Insight 12 by Dukes_Education

No.12

Dukes is a family of schools, teachers, learners, parents and partners connected by our pursuit of an extraordinary life for every member of our community. We believe that education is a journey to be enjoyed and shared at every stage of life. Insight is testament to this ongoing commitment to learning: a termly publication of articles written by some of the extraordinary educationalists in our schools and organisations. dukeseducation.com

No.12

Contents

Building emotional resilience in children by Alicia Drummond, founder of Teen Tips and The Wellbeing Hub

From snowflake to superpower Suzie Longstaff, Principal, London Park Schools A Principal’s experience in the Olympics helps shape young people’s ability to navigate modern life.

Building emotional resilience in children Alicia Drummond, founder of Teen Tips and The Wellbeing Hub What parents can do to support emotional resilience.

Mental toughness — can it be learnt? Simon Coles, Group MD, Cavendish Education An elite cyclist’s view on tackling tough terrain.

Strength from adversity Lucy Lees, Head of Pastoral, Prospect House How positive adaptations in the face of challenges help us grow.

Educating children for a 100-year life Richard Settle, Principal, Sancton Wood School How do we prepare children who will live longer than previous generations?

Building a resilient business Catherine Robertson, Finance Director A discussion on the stresses and challenges faced by business and the qualities to overcome them.

A parent’s perspective Henry Keighley-Elstub, Head, Devonshire House Navigating the world of school and friendships.

Learning through leadership Tom Arrand, Head, Cardiff Sixth Form College The dictionary provides clarity on a difficult concept.

Movement as medicine Dr Ricardo Tavares, Director, Dukes Plus A discussion about the benefits and joy of an active life.

The last word 62 Wit and wisdom from the world's greatest thinkers from our colleagues at Dukes Education.

Tim Fish Editor’s letter

Bringing Insight to a coffee table near you…

Tim Fish, editor-in-chief of Insight, is Managing Director for Dukes Education’s colleges, and founded Earlscliffe, a co-ed, international boarding school for students aged 15-19, in Folkestone, Kent.

ppenheimer. There’s a lot in a name. It’s undoubtedly why this summer’s blockbuster film charting the career of the nuclear physicist used the eponymous title: powerful, enigmatic, redolent of a different age, the single name says all of these. If you have seen the film you will have recognised the traits of resilience in the main character as he overcame challenge after challenge not only at Los Alamos but in previous research posts. You will have also, no doubt, noted and even rewarded your own resilience in sitting in the cinema for just over three hours to watch ‘Oppenheimer’…! However, when I hear this surname I am reminded of a true marathon of resilience. Rudi Oppenheimer used to visit us at Earlscliffe to tell us his story as a Holocaust survivor. As a young German boy his family lived in

Insight No.12

Amsterdam where he and his two siblings lived a normal life. War brought invasion and the family was forcibly moved to the city’s Jewish ghetto. Rudi went to primary school with the Star of David on his arm and where he ‘would have played more with a girl in (his) class if she’d told him she was going to be famous…’ referring to Anne Frank. The family was transported to Westerbork camp, then to Bergen-Belsen in February 1944. Rudi, his brother Paul and his sister, Eve, survived the horrors there by saving potato peelings for themselves when on ‘soup’ (water and peel) duty. Their parents and grandparents all perished in Bergen-Belsen. They were taken on to a troop train by a retreating German army and attacked by allied forces from the air, before being liberated by advancing soldiers of the Red Army. Eventually settling in England, Rudi went to Imperial College before enjoying a long career with Shell. Rudi never married

and nor did Eve. Both began talking about their survival of the Holocaust to school groups all over the UK, but only in their retirement years, seeing it as a duty and responsibility to the vast majority who didn’t leave Belsen — or any other concentration camp — alive. Rudi told his story without self-pity and with a dry sense of humour. His story was made all the more remarkable by his inimitable telling of it. He battled cancer in his later years but continued to present his personal history to generations of teenagers, because he always believed that ‘young people have the power to make a positive change in the world.’ Some might say that to describe Rudi’s story as the epitome of resilience is doing him — and other survivors — a disservice, but having chatted, laughed and lunched with him, I think he’d be just fine with it. Tim Fish Editor-in-chief 5

From snowflake to superpower Suzie Longstaff, Principal, London Park Schools, draws on her successful sporting career as cox of the British Olympic VIII at the 1996 Olympic Games and Cambridge University ‘Goldie’ Boat in the 1997 and 1998 Boat Races, to discuss resilience in young people

e have all heard the familiar cry of ‘snowflakes’ when referring to the younger generations whether that be Millennials or Gen Z. Often said with a degree of contempt and some exasperation by an older generation, the implication is that today’s young people are somehow lacking in backbone and unable to cope with the complexities of modern life and that they should toughen up, stop complaining and learn to deal with life’s challenges. But is this true — or even fair? And if so, what does it have to do with education?

A new world of challenges Spare a thought for the sheer complexities in life and the exponential rate of change that young people are having

to deal with these days; it is faster, more complex and more encompassing than that of previous generations with 24/7 exposure on social media, living in a world plagued by humanitarian crises, climate change, global conflict and diseases and more recently, living in a world recovering from a global pandemic. The combination of the above adds further existential challenges to the point where it is difficult to blame young people for melting under the strain. It is a tough life that will only become tougher. This is particularly true of the new kids on the block, those born in the 2000s, or ‘Generation Alpha’, the children who spent their early formative years, not at school or university, but learning at home in lockdown, missing out on so many of the 7

important building blocks of social interaction and developing the resilience to cope with the pressures of life. A mental health epidemic Given the above, it is not surprising that there has been a lot of talk from social commentators about an ‘epidemic of mental illhealth’ and it is in schools that we as educators now often find ourselves on the front line, picking up the pieces and supporting our pupils. However, it is not just young people who need our help, but parents too. The stresses and strains of parenting in this rapidly changing and fast-paced world, mean that they are themselves often ill-equipped to help and teach skills such as resilience to give children the skill set to thrive and survive. To parents this new world feels confusing: fast, global, cut-throat, and competitive, and they are increasingly looking to schools for help. Resilience: a crucial life-skill Developing resilience must now be considered a crucial life skill and should be baked into every aspect of a modern educational curriculum, yet too often it is seen as an addon or overlooked completely. If we want our children to avoid being ‘snowflakes’ who flounder with life’s challenges — and we should and must for all our sakes — then it is incumbent on us as educators to do all we can to support them. A proactive approach will always beat a too-late and reactive response 8

to any problem; teaching students to develop their own toolbox of coping strategies to draw on before a problem becomes too dense or overwhelming, really can help. Baking-in resilience within modern education Teaching resilience does not need to be explicit. Some of the finest lessons can be delivered on the sports field, in a debate or on the stage. Doing, not just hearing or seeing, is crucial in this regard. The importance of experiential learning cannot be underestimated. Cocurricular activities teach many transferable skills, such as communication and teamwork but they also challenge children and there is nothing better to help build resilience than by doing something one enjoys. Indeed, it is the enjoyment and love for a subject or activity that drives progress and thus builds resilience whether music, sport or anything else where tenacity and determination are needed.

‘ In this rapidly changing and fast-paced world, parents are themselves often ill-equipped to help and teach skills such as resilience to give children the skill set to thrive and survive’

‘ Teaching resilience does not need to be explicit. Some of the finest lessons can be delivered on the sports field, in a debate or on the stage’

I still remember the nerves I felt playing my violin or piano solo in a school concert or the pressure of running the lighting desk in a school play. Later, as cox of the British Women’s VIII, I will never forget my nerves on the start line of the 1996 Olympic Games, but it was experiences such as these which have developed an inner strength, confidence, and a mindset which I use every day to cope with the challenges I navigate as part of my daily life.

anyone who has ever watched Dragons’ Den will know, successful entrepreneurs are determined to overcome failure by dusting themselves down and having another go.

Speaking out Learning how to express an opinion is another way to help develop resilience; that is why debating is such an important skill and many schools have debating clubs, encouraging pupils to not only plan arguments and counter arguments, but to stand up Design thinking and present them in front of While I am passionate about an audience. However, whilst the benefits of co-curricular I applaud this, it does not go activities, I firmly believe far enough. that a modern education We should not limit must have resilience baked debates purely to debating into every aspect of a broad club, but instead, bring and rich curriculum. We debates into every lesson should be championing whether that is maths, physics the development of design or French. We need to help thinking to help children pupils learn not only how to approach problem solving and express their own ideas, but enable the development of increasingly importantly, creative and entrepreneurial learn how to discuss and mindsets. After all, defend them within the entrepreneurs and designers context of rigorous yet do not give up easily, and as respectful exchange. 9

Breadth and depth Forward to a stronger future Resilience means mental Resilience should matter to strength and resolve and this, us all as it lies at the heart in turn, means helping pupils of a successful and healthy have the time and opportunity society. Everyone will face to develop and exercise challenges in their lives, their brains in other ways whether at school or later too. We need to develop great in life. From navigating the programmes for PHSE with choppy waters of friendships problem-solving strategies, and other relationships to encourage digital detox weeks failing a test or missing out and encourage and reinforce on an opportunity, we all a growth mindset. need reserves of resilience I believe that experiential and strategies to overcome learning is the single best way our fears or feelings of regret. to help this. By presenting If we are to help grow pupils with challenges that and develop the leaders of they can not do… yet, they tomorrow, we must give them are given opportunities to the tools to shape the world learn how to ‘fail’ in safety. of the future. To effect that That is why I am so keen change, we must help them for the schools of which I learn to listen; to challenge am Principal to build an and articulate points of experiential programme. disagreement and win not To date this includes tall ship only others, but their own sailing; climbing; marine self-respect. conservation; leadership Resilience is hard but it programmes, improvisation is an essential part of life and stand-up comedy to and the mark of a progressive encourage pupils to learn society. We fail to teach it at how to deal with difficult our peril. n situations and plan to overcome them more quickly.

London Nursery School

Heathside School Hampstead AGES 2-13

Preparatory School

Devonshire House School AGES 2-13

Hampstead Fine Arts College

Senior School

Hopes and Dreams Montessori Nursery School

AGES 13-18

OLD STREET • AGES 0-5

Hopes and Dreams Montessori Nursery School

Sixth Form College

CITY ROAD • AGES 0-5

The Lyceum School

Notting Hill Prep

Bassett House School

AGES 3-11

AGES 4-13

AGES 2-11

Miss Daisy’s Nursery

London Park School, Mayfair*

HYDE PARK • AGES 2-5

Kindergartens

AGES 11-18

POOH CORNER • AGES 2-5

Orchard House School AGES 3-11

House School AGES 3-11

Riverside Nursery Schools

Chiswick & Bedford Park Preparatory School

Kindergartens POOH CORNER • AGES 2-5

Knightsbridge School

Miss Daisy’s Nursery BROOK GREEN • AGES 2-5

Miss Daisy’s Nursery CHELSEA • AGES 2-5

AGES 3-11

Miss Daisy’s Nursery Kindergartens

KNIGHTSBRIDGE • AGES 2-5

Kindergartens

AGES 2-11

MOUSE HOLE • AGES 2-5

Kindergartens

Riverside Nursery Schools

MOUSE HOUSE • AGES 2-5

TWICKENHAM PARK • AGES 0-5

Riverside Nursery Schools RIVERSIDE, HOLLY ROAD • AGES 0-5

Riverside Nursery Schools TWICKENHAM GREEN MONTESSORI

BELGRAVIA • AGES 2-5

London Park School, Belgravia* • AGES 15-18

AGES 3-11

THE MANOR GIRLS SCHOOL • AGES 4-11 THE MANOR BOYS SCHOOL • AGES 4-13

The Pointer School

Broomwood PRE-PREP • AGES 3-7

London Park School, Clapham* • AGES 11-18

Prospect House School Broomwood

Broomwood

BOYS AGES 8-13

GIRLS AGES 8-13

AGES 0-5

Kindergartens Radnor House School • AGES 9 - 18

Miss Daisy’s Nursery

Eaton House

Radnor House Prep

AGES 11-18

Eaton Square Preparatory School • AGES 2-11

THE PARK • AGES 2-5

ST MARGARETS MONTESSORI • AGES 0-5

Kneller Hall School*

WATERLOO PLACE OFFICE

Eaton House Belgravia School • AGES 3-11

Kindergartens

MOUSE HOUSE • AGES 2-5

KEW MONTESSORI • AGES 0-5

Riverside Nursery Schools

Dukes Education

AGES 3-16

AGES 3-11

Kindergartens THE PARK • AGES 2-5

CRESCENT II • AGES 2-5

Riverside Nursery Schools TWICKENHAM GROSVENOR PARK • AGES 0-5

Hampton Court House School AGES 2-18

*Opening Soon

MEET THE LONDON SCHOOLS *From Sep 2023

Dukes brings together a carefully curated group of schools that represent excellence in British education.

SCHOOLS AND COLLEGES

LONDON Bassett House School Co-ed, 3-11 Notting Hill, West London

Notting Hill Prep Co-ed, 21/2 – 13 Notting Hill, West London

Co-ed, 3-11 Kew, West London

Orchard House School Co-ed, 3-11 Chiswick, West London

Broomwood Co-ed, 3-7 Girls, 7-13 Boys, 7-13 Clapham, SW London Chiswick and Bedford Park Preparatory School Co-ed, 3-7 Girls, 3-11 Chiswick, West London Devonshire House Preparatory School Co-ed, 2-11 Boys, 2-13 Hampstead Eaton House Schools Co-ed, nursery Boys, 4-13 Girls, 4-11 Clapham and Belgravia

Prospect House School Co-ed, 3-11 Putney, South West London Radnor House Co-ed, 9-18 Twickenham, SW London Radnor House Prep Co-ed, 2-11 Richmond, SW London The Lyceum School Co-ed, 4-11 City of London The Pointer School Co-ed, 3-11 Blackheath, South East London

CAMBRIDGE Sancton Wood School Co-ed, 1-16

Eaton Square Schools Co-ed, 2-18 Belgravia and Mayfair

St Andrew’s College Co-ed, 15-18

Hampstead Fine Arts College Co-ed, 13-18 Belsize Park, North London

Cambridge Co-ed, 16-19

Hampton Court House Co-ed, 2-18 Molesey, West London Heathside School Hampstead Co-ed, 2-13 Hampstead Knightsbridge School Co-ed, 3-16 Knightsbridge London Park Schools Co-ed, 11-18 Belgravia and Clapham

KENT Co-ed, 15-18 Folkestone Rochester Independent College Co-ed, 11-18 Rochester

CARDIFF Co-ed, 14-19

Building emotional resilience in children The dictionary definition of resilience is the ability to recover quickly from difficulties, to adapt well to change, and to keep going in the face of adversity. Our children are going to need it if they are to thrive in our fast changing, unpredictable world. By Alicia Drummond, founder of Teen Tips and The Wellbeing Hub

ental resilience is central to children’s social, emotional, and academic success and yet, when we look at the statistics from the 2022 NHS Digital Report, it would seem to be in short supply with one in every six children aged 7-16 experiencing a probable mental health disorder, and one in four of those age 17-19. If we are to prevent these mental health crashes and build their emotional resilience, we need to create environments which build self-esteem, self-efficacy, self-awareness, and self-management — the four key components of resilience. Self-esteem is our core sense of having value, of being OK. If you are unsure about your child’s self-esteem, listen to how they 15

talk to, and about themselves. Do they put themselves down or underestimate their capabilities? Do you see them avoiding challenges, or being reluctant to try new things? If so, their self-esteem needs a boost. Self-efficacy is our confidence in our competence. It is believing that we are capable of setting and achieving tasks and goals. If self-esteem is about being, self-efficacy is about doing. Self-awareness and self-management equal emotional intelligence (EQ) which is our ability to use our emotions to inform our thinking, and our thinking to manage our emotions, and it is worth cultivating because multiple studies show that our EQ is a far better predictor of success in all areas of life than our IQ. What can we do as parents to build these skills? Here are my top six suggestions: 1. Love them for who they are, not what they do Every child needs and deserves to feel loved just because they exist, but if we focus on performance, the message they internalise is that they are only OK when they behave in a certain way, produce the right grades, or bring home the prizes and wins, our love is conditional and may be withdrawn at any time. 2. Believe in them All children are capable of amazing things, but so often we do things for them which they could easily do for themselves, and when we underestimate their capabilities, the message they get is, “I don’t think you can do this, so I am going to do it for you.” We undermine their self-efficacy. Instead, encourage them to become self-reliant. Show them how to do things, give them lots of praise for having a go, be gentle when they get things wrong, expect them to take on tasks, and ask them what you are currently doing for them that they could do for themselves. 3. Help them nurture their inner coach So much human suffering stems from unhelpful thinking. When you hear them putting themselves down, or underestimating their ability, ask them what they would say 16

‘ It can be so hard to watch our children struggle, we love them, and we want them to be OK, but rescuing them from life’s challenges does not help them in the longer term’ to their best friend or a younger sibling and encourage them to apply the same messages to themselves. They also need to learn that what they do will influence how they feel. For example, if they are following people on social media who make them feel inferior, encourage them to find and follow at least four positive role models. Studies show it can have longterm benefits. 4. Don’t rescue them It can be so hard to watch our children struggle, we love them, and we want them to be OK, but rescuing them from life’s challenges does not help them in the longer term. Instead empathise, “I can see you are finding this hard, and I am sorry, what do you think you can do to move yourself forward?” Perhaps they need to revisit a previous maths topic to build the skills they need to overcome the present challenge. Perhaps they have fallen out with a friend and do not know what to do to rectify the situation, in which case you might say something like, “I understand why you are upset and I imagine you are worried about the school trip, what do you think you could do to sort this out?” If they have no ideas, rather than rushing in with lots of suggestions, ask them if they would like your opinion. 5. Let them experience natural consequences From time to time children get into trouble, and again, it can be hard to witness, but how we react will determine whether these incidents become opportunities for growth and learning or moments that blame and shame. Let them know that whilst they have made a mistake, we all make mistakes, and it is what we do next that matters. Ask them what they can do to make amends, and what they might do differently next time. If they 17

‘ Emotions get pushed down rather than moved through, which is unhelpful in the long term — suppressed anger often manifests as depression. Suppressed fear can become anxiety’ 18

have received a punishment from school, remember this is not a reflection on you as a parent, they have just got something wrong and they can learn from it. Empathise and, once the punishment is over, encourage them to put it behind them and move on. 6. Allow them to feel their feelings Children need to learn that all emotions change and that they all have value. Anger can lead to action, guilt is our cue to make amends, jealousy can motivate us to try harder, but if we don’t allow children to feel and express their feelings, they learn not to pay attention to the cues and do not learn how to manage big feelings. Emotions get pushed down rather than moved through, which is unhelpful in the long term. Suppressed anger often manifests as depression. Suppressed fear can become anxiety. When your child is experiencing strong emotion, they need to borrow your calm. Soothe them by establishing a connection with a hug or a sympathetic gesture then use your empathy skills to guess what they are feeling and give them the word to describe it. Clinical professor of psychiatry at the UCLA School of Medicine and executive director at the Mindsight Institute, Dr Daniel Siegel uses the term ‘name it to tame it.’ Once we have named a feeling once, we are much more able to handle it when it pops up again and so we build emotional intelligence. If you have found this article helpful you might like to join our Wellbeing Hub which gives you access to a vast library of research based, expert lead, blogs, Q&As, webinars and specialists, all designed to help you navigate your parenting journey. n

Mental toughness — can it be learnt? A personal perspective on developing the physical and mental resilience for high level endurance sport. By Simon Coles, Group Managing Director, Cavendish Education

y uncle was a cyclist. I was four years old, and the day had arrived. My uncle had decided that it was the day to remove the stabilisers from my bicycle. He had decided that it was the day that I too, would become a cyclist. Uncle Keith lined me up at one end of his quiet, leafy cul-de-sac and stood reassuringly behind me, holding me upright. “Just look ahead and pedal,” he instructed, so I gripped the handlebars, took a deep breath, focused my eyes to the distance and off I went. I pedalled and pedalled, faster and faster, too fast in fact. I vividly remember the feeling of my legs spinning out of control. With equal parts fear and delight I screamed “SLOW DOWN” to my uncle, who had been running behind me, steadying the bike. I heard a reply, far, far behind me in the distance, “Keep going — you are doing great”. He was not there. That was the day I became a cyclist. I crashed. There is a mantra in cycling that says, ‘It never gets easier, you just get faster’. Physical resilience is, of course, a crucial component and can be built over time by

training the body, gradually increasing the intensity of efforts and duration over time. High level cycling demands more than just physical strength and endurance, it requires a strong mental fortitude to push through extreme circumstances, pain, and exhaustion to simply keep going. The power of the mind In my experience, the ability to keep going in extreme circumstances is deeply rooted in mental toughness; this is the differentiating factor. But can mental toughness be learned in the same way? Is the ability to achieve at endurance cycling intrinsic within oneself, or can mental resilience be developed over time? Over the years that followed my first solo pedal, I can concur that ‘It’ doesn’t get any easier. I have embarked upon many cycling adventures, accumulating countless kilometres, ascending seemingly endless climbs across many countries and broken bones. Although perhaps I did not realise it at any given moment, over time, I was cultivating my mental toughness. My resilience had been honed through deliberate practise and conscious effort.

‘ High level cycling demands more than just physical strength and endurance, it requires a strong mental fortitude’ After a gruelling stage of the 2008 Tour de France, world-class German cyclist Jens Voigt was interviewed on Danish television after pushing passed all known limits. He was asked how do you do it, how do you keep going? He said “Sometimes you can hear your body saying — I can’t do it any more, your body revolts against you, you have the taste of blood in your mouth and your legs and lungs are burning and your body is screaming I can’t do it, pull over, NOW... and your mind goes, shut up body just keep going and do what I tell you. I just say — SHUT UP LEGS!” I often ask myself why we, as endurance cyclists, do it? It takes a certain mindset for sure, but how do you learn to keep going in extreme circumstances? 21

For me it was a time in the Swiss Alps. It was my first day of cycling outside the UK. It was the first day of a week-long, high-profile cycling event competing with numerous sporting heroes and celebrities alongside some very serious cyclists. The purpose was to raise money for a British charity that works with re-engaging disaffected children into learning and education through sport. We had just been through a terrifying safety briefing which implied imminent death as a very likely eventuality for most of the circumstances that might unfold during the week ahead. I was nervous. We had been grouped according to pace, slowest to fastest. I, ambitiously, had been placed in the second from fastest group. I felt like an imposter. This was big and self-doubt crept in. Had I trained sufficiently? Had I fuelled sufficiently? Were my bike skills good enough? Could I actually do this? Should I have opted for brown cycling shorts, just in case? Then the voice of my uncle came to me, “Just look ahead and pedal”. Groups were dispatched at 15-minute intervals, slowest first, fastest last. It was an agonising wait. Eventually, my group was off, I looked ahead, and pedalled.

The pace was comfortable; I was relieved. There were numerous category 1&2 Alpine climbs ahead and a long day in the saddle. It felt as if we were easing ourselves in sensibly, this was good. I felt good. Then, out of nowhere, the ‘fast group’ came whooshing past, like a silent train and disappeared up the road and out of sight. In an instant, I felt — well, less good. My ride group hit the lower slopes of the first Alpine climb; I knew this signalled the start of several mountains and several hours of steep climbing ahead. No other groups were in sight. I was full of nervous energy, and this must have been evident to our group ride captain, who encouraged me to ‘climb at my own pace’ and ‘regroup at the summit’. So once again, I looked ahead and pedalled. It was hard climbing, but I pushed on, passing the occasional rider, passing small splinter groups, passing England rugby player Austin Healey, passing Andrew Ridgeley from Wham! I was soon on my own again. My legs were burning. I told myself this was nothing, it’s going to get worse… but I’ll maintain this pace until the next milestone.

‘ I knew that dividing the climb into bitesized pieces kept me motivated and mentally resilient’

With exhaustion, the enormity of the task ahead can be overwhelming. Look ahead and pedal became just keep this pace to the next bend or focus on that tree in the distance and maintain the cadence and watts. I was splitting the magnitude of the climb into smaller manageable segments. I knew that dividing the climb into bite-sized pieces kept me motivated and mentally resilient. I had learnt not to view exhaustion as the limit, but an indicator of progress and just part of the journey. Fatigue is normal, I told myself, just push through it, its going to get much tougher than this, just pedal. My body was hurting but my mindset was resolute — the power of the mind. I approached a support vehicle near the summit of the first climb and as I passed, I asked how many teams there were ahead of me. “Ahead of you?”, the chap repeated quizzically. “There isn’t anyone ahead of you.” I had blocked out the pain. I was so mentally focused; I had overlooked the fact that I had overtaken every single rider on the event. I do not believe this was due to physical fitness alone. So, for me, mental toughness and resilience is the differentiating factor, and yes it can be learnt. Over the years of cycling that preceded this event, I had consciously and subconsciously developed and trained a mindset that viewed exhaustion as not being the limit. I had learnt to manage my mental fatigue by accepting the reality of ‘the now’ and adjusting to the next milestone accordingly. I understood that acknowledging the enormity of a task, breaking it down into smaller challenges and recognising each little victory kept me motivated and mentally resilient; a system that can be applied to many situations in life. I had set mental anchors and personal mantras that boosted confidence during challenging moments, and I had accepted that mental resilience requires a calm and focused mind. As I crested the summit, ‘tête de la course’, and settled into a beautiful descent, my thoughts turned once again to my uncle, Keith, who had sadly passed away a few weeks before. As the wind began to rush into my ears, I am sure I heard his distant voice, far behind me — “Keep going, you are doing great!” n 23

COLLEGES

Ages 14-19

Hampstead Fine Arts College Ages 13-18 North London

Listed as the top private coeducational Boarding School, and Top Independent Sixth Form College in the Education Advisers’ league tables.

Students are fortunate to be taught by many who, as well as being highly experienced educators, are often distinguished musicians, artists,

Topped the ‘The Sunday Telegraph’ and ‘The Times’ independent schools league tables more often than any other school in the UK. 100% of students achieve A*-B and 94% A*-A and win places at the most prestigious universities in the world.

Ages 15-18 Folkestone Located just a short walk from the British heritage coast, the average number of students in any class is eight; each A-level subject is allocated 30% more teaching time than most teaching methods inspired by Oxbridge colleges.

reputation for its ‘goldstandard’ A-level programme and the quality of its university pathways provision.

Rochester Independent College Ages 11-18 Rochester The college occupies a one-of-akind urban campus. Listed buildings are linked by awardwinning wildlife gardens. It is a place for individuals, a real alternative to traditional schools. Rochester’s Mathematics, Science, English Literature, and Film Studies teaching have all won awards from ‘The Good Schools Guide’. St Andrew’s College Ages 15-18 Cambridge

sizes and dedicated teachers in a family-like atmosphere with a broad range of courses. It also foundation courses.

Strength from adversity As education professionals, we can be at the forefront of guiding our children’s reactions and responses to demanding experiences with positive action so they can face adversity with confidence and determination. By Lucy Lees, Head of Pastoral and Pupil Welfare, Prospect House School

F ‘

acing challenges’ and ‘bouncing back’ are phrases that appear frequently in definitions of resilience, but a concept that resonates with me is ‘patterns of positive adaptations during or following significant adversity or risk’. ‘Positive adaptations’ when facing challenges are essential for children and adolescents. Our levels of resilience are based upon a range of factors, from cortisol levels in the brain, to cultural expectations, to personality traits, all the way to the attachment we had with our key caregivers during our upbringing. There is a different part of the brain that seeks safety to one that seeks out risk and new experiences, and, depending on the factors mentioned above, children and adolescents will be more inclined to stay in the safe and known or to 27

explore challenges and tackle the unknown. Importantly, all of these contributors are dependent on an individual’s connection to others in terms of relationships and systems, which is good news as it means that external sources can mould a person’s resilience. When children are struggling and in need of help or guidance, it can be tempting to jump in and ‘save’ them from the problem, providing a quick solution for us and the discomforted child. However, we must help children develop their desire to invest in new experiences and face challenges. This article will explore various ways to foster and encourage resilience in schools and how to find a balance between comfort and challenge in that process. Creating a safe environment Consistency and predictability can help provide a safe, nurturing environment which we can support with routines and stability in schools so that children have a level of certainty as to what to expect. Right from birth, a sense of attunement from our caregivers and being held in mind make us feel understood, giving us a feeling of safety and security so we can learn to manage our emotions5. This continues to be just as important throughout childhood and adolescence. By giving children some sense of control, we can also reduce levels of anxiety, as they know they have some influence and autonomy over their choices and outcomes. We can provide opportunities for choice in all sorts of ways in school, such as which strategies to use when problem-solving, who they work with when tackling a challenge, the tools they use to create a piece of work in art, a topic they want to research in history or geography, etc. When we can respond to children in a consistent, attuned way, giving them a voice and agency over their decisions, we create space for risk-taking. Finding strengths Public Health England found in a 2014 study that children who have an area they feel confidence and success in show higher levels of resilience. It is our job to nurture our children’s strengths and find their passions, which increases the likelihood of them facing 28

‘ By giving children some sense of control, we can also reduce levels of anxiety, as they know they have some influence and autonomy over their choices and outcomes’

‘ It is our job to nurture our children’s strengths and find their passions, which increases the likelihood of them facing those areas they find more challenging’

those areas they find more challenging. A child who feels they have few strengths is unlikely to have the confidence to overcome adversity. At the beginning of the year, the children in our school write down what they believe are some of their personal and academic strengths to highlight their successes. They then write down something they would like to improve during the year, the obstacles they might face, and how they might overcome them. This exercise, reflected on throughout the year, allows the children to celebrate their successes, thus building their confidence, whilst reflecting on the idea that they can manage those challenges by contemplating how they might achieve their goals in manageable steps. Acknowledging strengths helps children’s resilience when things do not go as planned. Furthermore, it gives them the confidence to overcome challenges when they arise. Overcoming small obstacles are essential building blocks for dealing with more significant challenges later in life. 29

Introducing small levels of stress A child’s development needs to face a certain degree of stress, and there is evidence to show that those children that have had to deal with some conflict or challenges in early life such as moving house or starting a new school, build more resilience. Children’s awareness of these types of challenges and reflections on their strengths in overcoming them can help to nurture confidence and resilience. In school, we can provide these challenges by allowing the children to face new experiences and tackle risks in a supportive and safe way. Activities centred around problem-solving skills are crucial to building resilience in many ways. It allows children to articulate and regulate the emotions of frustration, disappointment and even some fear of failure, but also experience the thrill of the excitement and feeling of success from conquering a challenge they could not solve immediately. It also provides opportunities where they can then be given autonomy in how they choose to work things out, how they might work with others, and so we should not rush in to ‘rescue’ them with an answer but be there to support them when they need it. Labelling emotions Good emotional health is tolerating positive and negative experiences and regulating emotions in both. We must teach children how to process those negative emotions, not to avoid them. This can be done with conversations about dealing with disappointment and acknowledging how we can learn from these experiences. PSHCE lessons, assemblies, ‘worry boxes’ giving children the opportunity to talk to adults, and a whole school ethos on talking about emotions can assist here. Those children that can find positives in experiences, even those that are challenging, show more resilience later in life as they develop hope from the knowledge of the growth that setbacks can bring, which they can remember in their subsequent experience of adversity. 30

Final thoughts ‘Standing shoulder to shoulder with children’ is a phrase I heard from addiction, parenting and relationships expert Mandy Saligari at the Dukes Education ‘Leading with Heart’ staff conference in January, and it is a sentiment that perfectly summarises my feelings on fostering resilience. To help children to help themselves, we must give them the tools and confidence to manage tricky situations and the experience of facing challenges in a safe, secure environment where they have some control and agency. We need not ‘save’ children but supportively let them face experiences and help them articulate and regulate both their positive and negative emotions so that they face future challenges with optimism and confidence. n 31

Some questions for you: Are some people more resilient than others and if so, why? Is resilience a dynamic process rather than a fixed trait? Why do some people never fully recover from setbacks, whereas others seem to ‘bounce back’ quite quickly? Do we have a fixed amount of resilience that can be eroded over time? To what extent does a child’s background and home life link to their level of resilience? Consider… Is it possible to teach resilience to children? If so, what does that look like in an already busy curriculum? 32

Building resilience In preparation for this article, I spent some time thinking about these questions and researching the thoughts of experts on the subject and I can tell you that opinions differ; significantly so in some cases. Whilst there is a consensus around the belief that resilience is a crucial life skill that every child should develop, opinion is divided as to how exactly teachers should do it and if it is fair to even expect them to do so. Richard Settle, Principal, Sancton Wood School

iven that most of us have had to cope with bad news and difficult times of some sort, preparing children for such an event seems entirely sensible as these stresses and setbacks will impact their wellbeing and future success. By learning how to cope with a setback, children are better set-up for what is to come and I would say that preparing children for life is certainly the role of a teacher. Therefore, the broader question becomes 33

how we can do this in a school setting? I believe that it is fundamental to a school’s ethos, woven into the dayto-day working of the school and something that has a clear commitment from all — pupils, staff and parents. At Sancton Wood we have the core value of the ‘Broad and Deep Worth of Each Individual Child’ and this is something that is very closely linked to resilience. Thinking back to the dark days of the pandemic, most schools employed a somewhat different approach to pupils’ wellbeing, particularly in the immediate aftermath and the children’s return to school. We were not quite sure how adversely affected our children had been by the absence of ‘real’ face-to-face learning. Whilst we did a great job of replicating the daily routine at home, we acknowledged it was not quite the same and that students might experience some issues when they returned. We were rightly wary about wellbeing and how this had been impacted by such a strange time, building them back up was a delicate matter as the students had a varied amount of need. Thus, for a while, individual emotional needs were more important than academic development. I would argue that this was no bad thing and something that should not be entirely lost as the pandemic recedes into history. This period really tested students, and their resilience during this time will be a skill developed that they can take into their future endeavours. 34

‘ By learning how to cope with a setback, children are better set up for what is to come and I would say that preparing children for life is certainly the role of a teacher’

‘ We are educating children who are part of the 100-year life generation, they will live longer than previous generations and will, most likely, have multiple careers’

On that, another Sancton Wood core value, ‘Intellectual Curiosity’, is also hugely relevant here. We are educating children who are part of the 100-year life generation, they will live longer than previous generations and will, most likely, have multiple careers; the ability to pivot from one to another will take good judgment, bravery and be borne out of resilience. A love of learning and a passion for multiple interests will help with that so it is certainly worth reviewing provisions to ensure a decent enriched and exciting curriculum is in place as this will play a key part in shaping the children’s future. By exposing our students to a wide variety of opportunities, we give them space to try activities outside of their comfort zone, we help broaden and strengthen their character and are surely, therefore, building resilience. One other area Sancton Wood seeks to work with children to build resilience comes through our use of Emotional Learning Support Assistants (ELSAs). These staff are employed to

support children who find themselves at rock bottom, whose resilience has been worn away by any number of factors. We find that an entirely flexible and kind approach is best here, tailored to the individual child so that they can be slowly and surely re-integrated into school life; our ELSAs have the time and expertise to spend with the children and we find that they regain confidence and ultimately resilience. Often this is a long journey and we may only play a small part in that, but it really is hugely rewarding to see their personal growth over time. It is important to create an environment that encourages students to take risks, a school that is a safe space for them to try new things and not be afraid to get things wrong. I am always keen to stress to pupils (and staff) that it is OK to make a mistake. Teenagers, particularly, make mistakes all the time. The main thing is not to make the same mistake more than once. I’m also keen to tell them that it is OK to get things wrong, ‘to fail’. It is crucial that our pupils build up resilience 35

whilst they are in the safe environment of school. Sometimes this will mean the disappointment of failure or other times lessons learnt from an error of judgement. It might sound strange, but we should make ‘getting things wrong’ an acceptable part of a daily routine. Each time this happens, particularly with a lapse or an error of judgement, we must be there for them. We must also recognise that we involve parents and families in resiliencebuilding efforts by sharing strategies and resources they can use at home. This year we have offered our parents a programme of talks linked to resilience building given 36

by family therapists, child psychotherapists and other wellbeing experts. Aiming to help them understand the importance of resilience and how they can support their children’s development in this area. Collaboration between school and home reinforces consistent messaging and support for students, allowing them to understand that resilience is something to be worked on and that parents have a key role in encouraging and supporting with this. Resilience can also be built into school life in lessons through: Growth mindset We should teach students about the concept of a growth

mindset, emphasising that abilities and intelligence can be developed through effort, perseverance, and learning from mistakes. We should encourage students to embrace challenges, view failures as learning opportunities, and celebrate their progress. This mindset fosters resilience by promoting a belief in one’s ability to overcome obstacles and improve through effort over time. Problem-solving and decision-making Excellent lessons should include opportunities for students to engage in problem-solving activities that require critical thinking,

decision-making, and creativity. Encourage students to analyse problems, consider multiple perspectives, and develop effective solutions. By practising problem-solving skills, students learn to adapt, think flexibly, and approach challenges with resilience. Resilience programmes Integrate programmes into the curriculum to teach students important skills such as self-awareness, selfregulation, empathy, and relationship-building. These programmes need not be a permanent fixture in the curriculum but short blocks of work. Resilience Days and the like will all help students develop emotional intelligence, understand their own emotions and those of others, and build positive relationships, all of which contribute to resilience. The benefits of building resilience 1. Emotional wellbeing Resilience empowers children to manage their emotions effectively, promoting positive mental health and wellbeing. Teaching children to build resilience helps them understand and regulate their emotions, enabling them to handle stress, disappointment, and failure constructively. Resilient children are less likely to experience long-term emotional difficulties such as anxiety and depression, as they possess the tools to cope with and recover from setbacks. Moreover, they develop a positive outlook and self-confidence, fostering a sense of optimism and hope. 37

2. Adaptability and problem-solving skills Resilient children are better prepared to face and embrace change, whether it be moving to a new school, adjusting to a new environment, or facing unexpected challenges. They are more likely to view setbacks as learning opportunities, adapt their strategies, and develop creative solutions to overcome obstacles. 3. Building healthy relationships Resilience plays a vital role in developing healthy relationships. Children who possess resilience are more equipped to handle conflicts, manage stress within relationships, and communicate effectively. Resilient children are better able to empathise with others, understand different perspectives, and build positive connections. By teaching children to build resilience, we promote social and emotional intelligence, fostering empathy, compassion, and tolerance towards others. These qualities not only contribute to their own wellbeing but also enable them to form and maintain healthy relationships, leading to greater success and satisfaction in personal and professional endeavours.

Teach them to be self-aware and empathetic Build a child’s confidence after a set-back Provide problem solving activities that require critical thinking Teach children that effort and perseverance is key to success Let children know that it is OK to make a mistake, get something wrong or make an error of judgement Allow them to experience failure or disappointment Allow them to take risks inside the safe environment of the school Show them how to adapt and be flexible Broaden and strengthen their character Expose children to challenges and activities outside their comfort zone

How do we build resilience in children?

You are more likely to have positive mental health and wellbeing

4. Academic achievement Resilience positively impacts academic achievement. When faced with academic challenges, resilient children are more likely to persevere, maintain motivation, and seek assistance when needed. They possess a growth mindset, understanding that effort and persistence lead to progress and success. Resilient children exhibit greater self-discipline, time management skills, and the ability to set realistic goals. These attributes enhance their ability to focus, concentrate, and engage in effective study strategies. As a result, they are better positioned to overcome academic setbacks, perform well under pressure, and achieve their educational goals. n

You are able to handle stress, failure and disappointment constructively You possess the tools to recover from set-backs You are more likely to have a positive outlook and be self confident You will have empathy and compassion for others You are able to manage emotions effectively You possess the ability to embrace change You are more likely to perform well under pressure You are able to overcome obstacles with motivation and perseverance

What does being resilient mean? 39

Nursery & Forest School AGES 0-8

See next spread for all

of our London based schools

Meet the family

Nursery School

United Kingdom

Preparatory School

Founded in 2015, Dukes brings together a carefully

Senior School

curated group of schools that represent excellence in British education.

Sixth Form College

Our central team is based near Piccadilly. From here, we serve our schools, providing administrative support

MANCHESTER

Ultimate Activity Camps

Summer Boarding Camps

InvestIN Education

and training, whilst promoting high performance, leadership, and well-being.

WOLVERHAMPTON

Sancton Wood School, Cambridge • AGES 1-16

MILTON KEYNES

St. Andrew’s College, Cambridge • AGES 15-18

BIRMINGHAM CAMBRIDGE We are proud of our ever-growing community

OXFORD

of nurseries, schools, colleges, summer schools and educational consultancy services.

Cardiff Sixth Form College, Cambridge Campus • AGES 16-18

Nursery School

Meet the family

London

Preparatory School Senior School Sixth Form College Heathside School Hampstead

Ultimate Activity Camps

AGES 2-13

Devonshire House School

Summer Boarding Camps

InvestIN Education

AGES 2-13

Hampstead Fine Arts College

Hopes and Dreams Montessori Nursery School

AGES 13-18

OLD STREET • AGES 0-5

Hopes and Dreams Montessori Nursery School CITY ROAD • AGES 0-5

Cardiff Sixth Form College • AGES 14-18

CHELTENHAM

The Lyceum School Bassett House School

International

AGES 3-11

AGES 2-11

Miss Daisy’s Nursery

Eaton Square Senior School, Mayfair*

HYDE PARK • AGES 2-5

AGES 11-18

United Kingdom

Orchard House School

AGES 3-11

Portugal

Chiswick & Bedford Park Preparatory School

Eaton House Belgravia School • AGES 3-11 Eaton Square Preparatory School • AGES 2-11

BROOK GREEN • AGES 2-5

Miss Daisy’s Nursery

CHELSEA • AGES 2-5

BELGRAVIA • AGES 2-5

London Park School, Belgravia* • AGES 15-18

Miss Daisy’s Nursery KNIGHTSBRIDGE • AGES 2-5

Kindergartens

MOUSE HOUSE • AGES 2-5

KEW MONTESSORI • AGES 0-5

Kindergartens

THE PARK • AGES 2-5

BUMBLE BEE • AGES 2-5

Riverside Nursery Schools

AGES 3-11

TWICKENHAM GROSVENOR

AGES 0-5

Northcote Lodge School • AGES 8-13

AGES 3-11

Broomwood Hall Upper School • AGES 8-13

PARK • AGES 0-5

Kindergartens

Radnor House School • AGES 9 - 18

The Pointer School

London Park School, Clapham* • AGES 11-18

Prospect House School

AGES 11-18

Eaton House

Broomwood Hall Lower School • AGES 8-13

Kindergartens MOUSE HOUSE • AGES 2-5

Kneller Hall School*

Riverside Nursery Schools TWICKENHAM GREEN MONTESSORI

St. Andrew’s College, Cambridge • AGES 15-18

CAMBRIDGE

THE MANOR BOYS SCHOOL • AGES 4-13

MOUSE HOLE • AGES 2-5

TWICKENHAM PARK • AGES 0-5

MILTON KEYNES

THE MANOR GIRLS SCHOOL • AGES 4-11

Kindergartens

Riverside Nursery Schools

Riverside Nursery Schools ST MARGARETS MONTESSORI • AGES 0-5

Sancton Wood School, Cambridge • AGES 1-16

WOLVERHAMPTON

BIRMINGHAM

Kindergartens THE PARK • AGES 2-5

CRESCENT II • AGES 2-5

Northwood Senior School • AGES 11-16

Cardiff Sixth Form College, Cambridge Campus • AGES 16-18

OXFORD Cardiff Sixth Form College • AGES 15-18

Dukes Education WATERLOO PLACE OFFICE

AGES 3-16

POOH CORNER • AGES 2-5

Miss Daisy’s Nursery

AGES 3-11

Riverside Nursery Schools

United Lisbon International School

Knightsbridge School

Kindergartens

AGES 3-11

Broomfield House School

CHELTENHAM

COLCHESTER Hampton Court House School AGES 2-18

LONDON CARDIFF

BRISTOL

*From Sept 2023

Rochester Independent College • AGES 11-18

BATH NEWBURY TAUNTON

FOLKESTONE

SOUTHAMPTON

BRIGHTON BOURNEMOUTH

BRISTOL

CARDIFF

Reflections Day Nursery & Forest School AGES 0-8

Earlscliffe AGES 15-18

Hove Village Nurseries AGES 0-5

Dukes Education

Dukes Plus

Founded 2015, Dukes brings SummerinSchools & Day Camps

Summer Schools &

University Application

Day Camps Expertise together a carefully curated group Dukes brings together the UK’s leading providers of day camps and residential summer courses. Dukes brings together the Our collection of university of schools that represent excellence University Application Expertise UK’s leading providers of application consultancies in British education. Our central Our collection of university application consultancies represent the best worldwide. day camps and residential represent the best team is based near Piccadilly. From summer courses. worldwide. Career Preparation here, we serve our schools, providing Offering internships, personalised career guidance and 1:1 networking opportunities from administrative support and training, industry-leading professionals whilst promoting high performance,

United Kingdom

Tutoring &and Exam Preparation leadership, well-being.

Career Preparation Offering internships, personalised career

Tutoring & Exam Preparation Offering high quality,

guidance and 1:1

bespoke support for

networking opportunities

children aged 7 - 18.

from industry-leading professionals.

LONDON*

Offering high quality, bespoke support for children aged 7 - 18

Rochester Independent College • AGES 11-18

BATH NEWBURY

TAUNTON

FOLKESTONE

SOUTHAMPTON

BRIGHTON Earlscliffe

BOURNEMOUTH

AGES 15-18

Hove Village Nurseries Reflections Day Nursery & Forest School

AGES 0-5

AGES 0-8

* See next spread for all of our London based schools

MEET THE UK FAMILY Meet the family

Nursery School Preparatory School

Founded in 2015, Dukes brings together a carefully

Senior School

curated group of schools that represent excellence in British education.

Sixth Form College

Our central team is based near Piccadilly. From here, we serve our schools, providing administrative support

Ultimate Activity Camps

Summer Boarding Camps

InvestIN Education

and training, whilst promoting high performance, leadership, and well-being.

Dukes Plus is a family of specialised consultancy services and educational experience providers. We support students beyond the school classroom, with exceptional and impactful programmes and learning tools.

Summer Schools and Day Camps

University Application Expertise

Dukes brings together the UK’s leading

Our collection of university

providers of day camps and residential

application consultancies represent

summer courses.

the best worldwide.

Career Preparation

Tutoring and Exam Preparation

Offering internships, personalised

Offering high quality, bespoke

careers guidance and networking

support for children aged 7-18.

opportunities from industry-leading professionals.

Building a resilient business Resilience is the process of handling the different types of stress, challenges, failure, adversity or even trauma that life brings and the ability to bounce back from it. When children are resilient, they are more confident, curious and adaptable to the world around them. It is not something that children either have or do not have; rather a skill that they develop as they grow. Resilient children are more likely to take healthy risks because they do not fear falling short of expectations. They are curious, brave, and trusting of their instincts. They know their limits and they push themselves to step outside of their comfort zones. This helps them reach for their long-term goals and it helps them solve problems independently. But how does this apply to business? asks Catherine Robertson, Finance Director, Inner London and Cambridge Schools

usiness resilience is the capability to withstand the shock of an unexpected disruption and rebound to an acceptable state of ongoing operation. It is often considered along with business continuity, which provides a set of procedures that allow an organisation to continue operating during a crisis and is an ongoing strategic commitment to risk assessment and risk management. On the other hand, business resilience requires companies to monitor potential challenges as part of their daily processes. It also means understanding the criticality of a business process, the capability of the underlying technology, the business impact if the technology fails, and the organisation’s risk tolerance. We have, in the last few years, experienced more change and uncertainty in a short time than most of us could have imagined. The hypothetical question, ‘what would you do if there were a pandemic’ suddenly became a reality, and one which followed the uncertainty for the economy after Brexit, along with the effects of climate change, an ever growing threat from cybercriminals, the impact of the Ukraine war, and for the independent education sector, the potential issue of VAT being charged on school fees. With these events etched into our memories, we know all too well the importance of being prepared for anything. Businesses are no different. In today’s climate, adapting to change might just be the most important component of surviving and thriving. In times of volatility, the most successful leaders adapt well to change, turning uncertainty into opportunity, activating a business resilience strategy that is forwardlooking, makes the most of any change and keeps moving ahead, without being paralysed by fear, or becoming lost sorting through the many possibilities for action, all the while remaining competitive. If organisations are to be truly resilient, this requires paradoxical thinking and senior leaders must manage the tensions between control, action, performance and innovation. Entrepreneurs know that developing a successful business is an exercise in flexibility and failure. It is not about being brilliant;

‘ We have, in the last few years, experienced more change and uncertainty in a short time than most of us could have imagined’

‘ In times of volatility, the most successful leaders adapt well to change, turning uncertainty into opportunity, activating a business resilience strategy that is forward-looking’

it is about being adaptive and resilient. The combination of the right emotions and the right mindset is key to being resilient. Resilient organisations do not merely survive over the long term, they flourish. They do not just bounce back from misfortune or change; they move forward. They absorb the shocks and turn them into opportunities to capture sustainable, inclusive growth. When challenges emerge, leaders quickly assess the situation, reorientate themselves, double down on what is working, and walk away from what is not. What makes a resilient business Businesses fail because of the lack of planning. This could be down to a natural disaster for which no contingency plan was in place, or an evolving market where the business fails to adapt. The lack of planning can extend across areas of the business to include lack of cash control and forecasting which may, despite strong sales, lead to a business folding as it has no working capital with which to operate; put simply, the bills, 45

payroll and funding costs need to be paid before the revenue is received from customers. Finding and retaining the right staff is essential to the success of any business and in a changing environment different skills and experience may be necessary and require a change in recruitment strategy to become more proactive and bring in new talents. Successful businesses monitor data through the use of Key Performance Indicators (KPIs) and a failure to track these, particularly in a changing economic environment, can be fatal for a business that may not detect a drop in advance sales or market share in time to recover by varying its product offering or adapting its marketing strategy to meet the expectations of its audience. By not keeping abreast of customer needs and competition, a company will lose market share in a changing environment. If consumer demands are better served by alternative suppliers, then customer loyalty will be short lived. Listening to customers and adapting the goods or services to meet their requirements, is a strength of a resilient business. At best, a business which does not plan, adapt, monitor and evaluate its performance will survive but will not thrive and grow. So, the difference between a successful business and one that fails means having the ability to quickly adapt and capitalise on opportunities that might arise as a result of a disruption. Take Amazon as an example: while other businesses were struggling to keep up with the demand for online shopping during the pandemic, Amazon was able to quickly adapt their operations. They hired additional staff, increased their stock levels, and even introduced new features such as contactless delivery. As a result, they saw a surge in business. The UK has had many recent reminders of business failure, with a plethora of iconic businesses collapsing due to a lack of innovation, from Blockbuster and Woolworths to BHS and Debenhams. Each of these organisations lacked differentiation in the market and failed to account for the switch to online shopping. By relying on outdated business models and failing to use data to contextualise how shopping habits had 46

‘ Listening to customers and adapting the goods or services to meet their requirements, is a strength of a resilient business’

changed, these companies failed to innovate sufficiently. Compare this with the fortunes of John Lewis, who has embraced data heavily, with bricks-and-mortar stores complementing its online offering. Pre-pandemic, the retailer moved into the ‘build-to-rent’ property market, leveraging soaring private rental demand in key UK cities to provide a new stream of income. Similarly, some gyms responded to the pandemic by offering online classes when their facilities were closed and restaurants such as Rick Stein, Gaucho, Coya, and Hawksmoor, who offered ‘restaurant meal kits’ delivered to your door, survived, as did many of the high end restaurants who jumped onto the home delivery trend. Deliveroo is expanding its services, making use of its network of drivers to include supermarket 47

shopping deliveries. The car manufacturers who recognised a need to diversify into electric and hybrid vehicles early, now have larger market share. The pandemic brought profound changes to the education sector with an almost overnight move to online learning, something which would normally have taken years to implement. It was undoubtedly the independent sector who led the way with the ability to react quickly to the changing situation. The consultancy firm Cairneagle recently presented to the Independent Schools’ Bursars Association (IBSA) and cited Dukes Education as an example of a resilient forward-thinking business who had diversified; starting with summer schools and a consultancy business, adding colleges, schools, standalone nurseries, online teaching and most recently international expansion. This should come as no surprise; we only need to reflect on the characteristics of the resilient business to see how many of these are reflected in the components of the Dukes ‘flywheel’. An organisation that does not adapt to change and does not have plans in place to cope with disruption will struggle to flourish. Not only is a resilient company more likely to survive, but it will also emerge stronger, using the opportunity to grow and improve. Just as we encourage the children in our care to build and develop skills to make them resilient and able to cope with an everchanging environment to survive unplanned change, these same attributes are required in business. n

‘ The pandemic brought profound changes to the education sector with an almost overnight move to online learning, something which would normally have taken years to implement’

Dukes strategic priorities Combining academic excellence with best in class operational know-how to drive sustainable growth

1. Operational resilience Ensuring we have the

5. Acting as a responsible organisation

right structures, resources and settings to succeed

How we re-invest into our educational settings, the Dukes Foundation and sustainability initiatives

2. World-class admissions

Dukes Flywheel

Providing exceptional customer services

4. Quality of product

3. Having the best staff

Making our teaching and

Caring, supporting and

learning experience for our

rewarding our most

pupils extraordinary

important asset

A parent’s perspective Each revolution tends to pivot too far in the other direction. ‘Seen but not heard’ children and the ‘stiff upper lip’ of old, though clearly facile over-simplifications of previous generations, evolve through more liberal times to a position in which the voice of the child is not only listened to, but seen as of equal value to the village elder. Age-acquired wisdom is no longer respected like the rings in a tree trunk. By Henry Keighley-Elstub, Head, Devonshire House Preparatory School

n similar form, whilst we still all acknowledge the value of soldiering on, ‘a trouble shared is a trouble halved’ has greater potency now. This creates some message confusion for schools with its pupils. Where does resilience sit alongside emotional openness and self-reflection? When does self-reflection become self-absorption and even narcissism? When is ‘keep b**gering on’ (Churchill) a denial of an internal conflict which needs resolving by talking the problem through? As parents, we are hard-wired to want to save our children from the slightest setback or sadness, whether it be from them falling out with friends or not being selected for sports teams. We need to cure the conflict within them, as though the struggle itself

was not a natural human condition. In fact, encountering these uncomfortable obstacles is the very essence of individual personal growth. Children learning to resolve friendship disagreements and making the link between team selection and both effort and performance are rehearsals for life after school. It is incumbent, of course, on our schools to identify where friendship clashes become something more serious, requiring adult intervention. Equally, a prep school has to do all it can to maximise match opportunities for its children, so that all pupils’ sporting aspirations are taken seriously. There is a paradox for both schools and parents alike to address: each child must feel special, yet not special at all in relation to wider society. In other words, we must cherish the individual needs of the pupils in our prep schools yet ensure that they grow up in the realisation that the world does not owe them anything. They will have to compete for university places, for jobs and much else besides. Often, their rivals will not have had access to the privileged education they have experienced. Resilience for their competitors may come more naturally as a direct result of their greater struggles, for example from larger class sizes and less focus on each pupil specifically. As a father, I can reflect on two key phases of my ten-year-old daughter’s journey of personal growth in the last year. The first

‘ Encountering uncomfortable obstacles is the very essence of individual personal growth’

‘ Resilience is a life-defining quality which we all recognise and the school environment plays a vital part in imbuing children with this quality’ was a long period during Year 4 in which she struggled with the evolving dynamics of friend groups. There were no serious incidences, just a picture of competitive interchanges with classmates, each jostling for position around the Queen Bee, the most popular girl in the class. I tried not to ‘save’ my daughter and rarely communicated with her class teacher on the matter, instead just talking through the challenges with her. Sophie grew up — they all grew up — and in Year 5 the class is a very happy unit free, for the most part, of such rivalries. Sophie, surely, gained emotional resilience from this period and as her father, I had to accept that this was not something I could save her from. The second phase took place late last year. Sophie was despondent at not making the ‘A’ team for netball. I encouraged her to focus on loving being in the ‘B’ team instead, but at the same time, to realise that perhaps maximum effort and improved performance would give her a shot in the ‘A’ team at some point. In any case, it wasn’t for me to petition the Head of P.E. to offer my daughter a place in the top team. It had to be earned through meritocratic means, As it happens, a few months later, Sophie was promoted to the ‘A’ team (for one match, at least and probably due to injury of an ‘A’ team player!). Again, this whole episode gave Sophie a great lesson in linking effort, patience and resilience to outcome. Resilience is a life-defining quality which we all recognise and the school environment plays a vital part in imbuing children with this quality. However, building resilience in children requires parents and teachers to identify the difference between occasions when children need to process their own disappointments to find meaningful ways forward and times when children really do need direct adult intervention. Rather than failures, we encounter setbacks, the latter with connotations of a positive path forward. n 53

Learning through life Certain terms in education are deployed in such a way as to suppose there is a shared understanding or a stable definition which there is no need to question. One such concept is ‘resilience’ — something all schools aim to foster in young people. Yet how often do we stop to explore precisely what this means or what it is we are trying to achieve? By Tom Arrand, Head, Cardiff Sixth Form College

‘ Adolescents will experience hardships and stresses from which they will need to recover positively’

f we start with a standard definition, we begin to see the problem. Resilience can be defined as follows: ȅ The power or ability of a substance to return to its original form or position after being bent, compressed or stretched; ȅ The ability of a person to adjust to or recover from illness, adversity or major life changes; ȅ The ability of a system or organisation to respond to or recover from a crisis or disruptive process.

simply mean having systems, policies and practices that are robust and compliant. It means being a psychologically safe environment; one where leadership is exemplary and toxicity is scarce. An environment that plans for the worst and celebrates the best. One that does not shy away from hardship or challenge and sets an example for others to follow. In short, it is very hard for any school to seek to develop resilience in its students if it is not, as an organisation, a resilient entity. The source of such resilience is leadership We are no doubt automatically and that leadership must be drawn towards the second embodied by all adults within definition, when applying the organisation, creating the this term to education; safe environment in which adolescents, in the most young people can thrive. complex and formative period Within that environment, of their lives, will experience we can help young people to hardships and stresses from develop their own sense of which they will need to resilience. And here we come recover positively and through to our second definition — the which they will need to ability to adjust or recover navigate, with inner strength. from adversity. No one So far, so not straightforward. disagrees with the purpose or Pause, however, and sentiment surrounding such consider the other meanings. an educational ambition. The Organisational resilience, question, however, is how our third meaning, is on earth is this achieved and surely equally crucial when what does it look like? considering how to nurture Some things in education resilience in others. Intuitively, are relatively straightforward we can see that someone despite their complexity. The who is from a stable home mission of a subject specialist where complicated matters is to impart the knowledge are shared and discussed, and understanding of an and where support for academic syllabus into the learning and development is deep understanding of the paramount, is more likely to student whilst generating be able to cope with adversity. the skills and competencies So it is with schools. Any required to demonstrate such school that seeks to nurture knowledge and understanding resilience in others must be when assessed. The complex a resilient organisation in skills required to do so its own right. This does not (‘teaching’) are an artform 56

‘ Any school that seeks to nurture resilience in others must be a resilient organisation in its own right’

‘ Resilience is multi-layered and complex. It depends as much on the experiences of the individual and the environment in which those experiences occurred, in order to be understood, on an individual level’

which cannot be downplayed; understanding the learning needs of the individual and remedying them through a variety of strategies is what an expert teacher can do that no computer algorithm has yet mastered. Some things in education are, by contrast, unimaginably complex despite their seeming relatively straightforward. Developing resilience is one such thing. We deceive ourselves into thinking that resilience is a place or a point of understanding where we can use the same methods as outlined in the above paragraph to get to. It is not and we cannot. Resilience is multi-layered and complex. It depends as much on the experiences of the individual and the environment in which those experiences occurred, in order to be understood, on an individual level. Those who suffered adversity in childhood and were supported in responding positively may be at an objective advantage when it comes to coping with adversity later in life but that does not mean we would wish adversity upon anyone. Such unimaginably complex educational missions require a different approach. Lessons in resilience are likely to be as silly as they sound. Learning resilience is not like learning to tell the time or solve an equation. It is learning from life. And so developing resilience, from within a resilient organisation, is about everything that you do. Rules, clear and robust, fair 57

and equitable, provide the safe boundaries within which young people can flourish. We must not be afraid to have them, to use them and to defend them. Nor should we be so foolish as to not change them when required. Children can develop resilience within a safe, resilient and secure environment and that is what good schools can offer. Allied to these rules should be standards. Expectations that we share and that we expect of ourselves and others. Living values, if you please, not artistic slogans or concepts but actual things that we actually do and expect to see. Cardiff Sixth Form College brings these together under the concept of ‘Studentship’ — the academic and personal standards all students strive to demonstrate and on which they are graded as well as in their academic work. Through these standards and within this culture we can extend ourselves, push our boundaries, experience failure and success and, in so doing, develop resilience. Our sporting activities, artistic endeavours and academic progress all become a proxy for the hardships of life with its multi-layered peaks and troughs. Young people can prepare for the emotional complexity of living away from home when boarding, within an environment where the rules, standards and activities offer the perfect setting for resilience to grow. In addition to this, we need to develop an understanding, on an intellectual level, of what resilience is and what 58

‘ We need to develop an understanding on an intellectual level of what resilience is and what it looks like’

it looks like; introducing students through the educational process, the challenges that they will encounter and how to navigate their way through. This is where meaningful Personal, Social and Health Education (PSHE) plays its part and where pastoral care comes into its own. This must never be an add-on and must always be at the heart of the school’s educational mission and purpose. Teaching students that their progress and ability to flourish is predicated upon positive wellbeing is all the more impactful when you are teaching them how much of that they can actually control. Diet, sleep, hydration and exercise are four pillars of positive wellbeing which a school that takes developing the whole person seriously, will be teaching. And so to the first definition of resilience, above, which has thus far been ignored. Although this definition appears to relate to physical substances and their elasticity, we should see it in relation to our intellectual selves. The ability to process and manage shock without being permanently altered. On discovering that all his worldly possessions had been lost in a shipwreck, the

Stoic philosopher Zeno reflected, ‘fortune commands me to be a less encumbered philosopher’. That level of calm, long-term and (quite literally) stoical response is what we need to develop without our students’ intellectual selves. We will all suffer the slings and arrow of outrageous fortune but what will be, will be. Zeno, Shakespeare and Doris Day, all in one paragraph. The resources we can draw upon in our quest for intellectual resilience are limitless. To summarise, developing resilience must be central to any school’s educational mission and schools must not approach it as they do curriculum content. Instead, they must demonstrate it through their own organisational resilience and leadership, and create an environment through its rules, standards and activities where resilience can be developed through experience and also allow time through PSHE, boarding and pastoral support, for students to develop their own intellectual understanding and response. Developing resilience through education is about developing the whole person; multilayered and complex, yes, but achievable when core to your entire mission. n

Movement as medicine In our fast-paced world brimming with challenges, cultivating robust mental health and resilience has become a vital skill. The good news is that a powerful tool for achieving this lies right at our fingertips — physical activity, explains Dr Ricardo Tavares, Director of Dukes Plus

eyond the physical benefits of improved strength, flexibility and fitness, engaging in regular exercise holds the key to fortifying our minds and building resilience in the face of life’s trials. Understanding the connection between physical activity and mental wellbeing is unlocking a world of self-care.

Mind-body connection The intricate link between the mind and body is a coordination of biochemical reactions, neural connections, and psychological responses. Scientific research has long established the undeniable influence of exercise on mental health. When we engage in physical activity, our bodies release endorphins, commonly known as ‘feelgood’ hormones. These endorphins act as natural stress-relievers, combating 60

anxiety and depression by inducing a sense of euphoria and relaxation. Moreover, exercise stimulates the production of neurotransmitters like serotonin and dopamine, which play pivotal roles in regulating mood and emotion. A brisk jog, a dance class, or a yoga session can trigger a cascade of chemical reactions that leave us feeling happier, calmer, and more resilient. This interplay between the mind and body lays the foundation for nurturing mental wellbeing. Elevating resilience through challenge Resilience is the capacity to bounce back from adversity, emerging stronger and wiser. Physical activity serves as a training ground for building this indispensable trait. Engaging in regular exercise exposes individuals to a controlled form of stress,

which primes the mind to adapt and overcome. Just as muscles grow stronger through repeated strain, so does the mind evolve to handle life’s challenges. Participating in sports or physical challenges requires commitment, discipline, and perseverance — qualities that mirror the attributes of a resilient mindset. Each step taken, every mile conquered, and each personal record shattered cultivates a sense of achievement, fostering selfconfidence and inner strength. Overcoming physical barriers instils a belief that obstacles can be surmounted, extending beyond the gym to empower individuals to tackle life’s obstacles head-on.

enabling them to navigate stressors, regulate emotions, and maintain a positive outlook. The brain becomes more adept at adapting to change, thereby fortifying mental resilience. The social fabric of resilience Physical activity often transcends solitary endeavours, creating opportunities for social interaction and community engagement. Group sports, fitness classes, and outdoor adventures foster connections with like-minded individuals, nurturing a sense of belonging and social support. These connections act as a protective shield against mental health challenges, offering a network of understanding allies who share in triumphs and lend a hand during setbacks. The camaraderie forged through physical activities cultivates emotional resilience by promoting empathy, cooperation, and effective communication. As individuals bond over shared goals and experiences, they gain a profound appreciation for teamwork and mutual growth. The resulting web of social connections becomes an invaluable resource during times of stress, providing a safety net that bolsters mental wellbeing.

Neuroplasticity: rewiring the resilient brain Neuroplasticity, the brain’s remarkable ability to reorganise and adapt, is a core mechanism underlying resilience. Physical activity has been found to influence neuroplasticity, rewiring the brain to enhance cognitive functions and emotional regulation. Exercise has a profound impact on the brain’s structure and function, leading to the formation of new neural pathways and the release of growth factors that support neuronal growth and connectivity. Incorporating diverse forms of physical activity, such as aerobic exercises, A lifestyle of strength training, and empowerment mindfulness-based practices, Embracing physical amplifies neuroplasticity. activity as a cornerstone This dynamic process of mental health and equips individuals with a resilience necessitates resilient cognitive toolkit, a holistic lifestyle shift.

Beyond sporadic workouts, integrating movement into daily routines fosters lasting benefits. Incorporating simple practices like taking the stairs, opting for a walk during breaks, or engaging in mindful stretching can collectively weave a tapestry of mental and physical wellbeing. The transformative journey towards enhanced resilience and mental health through physical activity demands patience, dedication, and a willingness to challenge one’s boundaries. As individuals witness their physical prowess evolve, a newfound sense of empowerment takes root. This empowerment transcends the realm of fitness, extending to all facets of life. Individuals armed with a resilient mindset forged in the crucible of physical challenges are equipped to confront adversity with courage, adaptability, and unwavering determination. The symbiotic relationship between physical activity and mental health unveils a profound truth — that the path to resilience is paved with movement. By embracing the power of exercise, we unlock the potential to reshape our minds and bodies, fostering a robust mental wellbeing that can weather life’s storms. As we lace up our trainers, roll out our yoga mats, or head for the pool and engage in any sort of physical activity, we embark on a transformative journey towards greater resilience, inner strength, and a brighter, more empowered future. n 61

See next spr

of our London bas

The last word… Every week at Dukes, we share a ‘Quote of the Week’ offered up by one of the team. We’ve collected some of our recent favourites. “No-one ever made a decision because of a number. They need a story.” Daniel Kahneman, Nobel Prize Laureate Thanks to Richard Settle, Head at Sancton Wood School

“The most important thing in communication is to hear what isn’t being said.” Peter Drucker, management consultant, educator and author

“Don’t let perfect be the enemy of good.” Adapted from ‘6 Habits That Hurt Your Career — and How to Overcome Them’ by Kerry Goyette Thanks to Anna Aston Director of Communications

“Reading literature is the most agreeable way of ignoring life.” From ‘Livro do Desassossego’ or ‘The Book of Disquiet’ by Portuguese author and poet, Fernando Pessoa

“It is not easy to be a pioneer, but oh, it is fascinating.” Elizabeth Blackwell, the first woman to receive a medical degree in the United States, and the first woman on the Medical Register of the GMC for the UK Thanks to Cardiff Sixth Form College students and editors of the student Medical Journal, Gursharan and Armin

“Dwell on the beauty of life. Watch the stars and see yourself running with them.” Marcus Aurelius Thanks to Libby Nicholas, Managing Director

“The will to win, the desire to succeed, the urge to reach your full potential… these are the keys that will unlock the door to personal excellence.” Confucius Thanks to Yvonne O’Toole, Principal, The Institute of Education

“Where there is kindness there is goodness, and where there is goodness there is magic.” Cinderella Thanks to Mike Stanley, Head at The Lyceum School

“Remember — time spent in reconnaissance is seldom wasted” leading to “you fail to plan you plan to fail.” Duke of Wellington and Benjamin Franklin Thanks to Magoo Giles, Principal, Knightsbridge School

Summer Boarding Camps InvestIN Education

International

read for all

sed schools

Ireland The Institute of Education Dublin

United Kingdom

Switzerland School Verbier

Portugal Colégio Júlio Dinis

Portugal United Lisbon International School International Sharing School

We’ve gone international, introducing...

school in the stunning Swiss village of Verbier. Our vision at in an inspiring setting. From 3 years through to IB Diploma. The Institute of Education, Dublin The Institute of Education was founded in 1969 by Raymond Kearns and was established to provide exceptional maths tuition most successful private school with over 1,500 full-time students. other schools, over 7,000 students attend these courses every year. International Sharing School, Lisbon At the International Sharing School, we believe in Learning Through Sharing, growing together, creating together, and academic journey. We are an IB school and promote a caring, multicultural and hospitable environment for all the community. United Lisbon International School, Lisbon United Lisbon International School is a modern and innovative school. We are a Microsoft Showcase School who live the United philosophy: that global problems can only be solved through being UNITED. From 3 years through to IB Diploma. Colégio Júlio Dinis, Porto Located in the historic city of Porto, CJD was founded in 1934, making it one of the oldest independent schools in Portugal, with a vision to provide quality education to children. CJD is an international school for students from ages 5 to 18 and follows the Cambridge curriculum, recognised worldwide for its academic rigour and emphasis on critical thinking and problem-solving skills.

Dukes Education is a family of nurseries, schools, and colleges in London, Cambridge, Kent, Cardiff, Dublin, Lisbon, Porto and Verbier. Our schools cater to children from 0-19, serving them from their earliest years at nursery until they leave school to go on to university. Surrounding our schools, we also have a collection of complementary education offerings — day camps, international summer schools, and university application support services. This way, we create a wraparound experience for every family that joins us. Dukes Education 14-16 Waterloo Place London SW1Y 4AR +44 (0)20 3696 5300 info@dukeseducation.com dukeseducation.com Founder and Chairman Aatif Hassan Dukes Board of Directors Aatif Hassan, Jon Pickles, Mark Bailey, Tim Fish, David Goodhew, Glenn Hawkins, Libby Nicholas Dukes Education Advisory Board Jenny Aviss, Christine Leslie, Pam Mundy, Neil Roskilly, William Russell Insight Editor-in Chief Tim Fish Insight Managing Editor Anna Aston

Dukes Education Group Ltd is registered in England and Wales number 09345899. Registered Office 14-16 Waterloo Place, London SW1Y 4AR.