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.
The importance of reframing sustainability as a continuum not a destination.
Adam Anstey, Head of Broomfield House School, London
How governance sets the bar for leadership and accountability.
Marcelle Stewart, Director of People, Dukes Education
The increasing important of an organisation’s people strategy in the age of technology.
Loulou O’Leary, Geography Teacher and Sustainability Coordinator, Hampstead Fine Arts College, London
An analysis of the waste problem caused by the growth of fast fashion.
Suzie Longstaff, Managing Director, Dukes Education A discussion about the instinctive human connection with the
Yoana Vastree, Class Teacher and Eco Co-ordinator, Verita International School, Romania
How Covid-19 sparked a sustainability movement in Phuket, Thailand.
Libby
Group Director of Education, Dukes
How strong governance leads to stronger outcomes for
Glen Fendley, CEO of the Dukes Foundation
The vital role of bursaries in creating social mobility.
Wit and wisdom from the world’s greatest thinkers from our colleagues at Dukes Education.
Tim Fish
Editor’s
letter
Tim Fish, Editor-in-Chief of Insight, is CEO, Dukes Education, UK, and founder of Earlscliffe, a co-ed, international boarding school for students aged 15-19, in Folkestone, Kent.
Welcome to ‘Insight’ No.19 and its theme (revisited) of ESG (sustainability assessed according to Environmental, Social and Governance criteria). This edition’s contributors offer analysis and opinion on these areas and how they interact with our learning communities. Sustainability is significant in the lives of our students; and they lead many of the exciting, innovative initiatives that raise awareness and have the potential to make an impact.
As a board of directors, we are mindful of how governance can be a force for good (or not so good…) and believe our model of professional governance offers collaborative partnership and guidance with an intrinsic ability to be nimble. Global governance is also changing direction swiftly. President Trump’s approach to ESG has caused U-turns on Equality, Diversity and Inclusion (EDI)
and fossil fuel use. In the UK, the ESG Attitudes Tracker 2024 (commissioned by the Association of Investment Companies to research the Trump effect on UK investor behaviour) reported that the hostile approach of The White House made 20% of private investors, notably parents and the young, more positive about ESG funds, with 53% declaring that they actively consider ESG factors when choosing where to invest.
The Robeco Country ESG rankings (2024) evaluate a sovereign state’s performance in all three areas. Of 150 states, the top 10 is dominated by Nordic and northern European countries. Critics would argue that such lists are biased in favour of, and compiled by, industrialised, western nations.
Norway is held up as a paradigm of exemplary governance, driving state investment in social and environmental policies that enhance its citizens’ lives. Many parts of Oslo
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are car-free; almost all the country’s energy is met by hydropower, and the population is turning, nudged by central government, to biomass fuel for heating. How is this achieved? Norway’s sovereign wealth fund is the largest in the world, but its source is Equinor, or as it was known formerly, Statoil, the state-owned company which produces more oil per capita than most other countries. Norway is one of the world’s top fossil fuel exporters and a major investor in the fossil fuel industry outside its own borders. The benefits for Norwegians are apparent in quality-of-life indices and Norway’s ranking and reputation as one of the world’s ‘greenest’ countries. If you’re one of the citizens of Tromso or Stavanger you surely applaud good governance, but the children of Georgetown, Guyana, might see things differently eventually.
There’s something about sitting in my kayak on the River Thames that brings me a rare kind of peace. The soft slap of water against the hull, the way the light shifts through the trees, the rhythm of the paddle — out there, I find space to think. Not just about work or the next deadline, but the deeper things: how to be a better parent, a more thoughtful friend, a kinder colleague.
I often return to the same questions. What brings me joy? Who brings me strength? What am I grateful for today? These quiet moments
of reflection always lead me back to the same place: a life rooted in connection, to people, to nature, and to a sense of responsibility.
During the Dukes Education Sustainability Week in June this year, I was invited to speak at several school assemblies. I’m often asked at student events like this why I do what I do and I find it hard to answer with words alone. So, I show pictures beginning with a simple image of me as a toddler in my family garden, cheeks puffed, blowing the seeds off a dandelion. That small act captures so much: curiosity, joy, connection to nature.
From there, I take the students on a journey through my life. I share stories from Africa, where I worked on conservation projects involving lions and monkeys. I show a photo of the hut my partner and I called home while working on a marine biology project in the southwest of Madagascar. We surveyed coral reefs, counted fish while scuba diving — a task that sounds easy until you realise it’s like trying to count a flock of birds mid-flight. These moments, both tough and beautiful, shaped who I am today. I always end my talk with a challenge: chase your opportunities, find meaning in what you do, let your passions guide you, wherever they lead.
And then comes my favourite part, the children’s questions. They ask about everything — what’s your favourite tree? How can we stop food waste? Did you know there’s rubbish floating in space? Did you know my grandma makes all her clothes? Did you know I only eat meat on Fridays? Their minds aren’t limited by convention. They’re full of action, possibility, and resourcefulness.
Sustainability isn’t just about saving the planet. It’s about how we live, how we connect, and what we pass on. It’s
about seeing the world as a gift, not a given. It’s about choices, not perfect ones, but better ones.
Rethinking the language of climate action
Having recently attended the UN Global Compact Network UK’s Annual General Meeting held at Dukes House in London, I left with renewed conviction, but also a deepened sense of unease. As someone who has spent decades advocating for environmental protection in every corner of my life, I couldn’t help but reflect on how the language we use around climate action may, unintentionally, be standing in the way of real progress.
We’ve been discussing climate change for years now. The ‘what’ and ‘why’ are no longer elusive — most people understand, at least conceptually, that the environment is in crisis and that human behaviour plays a central role. But if this understanding is so widespread, why does collective action still lag so far behind?
I believe the answer lies in the words we use and the narratives we build around sustainability.
‘When people feel a personal connection to the environment, they are more likely to consider the consequences of their actions’
‘…it’s not about being green, it’s about being greener’
Buzzwords vs. action
Terms like eco-friendly, green-certified, and sustainable accreditations have become ubiquitous. They appear in marketing campaigns, on product labels, and in boardroom presentations. These labels, while well-intentioned, often create a false sense of accomplishment. They suggest a binary state of being — green or not green, sustainable or unsustainable — when the reality is far more nuanced.
A close friend of mine, recently named one of the top 100 sustainability professionals globally, put it this way: “It’s not about being green; it’s about being greener.” That phrase stuck with me. It reframes sustainability as a continuum, not a destination. It reminds us that progress is measured not by perfection but by better choices, at the individual, family, community, or corporate level.
There is no flawless, all-encompassing solution to environmental degradation. There are only alternatives — some better than others. And recognising that is not defeatist. It’s liberating. It allows for flexibility, inclusivity, and growth, making room for learning and evolving.
Where does ESG fit?
The ESG framework is now a major talking point in both the private and public sectors. But again, language becomes a barrier to understanding and engagement. ESG can feel technical, abstract, and even exclusive, with terms more familiar to analysts and executives than to everyday citizens or grassroots changemakers.
In truth, the ‘E’ in ESG, environmental sustainability, is often the easiest for people to connect with. Nature is tangible. Most of us can grasp the implications of pollution, deforestation, or rising sea levels because we’ve seen or felt these effects firsthand. When people feel a personal connection to the environment, they are more likely to consider the consequences of their actions.
The ‘S’ stands for social sustainability, and this is where we begin to see deeper layers. It asks us to reflect on how we treat others, how we build communities, support vulnerable groups, and reduce inequality. It invites empathy into the sustainability equation. Social sustainability is about nurturing relationships, resolving conflict, and fostering a culture of care and understanding.
The ‘G’ in governance, however, is often the least discussed outside of boardrooms. Yet it is just as vital. Governance provides the structure, oversight, and accountability necessary to ensure long-term, systemic change. Whether in a family, a community group, or a global corporation, governance acts as the backbone, offering checks and balances, promoting ethical leadership, and steering strategic direction.
Most living systems, whether animal or human, rely on hierarchy and structure for survival. In that sense, good governance is not just a corporate term; it’s a fundamental principle of sustainability. However, as organisations grow, they sometimes forget to review or evolve their governance models. Without reflection and recalibration, even the best intentions can go astray.
Making sustainability matter to everyone
So how do we move forward? How do we democratise the language of sustainability and make it accessible and actionable for all?
First, we must shift from preaching to engaging. Telling people what’s right rarely works. Helping them discover how their daily actions impact the world, and offering feasible, ‘greener’ alternatives, has far greater impact.
Second, we must recognise that sustainability isn’t a niche concern. It’s not limited to environmentalists or scientists or CSR departments. It touches every facet of life: what we eat, how we travel, the way we work, and how we connect with others. It’s cultural, personal, commercial — and political.
Third, we must celebrate small wins and showcase practical examples. In our often
overwhelmingly commercial world, it’s easy to overlook the good. But kindness, innovation, and progress happen every day, in local communities, in small businesses, in schools and homes. These stories matter — they inspire and replicate change.
The path ahead
Ultimately, the journey towards sustainability is not about reaching a finish line. It’s about evolving our mindset and understanding that language shapes thought and thought shapes action. If our words exclude or confuse, we alienate. But if our language is inclusive, honest, and hopeful, we build bridges.
We may never get everyone on the same page, but we can help them write their own chapter. n
‘The language we use around climate action may, unintentionally, be standing in the way of real progress’
Accountability for a better future
Adam Anstey, Head of Broomfield House School, examines the impact of governance
When we talk about ESG commitments, attention usually gravitates towards the environmental and social dimensions. Climate pledges, diversity targets, and community investment are all crucial and deliver tangible, headline-grabbing promises that can look positive on an organisation’s impact dashboard. Yet the real test of whether these commitments endure comes down to accountable governance. It is governance that decides if ESG is embedded in the DNA of an organisation or quietly abandoned when
pressure mounts and less tangible, long-term returns are disinvested.
Governance is, at heart, about accountability. It is about how tough decisions are made, how leaders behave when no one is watching, and how organisations hold themselves to a higher purpose than the next quarterly report. At a time when political and economic headwinds make ESG feel optional for some, governance is what keeps organisations grounded in the long term, setting the bar for leadership and ensuring that society and the planet remain part of the strategy.
There are plenty of lessons, both positive and negative, that show how governance makes the difference. Volkswagen’s emissions scandal provides a clear warning that without courageous boards willing to challenge groupthink, organisations can lose sight of integrity and stumble into reputational disaster. This is a reminder that governance is not about words in an annual report but about everyday practice, culture, and vigilance.
There are, however, just as many reasons to be hopeful. Unilever, for instance, made a conscious decision, under CEO Paul Polman’s leadership, to look beyond quarterly results and focus on long-term sustainability. On his very first day as CEO, Polman announced that he wanted to reinvent the organisation as a world leader in sustainability, a bold declaration at a moment when he was, as he put it, the least likely to be dismissed. Many doubted the strategy, but strong governance kept the company on course, and multiple billion-dollar brands were built from within the organisation during his tenure. Today, Unilever’s reputation for ethical business and innovation is an asset as valuable as any factory or brand. IKEA shows the same spirit and by embedding sustainability into its design processes and supply chain, it has built a culture where environmental responsibility is the default rather than an add-on, and customers increasingly choose them for that very reason.
Governance works best when it creates an environment where people can instinctively do the right thing. Psychologist Amy Edmondson calls this psychological safety, the feeling that it is safe to raise concerns, admit mistakes, and speak truth to power. When boards and leaders foster this culture, risks are exposed early, innovation is given space to flourish, and ESG commitments become part of an organisation’s lived reality. Ultimately, this is about ethical praxis and the daily practice of values, not just the rhetoric of them.
Supply chains offer one of the clearest illustrations of why governance matters. Take Gail’s Bakery, a highlysuccessful organisation that continues to scale up. Its governance model emphasises building strong, long-term relationships with suppliers, including farmers, sourcing responsibly, and ensuring transparency across its operations. This approach empowers suppliers to selfgovern in alignment with Gail’s values, creating a ripple effect of accountability and trust. Contrast this with the weaknesses exposed in parts of the fast fashion industry, where the absence of rigorous oversight has left workers vulnerable and reputations badly damaged. This lesson is still being learnt, in that supply chains can either extend an organisation’s values or expose its vulnerabilities, and clear governance determines which path is taken, even when that path costs slightly more.
‘Governance works best when it creates an environment where people can instinctively do the right thing’
‘Ultimately, governance is a mirror that reflects what leaders truly value and how willing they are to hold themselves accountable’
Good governance is also about resisting short-termism. The Triple Bottom Line reminds us that organisations must measure success not just by profit but also by people and the planet. That takes courage, as it requires CFOs and boards to think in decades, not quarters. Finisterre, the Cornish outdoor clothing brand, shows how this can work. By focusing on recycled materials, repair services, and sustainability embedded into its financial model, the company has sacrificed the speed of growth for the durability of trust. While this may appear to slow scalable profitability, it builds lasting customer loyalty and resilience. This is where strategy frameworks such as the Balanced Scorecard can help. Traditionally used to align business activities with strategy, the Balanced Scorecard balances financial results with non-financial measures across customers, internal processes, and learning and growth. When adapted for ESG, it allows boards to measure carbon footprint reduction, community impact, employee development, and crucially, long-term resilience. Governance that embraces this balanced approach is well placed to steer organisations away from purely financial short-termism and towards integrated, sustainable success.
The best governance is not only protective but also creative. Design thinking, with its emphasis on empathy
and experimentation, has become a vital tool for embedding sustainability into strategy. Unilever’s concentrated detergents or IKEA’s circular product design are governance-backed innovations that show how setting the right priorities at board level can unleash creativity throughout the organisation. Governance, in this sense, is not about slowing things down but about directing energy towards solutions that serve both society and business, whilst recognising the tradeoffs involved.
Ultimately, governance is a mirror that reflects what leaders truly value and how willing they are to hold themselves accountable. Stewardship theory reminds us that leaders are not merely agents of shareholders but custodians of organisational purpose. The most effective leaders set the tone for what is acceptable, what is rewarded, and what is overlooked. When governance is weak, ESG commitments remain fragile. When governance is strong, ESG becomes a natural and non-negotiable part of how organisations operate and succeed.
Education offers perhaps the clearest analogy. Schools and universities operate with a purpose so obvious it is almost sacred: to give children and young people an extraordinary experience of learning and growth. In education, even in the independent, for-profit sector, governance is never primarily about financial oversight. It is about being accountable
‘The question is simple, are we leaving those we serve better off than when we found them?’
to those you serve, ensuring that every decision helps unlock human potential. Educators learn as much from students as they teach, and accountability is woven into the very fabric of the relationship. Organisations could learn a great deal from this model of reciprocal governance, secured with constant dialogue between stakeholders, a commitment to higher purpose, and an understanding that the future belongs to those who serve it.
If there is one message to take away, it is that governance is not a box to be ticked but a bar to be set. It calls on us as leaders to hold ourselves accountable, to resist the comfort of groupthink, and to foster cultures where integrity is placed above short-term gains or personal ego. It challenges us to design strategies that place people and the planet alongside profit, and to empower both supply chains and employees to act as stewards of shared values. This is the standard by which tomorrow’s most
trusted organisations will be measured.
Admittedly, the future of ESG feels delicate. Political agendas and the pressures of global trade often push it down the priority list. Yet it is precisely at such times that true governance and courage matter most. Governance provides the framework that helps us look beyond the immediate and commit to the extraordinary, building ethically led organisations that not only deliver dividends to shareholders but also serve, nurture, and inspire as a force for good.
In many ways, the real test of governance mirrors that of education, where purpose is clear and accountability is constant. The question is simple, are we leaving those we serve better off than when we found them? If the answer is yes, governance has fulfilled its promise. If the answer is no, it is not failure but an invitation to renew our purpose and lead with even greater integrity. n
Why it’s still great to be human
Marcelle Stewart, Director of People, Dukes Education, examines the value of human interaction amid rapid technological change
In an era of AI, many of us are wondering if we will still have a job tomorrow, let alone what the employment sector will look like for our children. Are teachers wasting their time teaching our children history, geography and maths when AI is developing at such an incredible pace? In the face of a potentially bleak future, I’d like to offer some hope.
AI is already a powerful tool, and it has come a long way since the Google DeepMind team took their robot, AlphaGo, to China in 2016 and beat the world ‘Go’ champion by four games to one. Now, I only have to open ChatGPT to draft the basis of a new HR policy or design a letter template. AI is so smart that it outmatches the IQ of our greatest scholars, but I haven’t yet met a machine that can understand how I feel.
Sure, it can say the right things, but, at the end of the day, A is for Artificial, and authentic beats artificial every day of the week when it comes to connecting with other human beings. In the words attributed to Oscar Wilde, “be yourself; everyone else is already taken” — something that is categorically impossible for AI to achieve, but perfectly simple for us humans.
So why does it matter, and what on earth does it have to do with the future of work?
Well, I can’t think of any organisation in the world that isn’t providing, creating, or developing something for the use of humankind. From the health service to the energy sector, from telecommunications to social media, from farming to pharmaceuticals. These organisations can’t function without that intangible human instinct, and so humans need to be involved in the process somewhere.
And in order to create the space for our humans (and our little humans) to thrive, it follows that authentic leaders and managers, and teachers, will be required to create a culture where participants feel empowered to perform.
In terms of ESG, the ‘Social’ element, far from becoming less important in this age of technology, is now pivotal in creating the right space for the people in our organisations to flourish. So, an organisation’s people strategy should always be at the forefront of its business strategy. Our policies and procedures (which AI can
assist us to design) should be human-led, with the aim of breaking down barriers between humans to allow for collaboration and cohesion, embracing diversity, and strengthening teamwork.
This values-based approach will undoubtedly set the tone for the ‘Environmental’ and ‘Governance’ aspects of ESG, moving us away from a box-ticking exercise and towards a genuine desire for sustainability and strong governance.
AI will never replace “great managers”
Since the dawn of “employee engagement” as a concept in the 1990’s, line managers have been identified as the key to driving engagement and increasing an organisation’s productivity.
Gallup’s research in creating its own Q12 engagement survey, which is now wellestablished across the globe, found that “great managers” possess the emotional intelligence to treat each person differently, to identify their strengths and work with those strengths to maximise the potential of each employee. They found a strong connection between “great managers” and profitability. This ability to identify potential in a team member cannot be replicated by AI. Of course, AI can help us to draft our talent management grids, or structure our personal development plans (a useful tool in this respect!) but to identify and develop an individual’s potential takes human connection.
‘A is for artificial, and authentic beats artificial every day of the week when it comes to connecting with other human beings’
‘We must seek out those with the potential to inspire, motivate and develop’
Therefore, as leaders of an organisation, it is paramount that we ensure our front-line managers are fully trained and have the tools they need to perform their roles. Far from being distracted by the seemingly endless capability of AI, we should never underestimate the effect of a “great manager.”
Hiring and developing great managers should be seen as one of the most important organisational priorities. We should not fall into the trap of promoting people based on current performance in a nonmanagement role, we must seek out those with the potential to inspire, motivate and develop, with strong EQ and a desire to elevate others.
The first sign of a dysfunctional team, according to the celebrated author, Patrick Lencioni, is a lack of trust. A “great manager”, with the right training, will create a strong bond between all team members, driving up engagement and performance, whilst a poor
one will create distrust, with the opposite effect.
And we should not assume that people will find their way to greatness unaided. We should treat line management like any other role in an organisation. You wouldn’t send a teacher out to teach a class without training them to teach, would you? In the same way, we must provide exceptional management training and development to encourage a compassionate and motivational approach towards our people in all circumstances, no matter how challenging.
Line managers are the basis for the creation of a healthy organisational culture in which our employees can thrive. They are the conduit through which we communicate our vision, mission and purpose. They are our storytellers, custodians of employee wellbeing, drivers of engagement and performance.
With this in mind, it’s hard to see how they can ever be replaced by machines.
‘When we step back, it becomes clear that AI, for all its power, is simply a tool’
Harnessing the benefits of a diverse workforce
In terms of where AI could be best employed in people management, recruitment and selection seems the obvious choice. It has been long-recognised that unconscious bias has prevented organisations from identifying diverse talent. AI has made significant steps forward in reducing this, as well as speeding up selection processes, through CV matching, the generation of interview questions and anonymised profiles.
With this in mind, you might think the future of our internal, and indeed external, recruiters looks rather shaky. However, AI is only as good as the person providing the information, or the developer building the algorithms, so extreme caution should be applied in solely relying on machines to select our future talent.
An experienced human recruiter, with oversight over the recruitment and selection process and a diverse, welltrained interview panel, are both essential in preventing AI exercising its own brand
of subconscious bias. With these structures in place, and AI as a supporting tool, we are in a good place to identify the very best candidates, not only with current skills and future potential, but who also align with our values, and will ultimately contribute positively to the organisational culture.
Hope in the human touch
When we step back, it becomes clear that AI, for all its power, is simply a tool. It may automate processes, increase efficiency, and even replicate certain cognitive functions, but it cannot replicate humanity. The ability to empathise, to inspire, to connect meaningfully — these are the qualities that will always set us apart.
For organisations, this means that the future of work is not about choosing between humans and machines but about designing systems where both can thrive. AI can handle the repetitive and data-heavy tasks, freeing people to focus on creativity, innovation, and human connection.
For our children, this also offers hope. They may not need to compete with AI in terms of processing speed or memory, but they will need to excel at being human — at understanding history, geography, and maths not just as facts, but as disciplines that teach perspective, problemsolving, and critical thinking. These are skills no machine can fully master.
In conclusion, it’s important that we continue to focus on a healthy organisational (and classroom) culture as the basis for motivation and growth. As the famous saying goes, “culture eats strategy for breakfast.” This means we need to focus on emotional intelligence (EQ) at least as much as IQ when
it comes to the recruitment and development of our people. Through authentic leadership and management and a strong L&D offering, we must build an environment of trust, where collaboration and cohesion are encouraged, where our people have the ability to connect and clearly communicate in line with our values, whilst also learning to master the ever-changing technological landscape to our advantage.
The organisations who get this balance right, who invest in their people to develop these crucial soft skills, whilst also maximising the contribution of technology, will be the ones who prosper in this new and somewhat daunting age of artificial intelligence. n
The global cost of fast fashion
Loulou O’Leary, Geography Teacher and Sustainability Coordinator, Hampstead Fine Arts College, analyses the cost of fast fashion
In the age of Instagram hauls and TikTok try-ons, fast fashion has become a cultural phenomenon. Driven by globalisation and accelerated by the rise of the digital economy, the allure of low-cost outfits that mimic high fashion has fuelled an ever-growing cycle of hyper-consumption.
According to the UK Parliament’s Environmental Audit Committee, British shoppers buy more clothes per person than any other country in Europe. On average, each person purchases 26.7kg of clothing annually, a figure far exceeding that of our European neighbours.
According to Forbes, the global fast fashion market size was valued at $148.23 billion in 2024. The market is projected to grow from $162.76 billion in 2025 to $317.98 billion by 2032, exhibiting a compound annual growth rate (CAGR) of 10.04% over the forecast period. Asia Pacific dominated the fast fashion market with a market share of 34.67% in 2024.
Where do all the clothes go?
The lifecycle of fast fashion garments is shockingly short. WRAP, the UK’s waste charity, estimates that 300,000 tonnes of clothing are sent to landfill in the UK each year. While some clothes are donated to charity shops, only a fraction are resold locally. The majority are shipped abroad, particularly to countries in the Global South, under the guise of ‘second-hand clothing donations’.
Ghana is one such country, receiving around 15 million used garments every week, many from the UK. The Kantamanto Market in Accra is one of the world’s largest secondhand clothing markets. Whilst it provides employment for thousands, it is also drowning in waste. As many as 40% of the clothes sent there are of such poor quality that they are immediately discarded. These unwearable items end up in landfills, rivers, or are burned, releasing toxic chemicals into the air and water.
‘WRAP, the UK’s waste charity, estimates that 300,000 tonnes of clothing are sent to landfill in the UK each year’
Liz Ricketts, co-founder of The OR Foundation, which works on fashion waste in Ghana, has described the influx as “colonialism in its final form”. The market and the country are forced to deal with the waste problem created by others — often without the infrastructure to manage it.
The desert of waste
Even more haunting is the Atacama Desert in Chile, now home to towering piles of discarded clothes; a grotesque textile graveyard in one of the world’s driest places. More than 39,000 tonnes of unsold or secondhand clothing, primarily from Europe, the US, and Asia, end up in Chile every year. Much of it remains untouched, decomposing slowly and leaching microplastics into the environment.
Images of clothes strewn across a South American desert, and choked riverbanks in West Africa, paint a devastating picture of the global fast fashion supply chain. It is not just a consumer problem, but an environmental and ethical one that spans continents.
‘Images of clothes strewn across a South American desert, and choked riverbanks in West Africa, paint a devastating picture of the global fast fashion supply chain’
The
link to climate change
Fashion is responsible for up to 10% of global carbon emissions — more than all international flights and maritime shipping combined, according to the United Nations.
The production of synthetic fibres, particularly polyester, which is used in over 60% of garments, is highly fossil-fuel intensive. Polyester is derived from petroleum, and its production emits greenhouse gases including nitrous oxide, which is 300 times more potent than CO₂.
Moreover, textile dyeing is the second-largest polluter of water globally. In parts of India and China, rivers have been turned unnatural shades of blue, red, and black due to untreated chemical runoff from garment factories. These pollutants harm both aquatic life and the communities who rely on these waterways.
Then there’s the problem of transportation. Fast fashion relies on a globalised supply chain — raw materials from one continent, manufacturing in another, and consumers in yet another. Each step adds to the carbon footprint of that £5 dress.
And when the clothes are no longer wanted? If they’re synthetic, they can take up to 200 years to decompose, releasing methane, a powerful greenhouse gas, in the process.
Moving towards accountability
As awareness of fashion’s environmental toll grows, there are calls for systemic change. Campaigners are urging governments to hold fashion brands accountable for their waste, demanding extended producer responsibility (EPR) laws, which would make companies pay for the collection and proper disposal of the clothes they sell.
Consumers, too, are beginning to wake up. The rise of slow fashion, second-hand shopping apps like Vinted and Depop, and a push for clothing rental and repair services suggest a shift in attitudes. But real change will require more than personal choice — it needs regulation, transparency, and corporate accountability.
The UK’s obsession with fast fashion isn’t just cluttering wardrobes; it’s choking ecosystems, exploiting vulnerable communities, and accelerating climate change. As long as the fashion industry operates on a model of overproduction and planned obsolescence, the hidden costs will keep piling up, from the streets of Accra to the sands of Atacama.
And while that Zara haul may make for an aesthetically pleasing TikTok, its afterlife is anything but. n
Education rooted in nature
Suzie Longstaff, Managing Director, Dukes Education, discusses human connection and the natural world
In education, we speak often about preparing children for the future.
But if recent years have taught us anything, it is that the context of learning, how children learn and where that learning takes place, can be just as influential as the curriculum itself.
My own journey into biophilia — the instinctive human connection with the natural world — began
several years ago. Initially, I saw it as a question of design: more greenery in classrooms, better lighting, perhaps a few plants to soften the edges of a room. But true biophilia is not about decoration. It is about creating environments that reconnect young people with the living systems of the world — forests, gardens, rivers, oceans — and in doing so, unlock wellbeing, creativity, and belonging.
‘The ‘blue mind’ effect shows us that water can calm stress and spark imagination’
At London Park School Mayfair, we have been exploring what this means in practice. We designed two contrasting classrooms — a forest room and a marine room — and set out to examine how such spaces influence student wellbeing. Just as woodland walks are known to steady the mind, so water transforms our emotional state. Neuroscientists describe this as the ‘blue mind’ effect: the capacity of marine environments to calm stress, ignite imagination, and foster collaboration.
Our school may be in the heart of London, far from open seas or dense woodland, but that should not limit us. By reimagining our classrooms, we can capture some of the restorative power of nature and weave it into the daily experience of learning. This is not a luxury. It is an imperative. If we want young people to thrive in a complex and uncertain world, we must create environments that nurture not just knowledge, but also resilience, curiosity, and joy. Indeed, the promise of biophilic design extends beyond aesthetics or wellbeing. It challenges us to rethink what education itself should cultivate. A student who feels grounded, calm, and inspired is more likely to engage deeply, think critically, and collaborate meaningfully. In this way, the design of a classroom becomes an active partner in the learning process, shaping behaviours and outcomes just as powerfully as teaching methods or curricula.
Moreover, as issues like climate change, biodiversity loss, and ecological crisis dominate our global narrative, immersing students in environments that echo the rhythms and beauty of nature helps foster a sense of stewardship. When young people experience first hand the restorative impact of natural systems —whether through light, greenery, or the calming presence of natural textures — they are more inclined to value, protect, and advocate for them in the wider world. By embracing biophilic principles, we are also rebalancing the relationship between education and place. Too often, schools are designed as sterile, utilitarian spaces, with little consideration of how their physical environment shapes the inner life of students.
Yet the walls around us speak; they can either drain energy or restore it. A classroom infused with natural elements becomes more than a site of instruction — it becomes a sanctuary for curiosity, imagination, and growth. In cultivating such spaces, we remind ourselves that education is not confined to books or exams, but is instead a living dialogue between people, place, and possibility. Education is not only about equipping children with facts and skills. It is about shaping the conditions in which they can flourish — mind, body, and spirit. And that means bringing the natural world back into the very heart of our schools,
so that learning feels less like confinement and more like an opening into the wider, interconnected world we all share.
What is biophilic design?
Biophilic design applies the principles of biophilia, our innate connection to nature within the built environment. Research by Terrapin Bright Green and educational studies by Clare Bowman, including those at London Park School, Mayfair, highlight three core principles:
1. Nature in the space
Direct experiences of nature brought indoors: natural light, fresh air, greenery, water, and natural sounds. In schools, this might mean classrooms filled with plants, outdoor learning areas, or windows framing views of trees and sky.
Biophilic design is not about decoration, but about creating learning environments that echo the restorative, inspiring qualities of nature — helping students thrive academically, emotionally, and socially. n
2. Natural analogues
Indirect references to nature through colour, texture, shape, and pattern. Wood, stone, or fractal-like designs can evoke the natural world, even in urban classrooms. Clare Bowman’s research shows such cues can reduce stress and support focus.
3. Nature of the space
Spatial design that reflects how humans engage with nature. This includes open views (prospect), sheltered nooks (refuge), a sense of discovery (mystery), and stimulating challenges (risk). Thoughtfully designed classrooms can balance collaboration with spaces for quiet reflection.
Reference Browning, W.D., Ryan, C.O., & Clancy, J.O. (2014, 2024). 14 Patterns of Biophilic Design (10th Anniversary Edition, 2024). New York: Terrapin Bright Green, LLC. terrapinbrightgreen.com/report/14-patterns/ Bowman, C (2019). The Biophilic Classroom — The benefits of Nature in a Learning Environment. London.
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The SWAPSHOP economy
Yoana
Vastree, Class
Teacher
and
Eco Co-ordinator, Verita
International School, Romania, relates her experience in a Thai sustainability project
In 2020, I was among the few who witnessed the white tropical beaches of Thailand in a way they hadn’t been seen in decades. Whereas people usually struggle to find space for their beach towel, and couldn’t take an Instagram photo without a hundred tourists in the background, Thailand’s biggest island was now a serene place where marine life was thriving again and traffic didn’t reach from the north to the south all day long. Phuket was an isolated paradise once more.
As an international teacher working on Phuket, I was privileged to experience a rare upside of the impact of Covid, but it didn’t take away the fact that the local community had been hit hard, as the majority depended heavily on tourism to survive. At the beginning of the pandemic, the Thai government had been extremely stringent — restricting our movements to tiny neighbourhoods and positioning checkpoints everywhere to ensure contamination would be kept to a minimum. This strict approach was a blessing, as after
a few months the wave was over and, as no one was allowed into the country, neighbourhoods slowly opened up and we were able to return to ‘the new normal’.
The new normal felt far from normal. Endless hours were spent behind the computer teaching 8-year-olds online, the world had no idea yet how and when the pandemic would be over, plus the looming uncertainty over my livelihood in Thailand was a concern no matter how much I enjoyed the serene beaches and cheaper coconuts. However, despite the uncertainties and the sore computer-eyes, the new normal also brought about new opportunities and a deep sense of community responsibility. With all the tourists gone and a lot of locals suffering, many expats stepped in and spent their time volunteering and helping where possible. A dear Thai friend of mine started cooking for the people in the neighbourhood and, by helping soak vegetables, cook rice and fry tofu, I was able to give a little back to the island that had been so good to me in such unprecedented times.
‘The
concept
was simple:
bring a few things you don’t use anymore such as books and clothes and swap it for someone else’s pre-loved items’
The 4Rs: Rethink, Reduce, Reuse, Recycle
When my fellow teacher, Kylie, decided it was time to return to the UK, she began looking for someone to take over the SWAP events that she organised in small cafés around the island. The concept was simple: bring a few things you don’t use anymore, such as books and clothes and swap it for someone else’s pre-loved items. I remember the first time I visited one of her SWAP parties, as it was where I met my best friend (and another fellow teacher) Sarha, wearing colourful clothes which, of course, came from the SWAP. I loved Sarha’s energy and she was an expert at finding little gems among the heaps of clothes, books and other ‘trashure’ people had brought in. As SWAP aficionados, it didn’t take long before Kylie asked both of us if we wanted to continue organising the SWAPs in her place. With the new normal came many new opportunities and we had big plans. What if we could use the SWAP to support the island and locals who were suffering due to the absence of tourists? Inspired by the planet’s ecological healing during the pandemic, we wanted to introduce the island to sustainable shopping by sharing ‘pre-loved trashures’. Our first event was organised in a unique art hub, the Junkyard Theatre — one of the first events where people were allowed to be close to each other again.
We made posters to encourage attendees to donate to a local orphanage, the Life&Home Foundation. Armed with a huge supply of face masks and hand sanitisers, and with the blessing of the local mayor, we advertised the Phuket SWAPSHOP online and what followed was an overwhelming response by the community. Unexpectedly, hundreds of people attended that day, who all brought in a huge number of things. Heaps of clothes larger than your local H&M, furniture, books, toys, kitchen items — you name it — it was there. The attached restaurant had a full house for the first time since the pandemic had shut the island down, we raised money for children in need, we were able to donate all leftover items to the poorest on the island and the community already couldn’t wait for the next event. We knew this concept was going to make a difference for many on Phuket. Meanwhile, online teaching had moved back into physical classrooms, with mandatory masks and individual desks. Our evenings were spent recruiting volunteers for the Phuket SWAPSHOP and scouting for new places around the island where support was needed. In the years that followed, we were able to raise funds for all the local orphanages, an elderly care home, animal rescue organisations, schools for underprivileged
10 9 8 7 6 1 2 3 4 5
‘The fashion industry contributes 10% of the global greenhouse gas emissions’
children, support countless restaurants, donate all leftover items and more. Sarha and I had been nervous about potentially running out of pre-loved items during events, but we never fell short and realised how many things people actually own — especially when it comes to clothes. This made us focus more on promoting the concept of a circular economy and the ‘why’ behind the Phuket SWAPSHOP — educating the community on the importance of the 4 Rs (Rethink, Reduce, Reuse, Recycle).
The fashion industry contributes 10% of the global greenhouse gas emissions. Europe alone is responsible for 5.8 million tonnes of discarded textiles, of which only one quarter is recycled. This would be equivalent to 60 truckloads of clothes being burned or buried in landfill every minute, not to mention the amount of water needed to produce this amount of clothing and how many microplastics end up in that same water due to synthetic textiles. It is a concerning trend that might feel disconnected from
education, but changing these harmful practices starts within schools and small communities by teaching and understanding the damage done by heavy consumerism, and how small initiatives such as a SWAPSHOP can make a difference for not only the environment but also local communities. Rather than buying new, reusing new-to-you items is a much more sustainable (and often fun) way to shop. Any organisation can set up a SWAPSHOP and contribute to sustainable practices.
As I parted ways with Phuket and moved to Romania to join Verita International School in Bucharest, I never lost the connection with my dear friend Sarha, who still runs the Phuket SWAPSHOP with passion and an ongoing drive to teach youngsters about the power of a circular economy. As for me, I have set up the Bucharest SWAPSHOP and I am looking forward to organising big events again. I hope I might have inspired you to make a difference and set up your own SWAPSHOP too. n
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Understanding governance in education
Libby Nicholas, Group Director of Education, Dukes Education, reflects on her experience as a school governor
Governance in education, and indeed in other sectors, is often misunderstood and confused with other forms of leadership. When I started my career, a long time ago, and was first requested to join governors meetings I was unclear about the importance of governance and sometimes viewed the meetings as an opportunity to put the best case forward
and gain approval rather than to debate, discuss, be vulnerable and seek guidance. Having now been Chair of Governors for over 30 schools, as well as having had to dissolve governing bodies in schools which needed rapid improvement, I am strongly of the view that governance is absolutely crucial to ensuring high performance and thereby the best experiences and outcomes for pupils.
In 2015 I co-authored Building Better Boards: An Opportunity for Education in which we explored the potential for schools to strengthen their governance structures and improve outcomes through greater clarity, professionalism, and accountability. A lot has happened in a decade; a national pandemic, 11(!) Secretaries of State for Education, the proliferation of groups of schools working together, either in Multi Academy Trusts, prepsenior federations and other collaborative models — and, of course the introduction of VAT and the subsequent necessity for strong leadership and assertive governance. This article builds on that foundation from 10 years ago, considering how different models of governance function in education today, and what constitutes good practice.
The word governance derives from the Greek verb
kubernáo, meaning ‘to steer’ or ‘to guide’. Through Latin gubernare, it came to mean the process of ‘directing and controlling’. Governance today refers to the frameworks, systems, and practices through which organisations are guided, decisions are made, and accountability is ensured.
In education, governance is not about day-to-day management but about setting strategic direction, upholding values, ensuring accountability, and safeguarding the best interests of our pupils. Good governance requires clarity of purpose, transparency, integrity, and collaboration between those who govern and those who lead as the Executive/Senior Leaders.
Effective governance is rooted in a number of principles. At its heart lies clarity of roles: governors are responsible for setting strategy and holding executives accountable,
‘Good governance requires clarity of purpose, transparency, integrity, and collaboration’
while executives themselves focus on day-to-day operations. This relationship is supported by transparency, where decision-making processes are open, well-documented, and effectively communicated.
Strong governance also requires accountability, with clearly defined lines of responsibility, ensuring that leaders answer for their actions and outcomes. Every decision must ultimately be centred on the children, framed by the question, ‘How will this improve education for, and the experiences of, our pupils?’
Finally, strong governance draws upon expertise; a governing body that reflects a range of perspectives and professional knowledge will be better equipped to make wise, strategic decisions.
There are many models of governance in schools. Traditionally, governors in schools have been volunteers, a model many charitable trust and state-maintained schools still adhere to. These ‘volunteer Boards’ can be made up of many people with various allegiances and interests ranging from alumni, those representing the Charitable Foundation, staff, ex-staff members and parents. However, in an increasingly febrile and complex context, there has been a recent move towards a model of professional governance — the model we have in Dukes Education — where educators are in full-time roles as professional governors, alongside independent governors who are also expert educators.
There are, of course, strengths and disadvantages to all models — here are a few which I have experienced as a Headteacher, Director of Education and CEO.
Volunteer governance
When I was a Deputy Head and Headteacher, the Governors I reported to were volunteers. Very wonderful, well-meaning individuals with the desire, and the spare time, to serve the education sector.
Volunteer governance occurs when individuals — often with close ties to the community or specialist expertise — give their time freely to serve on governing boards. This approach brings some benefits: volunteers often have deep knowledge of local contexts, and their commitment reflects a strong sense of duty. Furthermore, because they work without pay, this model is highly cost-effective.
However, reliance on volunteers also has drawbacks. Governing boards may lack the professional expertise required to navigate complex areas such as finance, safeguarding, or compliance. I remember when I was Deputy Head being amazed at how long we spent at Governors’ meetings discussing events, fundraising, and the Head’s recruitment plans rather than analysing academic attainment, performance of pupil groups or reading management accounts. It is easy for an experienced Head to dodge the difficult debates in such a context. A system dependent on
goodwill and free time may also struggle to attract a diverse and sustainable pool of governors.
Parent governance
Parent governance places parents of pupils at the centre of school decisionmaking, often through elected positions on boards or committees. I’ve worked with many Parent Governors but, in my role as CEO of a multi academy trust, decided that this model was not conducive to rapid school improvement. This model ensures that governance remains closely connected to the school community, with parents offering first-hand insight into student needs and experiences. However, significant challenges also arise. Parents can face conflicts of interest, especially when decisions directly affect their own children. There is also a tendency for parents to focus on short-term or immediate issues, sometimes at the expense of longer-term strategy. In addition, not all parents bring the same level of expertise in governance, which can create uneven contributions.
Professional governance
Professional governance represents a different approach. In this model, full-time experts are employed specifically to govern, bringing with them professional skills in education leadership, finance, policy, and compliance. This ensures consistent and expert
oversight of complex, highstakes issues. Professional governors are accountable for their work, and because governance is their dedicated role, they can devote substantial time to strategic matters. However, there is also the risk of professional governors becoming too removed from the school community, and it is important that the views and opinions of other stakeholder voices, such as parents and pupils, are heard through regular visits, dialogue and surveys.
For governance to deliver real value, several principles need to be embedded. The first is the establishment of clear boundaries, ensuring that governors concentrate on strategy, oversight, and accountability, whilst executives manage the daily operations. Training is also crucial; governors must be equipped with knowledge of finance, safeguarding, education policy, and compliance in order to discharge their duties effectively. Governance should be subject to regular evaluation, using selfassessment, annual reviews, and external audits to measure performance. At the same time, stakeholder voices must be heard: staff, parents, and students should all have avenues for input, though without confusing consultation with decisionmaking authority.
The relationship between governors and executives forms the cornerstone of effective governance. Strong collaboration grows from
‘Strong collaboration grows from trust and respect, which create the conditions for governors to both support and challenge school leaders’
trust and respect, which create the conditions for governors to both support and challenge school leaders. Open communication is essential, with information shared promptly and transparently. Both parties must align around a shared vision for the school’s mission and long-term strategy. Governors add the most value when they offer constructive challenge — asking the right, sometimes difficult, questions without micromanaging. Collaboration is also strengthened by joint reflection, with regular opportunities for governors and executives to step back, review progress, and learn together.
Considering what is at stake — the safety, wellbeing, and success of other people’s
children — schools cannot afford to rely on chance or goodwill alone. As the responsibilities of governance grow ever more complex, and as the balance between executive and non-executive oversight continues to shift, it is my view that a professional governance model should be regarded as the baseline expectation for all schools. Only with skilled, accountable, and consistent governance, can we ensure that education systems are both safe and aspirational.
As Sir Adrian Cadbury, one of the foremost voices on governance, once remarked, “Good governance is about doing the right things, in the right way, for the right people, in a timely, inclusive, open, honest and accountable manner.” n
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Founded in 2015, Dukes brings together a carefully curated group of nurseries, schools, colleges, education consultancies and student experience organisations.
Our central team is based in London. From here, we serve our settings in the UK and Europe, providing administrative support and training, whilst promoting high-performance, leadership and wellbeing.
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Bursaries — the best social investment?
Glen Fendley, CEO of the Dukes Foundation, addresses the role bursaries play in creating social mobility
When Jamal started at a Dukes Education school at age 11 on a full bursary, he recalls feeling a mix of excitement about the wide range of academic and extracurricular opportunities detailed in the school’s timetable and a natural nervousness about whether he would fit in. Fortunately, the school was prepared for these emotions. Through dedicated pastoral care, inclusive programmes, and a welcoming community, Jamal’s initial worries soon eased. This
supportive environment allowed him to thrive, fully embracing opportunities that opened doors he had never imagined possible.
Now entering his final year as a law student at a Russell Group university, Jamal volunteers every summer as a youth advocate in his East London borough. Reflecting on his journey, he says, “That bursary didn’t just pay my fees — it gave me the confidence to realise my personal goals and dreams to be a barrister, to know I could belong anywhere I chose, and to inspire others to be their best selves.”
‘…bursaries do not simply provide financial support; they foster real opportunity, resilience, and inclusion’
Social impact beyond the metrics
There is no doubt that ESG frameworks have made significant progress in measuring the ‘E’ — from carbon footprints and green investment portfolios, to net zero targets. These metrics are vital, as they hold organisations accountable for environmental stewardship and drive urgently needed action on climate change.
Yet, the ‘S’ — the social dimension — often remains elusive. It’s frequently reduced to diversity percentages, community engagement hours, or other quantifiable outputs that, while useful, fail to capture the full, complex story of human and social impact.
Stories like Jamal’s demonstrate that if our ESG activities truly aim to create lasting value, then transformational bursaries must become central to how we understand the ‘S’ in ESG.
Social mobility (in the form of bursarial provision) offers a powerful and nuanced focus for measuring the social dimension. This is because bursaries do not simply provide financial support; they foster real opportunity, resilience, and inclusion — the core of meaningful social impact.
Measuring social mobility is a patient process, complicated, and deeply human. Its reporting, monitoring and evaluation do not fit neatly into spreadsheets or quarterly presentations, but its effects ripple far beyond the classroom: improving educational attainment, enabling intergenerational uplift, strengthening civic responsibility, enhancing social cohesion, increasing economic participation, and contributing
to healthier, more resilient communities. These outcomes represent some of the most profound and enduring contributions an organisation can make to society.
At the Dukes Foundation, we strive to create the conditions for this kind of transformative change. Through transformational bursary funding and partnerships with Dukes Education schools, we aim to support hundreds of young people from underrepresented and underserved communities in accessing world-class education. But that is only the beginning.
Bursaries as ESG in action
A bursary is not merely an important act of charity — it is a strategic investment in future leadership, innovation, and societal contribution. It represents a commitment to untapped potential, resilience forged through adversity, and diversity that delivers genuine depth, not superficial optics.
In the corporate world, we often speak about building talent pipelines. But how equitable can those pipelines be if thousands of brilliant young minds never receive a fair start?
Transformational bursaries recalibrate opportunity. They reshape the future of boardrooms, research labs, classrooms, and communities. They embody ESG at its most human and powerful — patient yet transformative, deeply personal yet universally impactful, yielding returns far beyond financial metrics.
The impact of bursaries on social mobility in the UK
Students receiving bursaries are three times more likely to enter a Russell Group university than their peers from similar backgrounds.
Only 7% of children from the lowest socio-economic groups attend selective independent schools, despite evidence these schools improve social mobility outcomes.
Bursary-supported pupils are significantly more likely to be the first in their family to attend higher education, breaking the cycle of disadvantage.
Source: Sutton Trust
Source: Social Mobility Commission
Source: Independent Schools Council
Developing a smarter lens for measuring social good
Working with the Dukes Foundation Board, we are reshaping how we define success — not by numbers alone, but by the depth and trajectory of change. Beyond funding hundreds of bursary places, we are asking vital questions such as:
Have they developed the networks and confidence to navigate traditionally exclusive environments?
Do they feel they belong in the professional and social spaces they once only observed from a distance?
Was this student the first in their family to pursue higher education?
Did they enter a career pathway once perceived as inaccessible?
Are they now mentoring or sponsoring others?
These challenging questions get to the heart of whether bursaries create enduring change beyond the initial ‘access to a firstclass educational opportunity’.
The final question — about giving back — is especially important. Social mobility should not be a solo journey; it is a networked process. Bursary recipients don’t just succeed; they often reach back, lifting others as they climb. One bursary can trigger multigenerational impact: inspiring aspirations, dismantling stereotypes, and creating role models in communities where hope can be scarce.
Seen through this lens, bursary funding is not merely good ESG practice; it is strategic nation-building.
From access to belonging: a moral and strategic imperative
Access without inclusion is not enough. One seat at the table does not dismantle systemic barriers. That is why we are working closely with Dukes Education schools and colleges to cultivate cultures of belonging — not just pathways of access. True inclusion means ensuring bursary students feel valued, represented, and empowered to contribute fully — just like Jamal and hundreds of other bursary recipients have experienced across the Dukes network. It means embedding support networks, mentoring, and inclusive teaching practices that nurture confidence and identity alongside academic achievement.
This focus on belonging transforms education from a transactional opportunity into a transformative experience that empowers young people to thrive — not just survive.
‘Ultimately, embracing social mobility through bursary funding may prove to be the most enduring and impactful legacy ESG can leave’
‘Social impact today can no longer be about how many people you reach it’s about how far and how deeply you change lives’
A broader call to action
Social impact today can no longer be about how many people you reach — it’s about how far and how deeply you change lives. If ESG is to move beyond branding or box-ticking, we must demand deeper commitments to equity, access, and genuine transformation. To that end, we are excited to:
1. Challenge corporate investors
Challenge corporate investors to ask more rigorous questions about what counts as social value — and who benefits from it.
2. Partner with Dukes Education
Partner with Dukes Education’s network of schools, colleges, and education providers to build an exemplar standard of inclusive, opportunity-rich environments.
3. Encourage corporate leaders
Encourage corporate ESG leaders to integrate long-term bursary sponsorship into their social investment strategies.
4. Engage with Dukes Education community
Invite the Dukes Education’s community of parents and other stakeholders who share our values to support local school bursary initiatives and witness firsthand the futures they help create.
Because if the ‘S’ in ESG does not include weighing our social impact in lifting young people like Jamal — brilliant, determined, and often overlooked — then what exactly are we measuring? n
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.
“Young people — they care. They know that this is the world that they’re going to grow up in, that they’re going to spend the rest of their lives in. But, I think it’s more idealistic than that. They actually believe that humanity, human species, has no right to destroy and despoil regardless.”
Sir David Attenborough
Thanks to Sally Cornelius, Sustainability Manager, Dukes Central Support
“Find a job you love, and you’ll never have to work a day in your life.”
Attributed to Confucius and Mark Twain
Thanks to Katie Krais, Dukes Plus Partnerships Director
“Nulli Secundus or Second to None.”
Motto of the Royal Military School of Music and former occupiers of Kneller Hall
Thanks to Amy Cavilla, Principal, Radnor House School
“We can’t help everyone, but everyone can help someone.”
Ronald Reagan, 40th President of the USA
Thanks to Olivia Caiger, Executive Assistant to the Chairman
“If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.”
Chinese proverb
Thanks to Sebastian Hepher, Deputy Director, Group Education Team
“If you’re not prepared to be wrong, you’ll never come up with anything original.”
Sir Ken Robinson
Thanks to Kevin Chung, Head of IT, London North and West Schools
“In a world where you can be anything, be kind.”
Clare Pooley, Author of The Authenticity Project
Thanks to Aimilia Filippakopoulou, Marketing Director, International School of Athens
“You miss 100 percent of the shots you never take.”
Wayne Gretzky, Canadian former ice hockey player
Thanks to Matt Tompkins, Managing Director, Dukes Education, Portugal
“Develop a passion for learning. If you do, you will never cease to grow.”
Anthony J. D’Angelo
Thanks to Anne Serandour, Head of Marketing and Admissions, Orchard House School
Dukes Education is a family of nurseries, schools, and colleges in England, Wales, Ireland, Spain, Portugal, Greece, Czechia, Croatia, Poland, Romania and Switzerland. Our schools cater for 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 consultancy services. This way, we create a wraparound experience for every family that joins us.
Aatif Hassan, Mike Giffin, Tim Fish, David Fitzgerald, Libby Nicholas
UK Board of Directors Tim Fish, Mark Bailey, David Goodhew, Libby Nicholas, Scott Giles, Damian Quinn, Jonathan Cuff, Suzie Longstaff, Marcelle Stewart
Europe Board of Directors
David Fitzgerald, Juan Casteres, Chris Eversden, Philippe Grosskost, Liza Humphrey, Matthew Tompkins, Claire Little
