggestion that we just all need to be kinder to one another.

In the context of being a parent of school-aged children, I was sometimes really struck by other parents’ lack of kindness or compassion towards each other, and certainly of the complete lack of collective social responsibility. They were not pointedly unkind as such, just completely unimaginative about other parents’ experiences, needs and life situations. As a parent governor, for example,  it is important to try to see the perspective of all families and to try to champion the needs of those who might be least heard or seen, not just to protect and champion the needs of your own child. I would assert that as parents (regardless of whether we are on the governing board or not) that are part of a school community, we should all push ourselves to operate in this way and to enact our collective social responsibility to others in the school community wherever we can.

As the child of a single-parent family myself, I was very aware of the lack of collective social responsibility enacted by others towards my mum. She was so isolated coping with even some of the seemingly simple parts of the parenting malarky that after a while she just gave up trying to do it all alone. So with this in mind, when my children were at primary school, my partner and I talked about how we could enact our collective social responsibility towards those that don’t have our privilege and level of stability, and those that could use a practical additional pair of hands now and again. We had our struggles with stress, money, and as renters suffered some injustices and difficulties around feeling insecure as tenants. Not everything was smooth, stable or safe in our own lives, but we knew that there were compassionate acts we could easily undertake, rooted in our deep sense of collective social responsibility, that made us both want to extend ourselves a little in support of other parents that could benefit from that. I’m sure there were also many times when I was as ignorant and indifferent to opportunities where I could have been kind, compassionate or acted as a socially responsible person to other parents. This isn’t about judgement but about training oneself to see more clearly when possible.

So, how does that manifest itself? Tapping a parent on the shoulder in the playground and offering to collect their child on the way to school some mornings so they could get off to work sometimes a little earlier or a little calmer – we all know how fraught those school runs can be at times. (And aren’t these moments all the more difficult when you don’t have a partner or another adult to confess your anxiety to about being shouty or terse on the school run?) Or maybe offering to have their child overnight at the weekend so they can get out and not have to think about what time they get in and the expense of a babysitter. A small shift in our routine for us can make a huge difference for someone else, for their child, and even in the long run for the community as a whole. Imagine the power if this was hard-wired into all of us in a school community. Think of the impact on school lateness and absence for example if all parents took it upon themselves to see that all children got to school on time and if we found ways to share the school run as our collective social responsibility…

So, next time you think of something kind or compassionate to do for someone else, please don’t think I am trying to stop you from reaching out and being kind. I’m not. However, if we can find a way to contextualise another person’s experience within the social, societal, and collective, imagine to what extent our actions may lead to something closer to social justice than a feel-good act that has more benefit for the giver than its impact on the wider social good.

Why I am talking to white people about race

The more open your mind
Source: Instagram Notes to Strangers 

In honour of the brilliant article and subsequent book by Reni Eddo-Lodge, Why I’m No Longer Talking to White People About Race, I wanted to explore why, as a white person myself, I am talking to white people about race.

It is not the responsibility of people of colour to educate white people about race. It is not the job of people of colour to fix racism. It is especially exhausting when people of colour are faced with resistance to the idea that racism exists, and to the wide range of denial, fragility and distancing that often happens when many white people encounter discussion of racism. Through my work with the BAMEed Network, I often find myself being challenged by white people about racism or in more amenable situations, asked by white people to help them understand why they find engaging with the concept of racism so difficult. I am on my own journey of understanding, regrettably probably often being clumsy and crass myself, through my own ignorance and learned bias. I will continue on that learning journey forever, of course. Interestingly, much of it involves unlearning. I feel that as a white person, I can work with other white people, where they are open to discussion, in ways that a person of colour might not find appropriate or worthwhile to engage.

The following are some examples of the terms and concepts that many white people find difficult when talking about race and which I have often found myself engaged in discussion about.

The idea of race itself is seen by some as racist

For many white people, the mere mention of the concept of race incites the he-who-must-not-be-named kind of terror you might see at Hogwarts when Harry Potter says ‘Voldemort’ out loud for the first time. There’s a kind of superstition that just saying it out loud is going to result in letting an evil spirit escape from a jar.

Many people believe that talking about race is in itself racist. I believe this may be because the idea of race is perceived as separating people into crude groups based on colour and broadly-defined physical and/or ‘cultural’ characteristics and that this is somehow disrespectful and better ignored in the way a baby ‘hides’ by putting her hands over her eyes. It may also be linked to the idea that grouping people in this way is somehow tantamount to ignoring the personal experience, the individual and the uniqueness of the person. In a way, this is exactly why it is important to acknowledge race and racism, as although there are no clear biological grounds for race, it is absolutely the case that there has been a centuries-long effort to promote the idea of superiority of some so-called races over others. Throughout recent human history, there has been a huge effort to try to ‘prove’ that whiteness is the embodiment of superiority genetically, in terms of intelligence, and in terms of rights to power. This is not just relegated to the past, there are some quite prominent self-appointed education experts whose books, blogs and news items you probably have read, and whose talks you have been to, that are fans of eugenics. I kid you not.

Have you ever asked a white person what their race is? Ironically, most white people don’t acknowledge themselves as belonging to a race. Somehow, white is not a race, it just ‘is’. Angela Saini explores this and more in her fantastically detailed, descriptive and compelling book, Superior. Through these efforts to convince us of the purity of whiteness and the inferiority of Blackness, white people have been able to accept the horrific mass incarceration and genocide that was enacted through colonialism and slavery. 

What is important therefore, is that race exists insofar as it is a social construct through which people are discriminated against both explicitly and implicitly, through blatant acts of racist abuse, but also through systemic, institutional, and inherent structures which act to exclude, oppress and limit people of colour. It is important to get to grips with this and accept this as fact to get anywhere when engaging with race and racism. 

Saying ‘I don’t see race’

One way to try to distance ourselves as white people from appearing racist, is to say that we don’t see race and that we are ‘colourblind’. Even if the intention is considered to be good by the person uttering this phrase, this actually serves to ignore the very real ways that racism has existed throughout history and how it continues to exist today – both systemically and for individuals in daily interactions. By saying you don’t see race, you are part of the problem rather than being part of a solution. By saying you don’t see colour or race, you are also acting to erase a person of colour’s lived experience and identity. Racism, both the interpersonal kind and the systemic kind, isn’t triggered by the visual cue of someone’s skin colour. Racism is about the social value we assign to people and their actions based on their physical attributes that have over time been ascribed with a number of assumptions. Studies have shown that even actually physically blind people can be racist, drawing on other cues to create an understanding of someone’s racial identity. 

Not all white people…

Anyone who has tried to engage with discussion about feminist issues will have probably heard the rebuttal “not all men…” Similarly, white people will often say that other people might do or think these things, but not all white people i.e. not this white person…This is not helpful, but instead comes from a need to distance ourselves from blame or being implicated. A fragile white view of racism is that it is associated with bad people committing racist acts, rather than the tapestry of complex power relations woven over time that it is. As a white person, I am learning to recognise and acknowledge both my own inherent bias and the systemic and institutional racism which surrounds me. Once you start to see it, you can’t unsee it, believe me. And when you truly accept racism as real, you can see it in yourself without needing to be defensive or feel blame. It is learned in subtle and not-so-subtle ways. It can be unlearned, but first it has to be acknowledged. Again, if the feminism analogy is helpful, as a woman I have to acknowledge my own learned confusion of standards to which I hold myself which are entirely rooted in patriarchal and sexist expectations of me as a woman, a mother, a professional person and so on. 

White privilege

At the last BAMEed conference, one of our speakers said in his opening few sentences,  “I don’t like the term white privilege, but I know I have it”. The concept of privilege can trigger such discomfort and gets people tying themselves in knots as it often forces us to acknowledge race, class and gender all at once. White people who might have grown up in underprivileged working class families can become outraged trying to deny that they have enjoyed greater access and privilege than a person of colour, as if it’s some neat spectrum or Top Trumps points system. If you can learn about and accept the roots and pervasive narrative of systemic and institutional racism, you will understand what the concept of white privilege is all about. Of course there is an interplay of gender, sexuality, class, race, disability, and so on, but it can be helpful to think about privilege in terms of a place in a queue. There are many circumstances in life where you as a white person will get a place nearer the front of the queue simply because your whiteness affords you the status of seeming more credible, appearing more ‘fitting’, considered better educated or better spoken to those that grant access to the particular destination you are queuing for.  Privilege is about gaining access to things that you may not have earned and that are granted to you based on a series of assumptions. Of course you earned your degree, and you have worked hard, but there are others in the queue that worked just as hard, got a better grade even, and yet you are further up towards the front. 

Power to the people

Racism, whiteness and privilege are all about power and who holds this power. There are power relations in all aspects of human interaction and relationships – if you look carefully and honestly you will see that this includes power relations between you and your employers, that exist between you and your students, it’s even there in the relationship you have with your life partner. You can’t solve power imbalance or the anxiety you might feel when power is unfairly wielded over you, by pretending it isn’t there. Nor can you shift that power imbalance with your partner or your employer or the state by just saying you will be nice to each other. It needs to be examined, understood historically and contextually – and acknowledged. It also needs to be addressed head on. This can be through dialogue, it can be through practical measures like policies or laws, but it must be done for the power imbalance to be dismantled and one day for power to be fairly re-distributed.

If you’re interested in joining the BAMEed Network and working with some fantastic colleagues towards a more equitable education sector, you will be warmly welcomed, whatever your background and experience. If you’re interested in reading more about race and racism you might find the ideas below useful. And if you want to talk some more, you know where to find me.

 

Useful resources

DiAngelo, R (2018) ‘Why “I’m not racist” is only half the story’, (You Tube)

DiAngelo, R (2018), ‘Deconstructing white fragility’ (You Tube)

Eddo-Lodge, R (2017) Why I’m no longer talking to white people about race (Guardian article) 

Eddo-Lodge, R (2018) Why I’m No Longer Talking to White People About Race (book)

Hirsch, A (2019) ‘Expecting me to explain racism is exploitative – that’s not my job’, (Guardian article)

Saini, A (2019) Superior : The Return of Race Science  (book)

The BAMEed Network resources page 

The Royal Society (2015) ‘Understanding Unconscious Bias’ (You Tube)

McIntosh, P (1988) White Privilege: unpacking the invisible knapsack

https://www.racialequitytools.org/resourcefiles/mcintosh.pdf

Cultural capital: an exploration

cultural capital an exploration pic

The following post is a summary of a keynote presentation I gave to open a wider INSET day on closing the gaps at a secondary school in the south west of England. The stated aims of the session was to unpack what cultural capital means and to challenge some of the assumptions about cultural capital  as it is often being deployed in schools.

How do I come to stand before you?

I am not an expert in cultural capital. I do see myself as someone who can challenge and support effectively, and this is my aim with this piece. Many of my experiences, from being the only free school meals child in my class at grammar school, teaching in primary and secondary schools in Jerusalem, returning to work in a start up environment in the UK after 12 years away, I have experienced the dissonance of feeling that my set of cultural norms and values, base knowledge and experiences, even my language and gestures are at odds with the norm. I have also been able to see the patchwork of cultural references and knowledge as useful in my survival toolkit in many situations.

My activism work with The BAMEed Network and lately the Haringey BAME Achievement Group, being Chair of governors at a Tottenham primary school and on a multi-academy trust board in Greenwich has also informed and fed my fascination with this notion of cultural capital.

Who are you?

Mona Chalabi
Picture by Mona Chalabi

Ask yourself: who am I? What do I bring to the table? Why? Where do I get it? What parts am I proud of? What parts are seen as valuable to others and why? Does this change depending on what context you are in at the time? Would you give a different set of responses to colleagues around the table at an INSET day compared with the one you might give to friends over a meal out or at a job interview?

What is cultural capital to you?

In schools we use this term freely, but do we know what it means and where it comes from? What do you think you bring in terms of your cultural capital to the students you teach? Have you built in anything around what they bring to you as a teacher?

What is cultural capital, actually?

Cultural capital definition

In his “Cultural Reproduction and Social Reproduction” (1977), Pierre Bourdieu coined the term Cultural Capital. He was interested in French education system in the 1960s, which saw itself as purely meritocratic – the belief that offering the same opportunities to all students was the same as creating equal opportunities for all students. Bourdieu wanted to explore why, despite this, working class students consistently had worse outcomes than their more privileged peers. This led to his understanding that some students come with a set of culturally valued experiences and prior knowledge which give them access to the curriculum more readily.

The phrase cultural capital refers to the tastes, manners, skills and credentials that are sometimes earned, but more often received from your family environment, are particular to your social class and social interactions with others in daily life. If we accept the notion of cultural capital uncritically, we will be unable to see how inequality is created from the get-go. The cycle is such that if you have the ‘accepted’ cultural capital, you are more likely to have wealth, and if you are wealthy, you are more likely to have greater cultural capital.

According to Bourdieu, cultural capital manifests itself in a number of ways:

The Embodied State – this is the knowledge that is acquired consciously and inherited passively through socialisation, through our culture and tradition. It is not something that can be inherited like physical assets but it is certainly impressed on our character and way of thinking, which in turn leads us to seek out and become more open to similar cultural influences.

The Objectified State – this is how cultural capital manifests itself into material, physical objects such as property that are indicators of social class – for example the clothes you wear, the food you eat, your car, and which can also extend into the way you walk, stand, talk and so on.

The Institutionalised State – this is the way in which society measures social capital – for example doctoral degree has more perceived capital than a expertise in a handicraft or being streetwise. I can’t help wondering which one has more actual worth in time of need – being able to stay alive, or having a high degree of philosophical knowledge.

We know what is valued, but why?

Sorting hat
Picture: the sorting hat from Harry Potter movies

This picture is a great example of differing cultural capital. To me, it is the sorting hat from the Harry Potter movies. To my partner, who although he has a PhD, is an associate professor at a London university,  came to the UK in 2007 and therefore on sighting this in my presentation slides said “oh my, is that a pile of poo?” Our cultural capital differs on the matter of the sorting hat.

If I ask you to do a quick sorting activity, how would you rank the following?

Supermarkets: Lidl, Waitrose, Aldi, Sainsbury’s, Tesco, Morrisons

Universities: The Hebrew University of Jerusalem, Berlin University, Harvard, Exeter University, Oxford, Brighton University, Durham University

You can play this game and find out so much about how our minds work, what we are socialised to believe and how assumptions around cultural capital come into play.  Trying this out on a room of over 100 teachers, I saw that they had no problem setting to work on the task. A few asked for more criteria but on the whole we generally agreed that the supermarkets could be ranked on a scale with Lidl and Aldi at one end of the scale and Waitrose at the other. Interestingly, if you compare the same basket of items from Lidl and Waitrose, the costs will be wildly different, but the actual quality and even source of many of the products will be identical or equal in comparison. Go figure.

The same with the university exercise. For many employers, overseas university equals assumed lower quality, unknown, impossible to perceive as valuable to the same degree as a UK one. Many people immigrating to this country with degrees in medicine, teaching, and so on, are told they need to re-qualify without any exploration of what they actually learned on their courses and whether this maps onto the requirements for the job. This can be further divided into racial assumptions – we are happy with teachers from Canada, Australia and New Zealand taking up teaching posts, but if your teaching degree is from Delhi, Cameroon or Nigeria, objections being raised are far more likely.

The Ofsted framework

The Ofsted framework states that no institution can be rated good unless its curriculum gives “all pupils, particularly disadvantaged pupils…the knowledge and cultural capital they need to succeed in life.”

The schools inspection handbook has linked cultural capital to the national curriculum, introduced by Michael Gove, in setting out “the essential knowledge pupils need to be educated citizens, introducing them to the best that has been thought and said”.

The best that has been thought and said. We are judged as schools on this. But do we really understand what it is, and what is the best that has been thought and said? This is a place to pause and think again about the uncritical engagement with the term and concept of cultural capital. This is especially vital as the new framework has such a clear focus on curriculum. We are going to have to make decisive value judgements about what is the best that has been thought and said.  We are going to have to decide what the things are that every child should learn in our school, in each discipline, across the curriculum as a whole.  We are going to have to decide what counts as ‘knowledge’. (If there was ever a time to start understanding the importance of decolonising the curriculum, it is now – more on this later).

What are the things that every child should know?

According to the Civitas thinktank’s English version of ED Hirsch’s work, every child should know the following:

Year 1 Acorns; Brer Rabbit tales; continents; English civil war; jungles; Machu Picchu; Mexico; AA Milne; musical pitch; Henry Moore

Year 2 Tap dancing; Louis Pasteur; rabies; mosques; Hansel and Gretel; Atlantic Ocean; extinct animals and fish; Great Wall of China; dinosaur bones; Roald Amundsen

I have so many questions. How do you define what is essential knowledge? Should you define and dictate what knowledge is before you start? What is culture and what is the cultural capital that is valuable to children in your school? Is your school’s culture different to another school’s culture? How do you define that? What is included and what is excluded? Who decides?

Things that personally slowly dawned on me as someone of Jewish heritage growing up in the UK were things like, ‘how come the only thing we learn about Jews is the Holocaust and Shakespeare’s Shylock?’ Later in life, my own cultural experience of this when compared with Israeli Jewish cultural representation was fascinating. The experience you have of your self-worth as a Jew in Israel is radically different to that of a child growing up Jewish in the UK secular school system. Many of my esteemed colleagues, my own partner and children, all of whom have immigrated to this country often share similar experiences of the dissonance between their learned self-worth and what self-worth they are now afforded by those around them.

Bourdieu’s work should help us to see that compulsory education was created as one big sorting hat, designed to divide along clear lines – sorting the workers from the owners of the means of production and those that are used as the means of production.

What do you notice from just these few topics listed as essential knowledge for children in the early years of their education? There are no women (unless you count Hansel’s sister Gretel of course). To me it seems like the memories of a very specific, white, middle class experience of a 1970s childhood. And who was a child in the 1970s? Well I was, and despite the free school meals status and Jewish heritage, much of this is deliciously familiar and often subtly useful. But more significant is that the people in power and determining education policy now are largely from white, middle class backgrounds firmly rooted in that era either as 1970s parents, 1970s children or the children of those that had 1970s middle class, white, childhoods.

Back to the sorting hat

Let’s relate this concept of cultural capital back to our education system as a whole. What has changed since the industrial revolution?

Let’s acknowledge again that our compulsory education system was designed to be a sorting hat channeling children to be either the owners of the means of production, or the workers earning the wealth for the ruling classes. Therefore, there had to be a dividing line. Not much has changed today. The British education system is the most divisive in the world. Thanks to the education reforms of the last decade, it is now the most fragmented in the world.

Cultural capital and wealth go hand in hand now as much as they did during the industrial revolution. The harsh truth is that 7% of children are privately educated and they hold 94% of all elite jobs (judges, CEOs of FTSE 100 companies, the cabinet). A person from an underprivileged background with a 1st from Oxbridge is not as likely to hold one of these elite jobs as someone who has any class of degree from any university and who is from a privileged background.

Even if we have thought through carefully what is the ‘right’ cultural capital to give our children so they have a fighting chance of the achieving the goals that we see as important to ‘success’, the part of cultural capital which we cannot give young people are networks, the sense of entitlement and the wealth that gives privileged young people a place at the front of the queue. More than this, without a critical examination of cultural capital, and the curriculum, we are constantly communicating to groups of young people that they are not entitled, that their cultural capital is neither culture nor capital. We do this through a myriad of ways.

Loaded terminology

With this in mind, let’s consider what we are portraying to students with some of favourite edu-lingo terminology. We often talk about these buzz words, alongside discussions about gaps for certain groups, cultural capital and curriculum, as if we know what they mean.

Aspiration – is this about financial wealth or is it about aspiring to have the embodied, objectified and institutional states that are deemed worthy?

Mini case- study: a headteacher at a school in coastal Essex told me it took him years to realise that they were labelling students as lacking in aspiration because they preferred to take on apprenticeships with their family members and stay in the same postcode than leave family, guaranteed work, property ownership, good quality of life and education for their children in exchange for a university degree, at a time of the highest post-graduate unemployment rates, £50k debt and isolation from support networks and family. There is no logic to selling this to young people, unless you absolutely believe that gaining the ruling classes’ cultural capital is worth such a huge gamble not only financially but also at the expense of your own cultural,  social and societal values.

Social mobility – this goes hand in hand with aspiration and seems to mean moving away from and turning your back on where you’re from. You can see more about my thoughts on this in one of my first blog posts way back when here

Disengaged – what does this mean? Have you asked students themselves what they need? Do they feel valued as the people who are going to be running the show one day?

Mini case study one: People often get irritated with examples from Finland, so I will temper this with a UK one too! Young people I have heard speaking about their education in Finland see education as a great privilege and see their teachers as preparing them to be the rightful future leaders and shapers of tomorrow. The only time we seem to hear about young people in our country are the jumping-for-joy photographs on results day, derisory articles about them skipping school to moan about the environment, and polar opposite tropes of evil-gang-youth and a snowflake generation. Disengagement might just be a function of self-preservation with messages like these.

Mini case study two: Inspire Partnership MAT is a group of primary schools in areas of high deprivation in SE London and Kent. The Junior Leadership Team is a group of children of all ages that takes an active part in all aspects of school life.  When I met them recently at one school in Medway, we heard about their work looking at feedback and marking across the school. They were able to identify a gap in consistency in one year group’s books and when investigated more closely, it transpired that this was a year group with newly qualified teachers – they realised that these teachers needed a bit more support from the senior leadership team to ensure that the children had more effective feedback and marking. How great is that for showing the children their worth, engaging them and ensuring that they not only are heard, but also understand the intricacies of learning and teaching in its wider context.

Context – No education takes place without context. We desperately need to decolonise our curriculum. We need to question Black History Month vs history which includes Black history in this country every day.  I would also add that while it is of course important for children from diverse backgrounds to see themselves in the curriculum and in the teaching staff, it is vital for white children to see people of colour as holders of power and influence lest we believe the pervading post-colonialist narrative of  what is commonly accepted as “the essential knowledge pupils need to be educated citizens, introducing them to the best that has been thought and said”.

The value of education – That Essex case study says it all. We do need more critical thinking skills from an early age though,  rather than leaping straight to more vocational education as the answer to the students who we see as not understanding “the value of education” as it is first served up to them. We can revisit the streetwise vs. PhD question here again too – which one is more likely to keep you alive? Teenagers always ask how will what I’m learning help me in life? Do we ever discuss with children why they are learning what they learn?

Parental engagement – this is another favourite term when we are thinking about cultural capital and “closing gaps”.  There are some really crude assumptions made around how parents engage in and therefore we assume, value, their children’s education.

Mini case study:  A headteacher of school with 98% Bengali parents once gave a fascinating case study at a NCSL conference that I will never forget. He explained that he and staff were tearing their hair out trying to get parents into the school. It was only when he actually spoke to students about their families, that he understood that their parents would never speak directly to a teacher as this was seen as disrespectful and interfering. They trusted the teachers to educate their children. The bridging from assumptions and cultural bias took a long time, involved careful dialogue, and ensuring that a more suitable method of interaction and involvement was pursued. The headteacher set up an internet cafe at the weekends, where parents could come in and see what their children had been up to via a parent-school communication platform that many schools use to engage parents that are working or otherwise unable to come into school frequently.

Role models – Again, schools often only start thinking about this when we have “students from visibly diverse backgrounds”. But have you considered carefully who are the role models among your staff, the texts you use, your library books, the pictures on the walls. To put it blandly, does your science lab feature all white men on posters? Are all your senior leaders and decision makers from the same kind of background?

It ain’t what you do, it’s the way that you do it

Policies aren’t just pieces of paper – What is valued as cultural capital is communicated beyond the curriculum and it’s important to consider what your policies actually communicate. For example, “extreme hair” policies often class Black children’s hair as extreme for just the way it grows out of their heads. Think carefully about blanket bans on certain styles and cuts or more subtle expectations about what ‘professional’ looks like for staff.

If you have considered what your staff team looks like and discovered that all the powerful positions taken up by white middle class men, do you need to revisit your recruitment policies?

Decolonise the curriculum – We need to go beyond the ‘dead white men’ curriculum choices but also be wary of falling into the trap of thinking you have diversity nailed without seeing that all the diverse texts you have chosen feature people of colour as oppressed, weak, underdogs, deviants or exotic for example.

When and how do you engage with parents? Look carefully at the assumptions you make about so called disengaged parents. Please assume this: ALL parents want the BEST for their children. No-one wants their child to fail or have a bad time at school.

Do you ask parents (and students) what they want, when and how? I have sat through so many parents evenings that are full of acronyms and edu-speak that even to me as an educationalist are impenetrable and serve to distance me from feeling included. For most of us parents, we are happy to trust you with the education of our children if you can respond positively and honestly to the question, “Do you like my child? Do you see their potential?”

Supplementary schools – You can’t do everything, especially in our over-scheduled school day, but one clear way to value cultural capital that is broader than the scope of what school can offer, is to give space, time and honour to typically marginalised experiences by inviting supplementary schools to operate on your premises after hours as part of the educational offer. The knock-on effect can be incredible for your students’ feeling of self-worth, engagement and celebration of cultural capital.

What’s your strategy?  You have to be strategic. Do you have an achievement strategy that is about what YOU are going to change and not about interventions that extend the child’s already extended day? You can see a good example in the Haringey BAME achievement strategy

Over to you

Cultural capital is “the cultural knowledge that serves as currency that helps us navigate culture and alters our experiences and the opportunities available to us”.

What can you take away from this? What will you do next?

 

 

 

Leadership: doing it differently

Picture 1 C&H

The following post is a summary of a keynote presentation I gave to close the WomenEd Bexley event in July 2019. The theme of the event was Leadership: doing it differently. For my slides, I used a series of Calvin and Hobbes cartoons for illustration.

Leadership: doing it differently

Leadership doing it differently
Credit: Calvin & Hobbes

I was a playworker for 8 consecutive summers from the age of 16, and found myself leading a team of 15 people over four sites by the time I was 18. My first taste of leadership – until I left to go travelling at 24 and didn’t return until I was 37. During that time away, I was a qualified teacher for over ten years. Following my move back to the UK with my family, I took up a role at The Key for School leaders and went on an incredible journey with the then government-funded pilot to the Fast Track 100 company it became, serving nearly half the schools in the country.  I spent 7 happy years on the leadership team as Director of Business Development.

Following that, I have been in various leadership roles including at a small social enterprise and at the national charity, Challenge Partners. After a year working with a number of organisations in the education sector on their journey from start up to grown up, I am now Director of Engagement at the Finnish organisation, Lyfta Education.

In my spare time, I am on the steering group for the BAMEed Network, Chair of governors at a Tottenham primary school and on the Inspire Partnership Trust board. I will set out some of the learning and the developing thoughts I have on leadership and the concept of doing it differently, based on several years of leadership in both paid and unpaid work, and many years of feeling “different and differentiated”.

Doing it differently isn’t a choice

Picture 2
Credit: Calvin & Hobbes

Doing things differently isn’t often a choice we make. Quite often, it is a gradual realisation or a sudden change of circumstances that makes us feel we are different and therefore going to have to do things differently. Our personal narrative is important and can help shift the feeling of difference from a deficit model to something that includes our own values, needs, and moral purpose.

It’s also important that this narrative includes a contextual social, historical and political understanding so you can zoom in and zoom out of your personal experience within the context of the world we live in, and within the context of where you are now on a continuum of where you have come from and where you are going.

Know your narrative in context

Picture 3
Credit: Calvin & Hobbes

It’s really important to engage with and understand the societal and structural factors that impact on our being successful leaders and that includes factors that impact on the people that we lead. WomenEd has been set up to address some of the structural challenges that hold women back. The notion of ‘10% braver’ could be problematic if it assumes that what is missing is women’s bravery and that it is all about us lacking in confidence. But perhaps its saying that despite all we know about how the odds are stacked against women, in a world that is conditioned to see leaders as white, middle class and male, we need to gird our loins and go forth anyway.

Angela Browne’s Chapter 6 in the 10% Braver book sets out how bias and discrimination hold women back. The BAMEed Network is about addressing the issues around race, structural racism and the bias that holds back men and women of colour from progressing within the profession. Being a Black woman for example means an intersectional double-whammy of disadvantage and an exhausting struggle in a predominantly white, male system. If you need to be 10% braver as a woman, how much braver do you need to be as a woman or man from a Black, Asian or minority ethnic background? We mustn’t lose sight of this in WomenEd, lest we become a ‘white feminists first movement’

As a woman racialised as white, I know that I have enormous privilege and that I have a responsibility to ensure that I can act as a reliable ally. This means recognising my own privilege and taking the time to listen to my colleagues from BAME backgrounds, to do the work MYSELF to learn about structural racism and to do everything I can to be actively resisting this. I need to understand that I have been socialised into a society which sees women and sees people from non-white backgrounds as inferior. No amount of pure thinking and pretending I don’t see difference is going to change this.

As a leader, your personal narrative is important but you need to know your context beyond your own personal story and you need to know how your own personal story fits into the societal and political context of our times. And you need to contextualise your and other people’s narratives within this. That’s difficult, but vital to do if you want to lead differently.

What would Beyonce do?

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Credit: Calvin & Hobbes

Understanding others’ narrative is essential to leadership. We all too often try to lead people, especially if we are doing it differently, knowing they aren’t going to like what we have to say, or worse, being surprised when they raise objections. Too many people try to ram through decisions anyway, or blame those above them, or the system, when delivering messages that others might find difficult to hear.

People who have worked with me will know that I absolutely believe in objection-handling as an essential component to the leadership toolkit. I’ll explain what I mean. You know those people in the leadership team who say “ just playing Devil’s advocate here…” or worse, fixate on a particular issue, making your strategy, idea or suggestion seem unworkable. And how many times did you see that coming and just hope they would be ill or inexplicably mute on the day?

It’s foolish not to do the work ahead of time and do some objection handling. Imagine that person who likes to put a stick in your spokes and think, what would X say at this point. Force yourself to think about the questions you least want to be asked and have answers for them. Address them head on, name them and pick them off one by one in your initial presentation of the proposal. Use research, clear rationale, previous experience to back up your handling of the possible objections that you think will be on people’s minds.

This is not a tool to help you get YOUR way more often, it helps you to see, hear and appreciate the diversity of thought and opinion within your team and to take a small piece of this into your own practice rather than resenting people who have different opinions and world views to you. It makes decision-making faster and easier as you have done the work ahead of time to think up all of the reasons why your plan may be less easily accepted by others. It helps your colleagues trust you and know they are heard, seen and felt. It actively promotes including diversity of thought into your own leadership practice rather than simply making sure you have a top trumps team of diverse people sitting in front of you not actually being included at all.

And as a school leader, don’t forget to extend this to beyond the leadership team. Do you know what your teachers, teaching assistants and catering staff think? Students? Their families? Local businesses and the wider community?

Understanding strengths

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Credit: Calvin & Hobbes

To succeed as a leader, you need to know what your strengths are and you need to see the strengths of those around you as complementary and not threats to your authority.

Good leaders have the confidence and wisdom to surround themselves with people that are far better than them at a myriad of things. They build the right team and draw on others’ expertise without feeling this threatens their ability to lead. Quite the opposite. If you have the right people rowing your boat, you can concentrate on navigating the choppy waters using your skills and expertise properly deployed.

Strengths Finder is an excellent tool to do this. Use it across the organisation and it shows a commitment to find the leading strengths in each person and gives you an opportunity for dialogue around and deployment of these strengths. Things you thought were quirky personality traits might be revealed to you and others as your unique and essential leadership qualities. E.g. I’m a person collector and a people connector. This has been integral to my leadership since Strengths Finder made me realise that this is a hugely valued and massively enjoyable strength I have.

When you are under threat or being made to feel inadequate, revisiting your Strengths Finder profile can be very affirming. It’s something that should be revisited regularly as you will see that you tend to take things for granted and even leave some strengths behind rather than developing them.

Identified Strengths should be developed. We spend too much time trying to get better at things we hate and are crap at in the name of being leaders. Much of what we do with performance management is ridiculously wed to this. This is nonsense. As long as you know where there are gaps and where you have the support, you will be fine. You need basic competencies at a range of things and you shouldn’t be building dependencies that are irreplaceable – I’ll say more about institutional knowledge in this context next.

Knowledge is power and institutional knowledge is powerful

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Credit: Calvin & Hobbes

When building your dream team of people cleverer than you at myriad things be careful to not build a wobbly Jenga tower. They say the mark of a good leader is when everything runs smoothly when they are there and when they are not. However, it is easy to rely on capable people too much and you can come unstuck:

  • When you take your eye off the ball and lose any link with the detail
  • When they leave and take valuable institutional knowledge with them

In organisations I have led in, it has been really important to ensure that knowledge, where possible, is institutional knowledge and that our systems and processes capture essential information. This means that if the worst happens, and someone leaves, they aren’t going to leave you high and dry, unable to function.

This can be as simple as knowing the code to the science cupboard so that when the science teacher is suddenly taken ill, you can get in and support the practicals that students need to do that day. But it also means capturing the “way we do things here” so that they can be used effectively to empower new starters in their induction period, and that they can be co-created, reviewed and embedded into everyone’s practice so that you feel certain that everyone is rowing in the same direction, understand the values and moral compass that steers your ship and keeps a happy crew. Values are much, much more than a poster on the wall.

Working in a role which requires much relationship management, I am not losing ANYTHING if I leave clear and useful records of contacts, interactions and next steps for the organisation. I can also take away with me my professional relationships without taking anything away from the organisation and clear in the knowledge that I am doing both parties a favour by ensuring the good work they do doesn’t collapse because I am leaving. They will both remember me kindly for this.

Be outward facing

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Credit: Calvin & Hobbes

Part of the call to action around engaging with the social, political and cultural experiences of yourself and others, can also be answered by being outward facing. Schools are insular places. Many teachers don’t engage with what is going outside their own classroom, let alone collaborate across departments, local schools, nationally or internationally.

Social media platforms like Linked In and Twitter are an excellent way to broaden your personal learning network. They can highlight things you need to read, think about and do differently as leaders. But I challenge you to engage with people who don’t look, sound or express views that are like your own, as well as with the usual mirror-tocracy of connections. It’s important. It could be the start of a way to change your world and change the world in general. Do an audit if your twitter connections, your professional connections, Linked In. Does everyone look like you or could belong to your family?

Every leader, whether you are a classroom teacher leading learning for 5 year olds or a MAT CEO, should have a mentor or coach that puts them through their paces. This should be someone neutral and you should consider paying for them, as you would a therapist or someone who does your eyebrows.

Every leader should be sending the elevator back down and lifting others in their networks. You learn as much through supporting someone else as you do through gaining support from others. Make time for it.

Go to events. Get business cards made and set yourself goals for events you attend. Scour the list of event speakers before you attend and hang about at the end of their talk to give them feedback and exchange contact details. Reach out to attendees ahead of time to arrange to meet for a chat in one of the breaks. Be proactive, people are friendly and want to connect. Twitter celebrities are a figment of everyone’s imagination. Be clear on what you have to give and what you would like to gain from connections. Follow up after you have met with a clear action if you can genuinely think of one.

Know your shelf life

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Credit: Calvin & Hobbes

It took me a long time and several jobs to realise this. I have never been the one to leave a lover or a job. I have resilience, developed from childhood, which is actually like Teflon to abuse and neglect. That’s not the type of resilience that does anyone any good. This means it never occurred to me that if things weren’t working out, I should actually get up and go. It felt like failure to me. If I just tried harder, worked smarter, was good and likeable, it would all pan out. And gosh, when things were good, why would you EVER consider leaving?

Well, this is what I have learned and it is incredibly empowering. I now know that my work with any organisation has a shelf life. I know that I can lead well for a specific leg of the journey we need to go on. I work with organisations on their journey from start up to grown up and I now know exactly the point where I can enter to add value, where I need to bring on team members and work with them to build capacity, co-create institutional knowledge, expertise and sustainability, and where I need to get the hell out of the way.

Rather than living in fear of being found out, or worse being driven out, or getting bored, I can have a frank conversation with any organisation I work with about my shelf life, what they would like to get from me and how and when we speak about the journey towards exit. Working with younger people, it is really obvious to them that two to three years is ample time in one role and they will be looking for a change of role or change of scene within that time period. As a leader, you need to know your shelf life and those of the people you lead and prepare for it accordingly. Too many leaders hang on forever, long past anything that is dignified. Too many leaders are offended when people move on to pastures new.

A good leader leaves at the right time with a bounce in their step and leaving empowered team members ready to keep pushing forwards. A happy employee leaves feeling empowered for the next step in their journey and taking a small piece of the great culture, values, systems and processes you established, into their next role. Like a small piece of your leadership DNA ‘infecting’ for good and making a dent on the universe by proxy.

What’s your shelf life?

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Maths anxiety and me: breaking the family curse over a generation #positiveaboutnumbers

The more open your mind
Source: Notes to Strangers on Instagram

 

In light of Oxford University Press’ #positiveaboutnumbers campaign, I have been inspired to share my own journey about maths anxiety and the impact it had on me growing up. As a child, I struggled with maths, as did everyone in my family it seemed. There was no-one to turn to at home – it was clear from the way my mum counted on her fingers, and whenever maths was mentioned shuddered audibly “urgh, not maths, I can’t do maths”, that she would be no help at all.

As I progressed through nursery and infant school, I wanted to like maths and remember feeling the incredible awe and excitement of being able to count to higher and higher numbers. The feeling was similar to taking off the stabilisers on a bike when I could count up in 2s and then in 5s at faster and faster speeds. But in primary school, when it came to subtraction and the dreaded division, I was lost again. My maths teacher once wrote in my report that I was the only child he knew who was so bad at anything mathematical that I couldn’t even draw a straight line with a ruler, let alone plot a line on a chart. The humiliation started to set in for real with times tables. I could get some of them – the 2s, 5s, 10s and some of the 3s, 4s and 11 times tables were just about in my control but to this day I still don’t have adequate command of all of them. I felt crushed as little gold and silver stars appeared on the reward charts in class next to everyone except me. It was only in my 40s when my own children started learning them, that they showed me the finger technique for learning the 9 times table and was delighted!

Playing the shame game

The growing feeling of shame and anxiety only increased as I progressed through to secondary school. In my first year at my new secondary school, the huge gap in my knowledge and mastery already firmly in place, I was naively determined to have a fresh start. But this soon unravelled. Our teacher liked to play a game with the whole class, it was meant to be a fun challenge. She would invite us to jump up onto our feet, take our places behind our desks and off she would go with some mental arithmetic for us. When we lost count, she instructed us, we should sit down. The last one standing was the winner. My heart was beating hard when she started with, “2 times 3, plus 3 take away 1”. My fists were screwed up by my sides, I am keeping up, I can do it….divided by 4 times 9, plus 17…” I sit down. There’s a snicker from the other children in the class as they carry on standing. What seems like hours pass until another girl sits down, then a span of time when a cluster more sit. And it continues until there are three, then two standing. The teacher stops. “What did you get?” she asks one of the two last students standing. “142” the penultimate one says. “And you?” she turns to the last one. “168”. Well done both of you. It was “142”. You win.

The next week, we did it again. I sat down after the first two questions “9 times 8, plus two..”, the class snickered. The teacher shot me a disapproving look. I am the class clown, fidgety and disruptive in her lessons.  I don’t know my 9 times tables or my 8 times tables, what can I do? I think to myself. That afternoon, I go home determined to learn them but they just won’t stick.

After a few weeks of this maths game, I had noticed that while it was going on, the clever, confident ones were whispering to themselves, looking up at the ceiling or off to one side as they calculated. The next lesson, I stood up with everyone else as usual and decided to save face by play acting. I stood tapping out imaginary sums with my fingers on my thigh, eyes upward, mouth muttering quietly pretending to be concentrating, in command, keeping up. The plan was to sit down later on in the rank and file and avoid being seen as stupid yet again. But getting carried away with my oscar-winning performance meant it was too late when I realised I was one of the two still standing at the end. The teacher narrows her eyes at me suspiciously and asks, “Well, Penny, what did you get?” My heart sinks, the tears welling in my eyes…”Um….” The teacher insists, “Yes? We’re waiting…” I panic, “I forgot!” The teacher pushes me again, “You must know around about, was it above 100?  Closer to 10? Well?” I look at my feet and the class erupts with laughter. The tears are cold on my hot cheeks. I am sent out and reprimanded for being disruptive and disrespectful.

The next week, we stand. The teacher starts, “ 7 times 12…” I sit down immediately, glaring at the teacher, angrily. They snicker. Every week for the rest of the year, we stand, she starts, I sit. Some days she sends me out to stand in the corridor in disgrace.

Making the grade

And so continued my soul crushing relationship with maths. Everyone in my family was struggling. My brother did his O’ levels, and got a U in maths. Three years later my sister got 10 O’levels all As and Bs – and a U in maths. The following year, I took my O’levels and got a U in maths. But something in me was determined to break the family curse. I went on to college for my A’ levels and decided to do maths again while I was there. I was at a Further Education college and in my class were people my age and also adults, trying to return to the education they weren’t able to complete when they were my age. I found this inspiring but also it made me ever more determined. Imagine if I’m still here in my 20s, 30s 50s trying to get this cursed maths pass! My teacher was kind and empathetic to us all. I felt a glimmer of hope at last. August came round, the brown envelope arrived. Again, a U. My heart felt crushed when I opened it with the results in. My teacher said, “not to worry, one more shot next year and you’re there”

The following year was the first year of the new GCSE exams that replaced O level, I was studying for the final year of my A levels, and had a weekend and holiday job that earned me enough money to get a private tutor for maths. I was entered into a GCSE paper for which the highest grade I could score was a C. My new private tutor was a taxi driver by day, but loved maths and had been tutoring a friend of mine for his A level, so he came recommended. I went to his house every week and he would puff away on his filterless cigarettes and walk me through the things I found impossible with such patience and in such a matter of fact way. The exam came and I felt I had at least some control, that I knew what to do, even if I wasn’t sure if my calculations were correct. I still had to count out numbers on my fingers and use techniques to add and subtract, and work around the dreaded times tables and division with methods that were long-winded and time-consuming. But I finished the paper, and I felt less out of control than usual. The long wait ensued and when the date came around, and the brown envelope arrived, I was amazed and delighted to have scored my C! I am the only one in my family with a maths GCSE. My parents were teachers, my brother is a composer for films and my sister works in documentary film. They have all had to duck and dive around the question of the missing maths qualification, but they are hugely successful in their own ways.

If you can’t do it, teach it…

Fast forward nearly a decade and I was now training to be a primary school teacher. The programme I did was focussed heavily on our own development as people as well as on the craft of teaching itself. In the second term, as we started to teach in the classroom for 2 days a week, we were asked to confront something in childhood that we felt had held us back and that perhaps could have been supported better by our teachers. I decided that it was time to tackle my maths problem. With coaching from one of my tutors, I was encouraged to teach maths to year 3 for a term. I was terrified that they would find out that I don’t know my times tables, and that I can barely add and subtract. But I did it, and I actually enjoyed it! I created resources and curriculum ideas that worked and that had enough in them to stretch the maths wizards and engaged those less confident.

Later in my teaching career, I moved to work in a secondary school and specialised in teaching English instead. As part of my training, we did a course on learning difficulties including dyslexia and dyscalculia. The consultant leading the course had expertise in diagnosing and supporting pupils with a range of difficulties and disabilities. She got us all to do part of a test for dyscalculia and dyslexia so we would know how the children are diagnosed. And the end of the session, she approached me and asked me how I was feeling. She asked about my sense of direction, my knowledge of times tables and other key mathematical functions and techniques. She told me that it was pretty clear that I am dyscalculic and that this is why I couldn’t retain my times tables. This was also why while I wanted to like maths, and indeed some parts of more abstract maths I could really run with, like algebra for example, there were parts that would always confuse and baffle me.

It was quite affirming to get this actual diagnosis. I was able to understand which parts of mathematical thinking I struggle with, and this facilitated me to develop techniques to deploy mathematical reasoning in my daily life, rather than avoiding it altogether. I will never be confident that I have the right answers when I have to use maths, but I know which parts I will need to double check and get another pair of eyes on and I feel confident to ask for this as an adult in the workplace without feeling childish and ashamed.

Breaking the family curse

My children often describe themselves as hating maths, despite my attempts to lightheartedly engage them in the beauty of maths through things like Numberjacks on YouTube when they were small, and other workbooks and fun games I found. I thought this might mitigate any creeping infection of the family maths issue that had started with my own mum’s lack of confidence and negative attitude to maths. My children are both girls and themselves attribute some of their lack of confidence to the boys in their class that are quick, vocal and withering to others. “I know, I know the answer, it’s eeeeeeeasy! You’re so slow and stupid!” they would shout out as my daughters plodded through. Unlike me, my girls have made their way to the top set in secondary school, but their lack of confidence and general distrust of maths did not diminished even so. This term my youngest, who is in year 9 said “my teacher thinks I might be dyscalculic but I’m still going to stay in the top set and I’m doing statistics GCSE next year. I won’t let it get in my way”. My oldest has just completed her GCSEs and summed up by saying, “I will always be rubbish at maths, but one thing I am really happy about is that I finally started to enjoy it, and I am even a little sad that I won’t ever be doing it again!”

I’m pleased that across a generation, we may still not be a family of maths wizards or super confident, but to know that this generation has managed to overcome the soul-crushing feeling of incompetence and the panic, gives me some comfort. And who knows, maybe the next generation might not even know that it’s possible not to feel positive about numbers. It is also great to see an organisation like Oxford University Press sharing their insights and resources to support those struggling with issues that I experienced. You can find their latest toolkit here