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Dr Gary Keogh
POOR MENTAL HEALTH CAN’T BE BUSINESS AS USUAL
I don’t want to be a headteacher anymore. Approaching this decision has been an emotional journey, filled with self-doubt, crushing anxiety and fear, alongside new-found feelings of trust and happiness. I’ve finally found a school that values me for who I am. I’m learning a huge amount and my sense of loyalty has found a great place to grow and repair. I’ve started to see myself as a decent teacher and leader again, after years of doubt and struggle, and that feels wonderful. I haven’t arrived with a three- or five-year plan; I’m in it for the long term. While chatting to my amazing headteacher, I decided that I don’t need to rush any more. I’d like my career to grow and change naturally as I follow what makes me happiest and healthiest. Earlier in my career, climbing the ladder was how I defined growth. Now, I can see that learning as much as I can and growing within my current role can be just as rewarding – if not more so. At present, I’d rather be a damn good assistant head and class teacher than a head. This is a big part of the reason why I always challenge people who say “just” before stating their role: “I’m just a class teacher/TA/lunchtime supervisor.” There’s no “just”: everyone shines in their own wonderful way.
A LEARNING PROCESS
Another reason I’ve diverted away from my headship mission is that, to be honest, I don’t think I have the skills, guts or resilience to do it. That’s not my impostor syndrome kicking in; it’s simple fact. I couldn’t handle the pressure heads face on a daily basis. I couldn’t bear the accountability lumped on my shoulders. I have so much to learn within my current role that I’d be building my headship castle on sand. This feeling has been further reinforced by recent Covid-related events, where headteachers around the world have carried unimaginable burdens. I’ve seen both sides of the headship coin on my journey: those that abuse their power, or simply aren’t ready or in possession of the right skills for their position, and those community leaders that enable everyone around themselves to thrive, despite the challenges thrown their way. While I don’t want to chase headship any more, I want to do everything in my power to keep awesome headteachers – like my school’s – feeling supported and cared for while I continue to enjoy what I do. Maybe I can even begin to like myself again as I discover who I really am as a teacher and leader in the right environment. Chris Harrison is assistant head at Grove Road Community Primary in Harrogate.
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THE HEADTEACHER
EMBRACE THE PANDEMIC POSITIVES Fleur Sexton shares smart ways to maximise the skills learnt in lockdown
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ockdown was challenging for everyone, especially children. However, challenges also bring positive outcomes and we need to optimise the positives – to recognise, build upon and celebrate the skills learnt during lockdown: Resilience – the ‘superpower’ that everyone needs; flexibility and the ability to adapt to change, now that uncertainty is a certainty in life. Time management – children have been planning their own days without the usual structure of the classroom, while having to negotiate for resources, shared digital devices and limited connectivity at home. Troubleshooting – pupils have managed to find ways to upload work, communicate with teachers and navigate new learning platforms while resolving problems along the way. Emotional intelligence – it’s been a tough ride without the usual channels of support offered by schools and social services, but young people have stepped up, looking out for each other, being aware of signs of depression and anxiety, and helping their peers get back on their feet. Stress management – children have recognised the importance of wellbeing and taken time to be more reflective; to process negative thoughts and feelings and deal with them, making the most of remote communication and finding ways to express themselves using tech as a tool. So how can teachers help students further develop these skills? Teachers need to recognise, celebrate and build on their pupils’ achievements over lockdown. There’s a focus on academic ‘catch-up’ in maths and English, which is
important, but establishing where pupils are emotionally and how resilient they feel is vital. We don’t know what stresses they have coped with over the past months. All students need stability first – a holistic approach before they tackle academic work.
HORIZONS Children will have different needs and, for some, academic catch-up can be the focus – but all will need to continue building confidence and resilience. Team challenges build these skills alongside communication and collaboration, and they’re fun. Life online has been very different; most young people will relish being back with their peers and teachers, having more structure to their day, so make it exciting and enjoyable. Teachers need to be given the autonomy to do that. Make use of those newly acquired IT skills – blended learning offers access for disabled students, gives those who need to consolidate their learning more time, and keeps students with behavioural issues involved via Zoom without disrupting the class. Finally, broaden their horizons – continue to develop online collaboration and communication skills. Consider partnering with schools internationally; use technology to enable students to participate in choir or orchestra or interview role models. The virtual world can open up new opportunities beyond pupils’ perceptions of ‘who they are’ and ‘who they can be’. Fleur Sexton, managing director, PET-Xi Training. For further information, visit www.pet-xi.co.uk or email info@pet-xi.co.uk
“For some, academic catch-up can be the focus – but all will need to continue building confidence and resilience.”