Foundations for Life

A hard hitting and powerful advert from Save the Children makes a powerful point. To have the best chance of living a successful life in the long term children’s start in life and their childhood needs to be protected and they need the best possible foundations. This is, perhaps, one of the most powerful influences on any society for the longer term.

Poverty, poor health and other life challenges in childhood blight future generations to more of the same problems. When investment in childhood pays such great long term dividends for a country or society, we do have to marvel at those so called advanced or economically well-off countries that skimp in this area.

Fast Company – These are the Best (and Worst) Places Around the World for Kids to Grow Up

Equality in the world may be an unrealistic concept. However, striving for equity of opportunity means ensuring that all that can possibly be done is done to ensure that the most helpless members of our society are given a fair chance and start in life. Supporting mothers of early years children, minimising the impact of conflict on children, ensuring early years education provision and effective public education on diet and health should be some of the minimum expectations.

More can and should be done.

Being Strong is not Narcissism

As an educator, I’ve long held certain beliefs that underpin my approach and decision making – particularly the direction that i seek to bring to the schools under my care. One of the strongest of those beliefs is that it was always a mistake for people to suggest that somehow there was a polar choice between an academically oriented education for children or a ‘holistic development’ approach. Rather, i believe that when children are given the appropriate support and guidance they develop the ability to take their strength in one aspect of their life (maybe sport) and turn it in to strength in other areas – e.g. academics, personal relations etc.

In my youth, my favoured sport was rugby. For many years i was tall and willowy and that wasn’t the best build for the game. However, with some good coaches I worked at it, bulked out and eventually reached a reasonable level of performance. Rugby culture has long held a strong orientation around selflessness and orientation around the team. It’s changed a bit these days, but in my day, when a player scored a try he (or she) got a brief pat on the back from the nearest colleagues and everyone got in place quickly to get on with the game. There were no fancy celebrations or glorification of the individual. Today, the media wants to make a big issue of the person who dots the ball down at the end, ignoring all that has gone before.

In Delhi, there are a couple of occasions that come to mind when I felt the need to intervene, believing it was important that children be learning the right lessons, not just for sport, but for life. On the first occasion one of our schools was hosting an inter-school cricket tournament. When the final came around, our home team hadn’t got through. As the two teams took to the field, I heard some bad-mannered booing from students beside the field. After a short while, I saw some of them walking around the perimeter of the field, behind the bowler’s arm. This is very off-putting for batsmen. I needed to take them to one side to inform them that they were being very selfish and not treating the finalists with the respect deserved (for beating them to get there!) After some time, I saw a bowler take the wicket of the opposing batsmen. What I then saw was shocking. He ran down the wicket and leered and celebrated right in the face of the disappointed batsman. The two umpires on the field did nothing to stop this disgusting and atrocious behaviour. This might be something these children had seen an idol do on TV, but had no place in school sport. I was probably more shocked by the failure to act on the part of the umpires (school PE teachers). At the change of overs when they came off the field I took them to task, having seen similar behaviour played out a few more times. The umpires seemed surprised at my concern.

To my mind, this is at the very root of the issue between self-belief and narcissism. To be proud that you’re a good cricket bowler is healthy. To be motivated to hone your skills, to work to be the best bowler you can be is all positive and bi-products of grit and a growth mindset. However, reveling in the downfall of the batsmen, belittling them and taunting them is to fall in to negative and unhealthy narcissism. The sad fact here was that the adults, educators couldn’t tell the difference and didn’t see the need to do anything about it.

On another occasion there was a basketball game. As the game got in to the last few minutes the teams were neck and neck. The lead kept changing hands. There was tension and supporters of both teams were shouting encouragement from the sidelines. In the last couple of minutes, one team opened out and maintained a small gap – enough to win. As the final whistle blew the team were ecstatic. They jumped, they whooped, they hugged each other. Except for one boy. I was standing close to the scorer’s table. Instead of joining the huddle with his team mates, he ran towards the table shouting, “How many points did I score?” Before he had the chance to receive an answer, I swiftly took him by the shoulders, turned him around one hundred and eighty degrees, pointed him towards the huddle – “Go and celebrate. The TEAM won!” He got it, smiled sheepishly and ran off excitedly.

When I went to Sharjah to take up a new job our first responsibilities were all about creating a brand new school. In the rushed first weeks i was asked to come up with a ‘strap line’. It was needed very quickly for a document that was going to the printers. We were at a very early stage in the project, so there wasn’t really a big team to consult. I sat down to play with ideas, trying to get to the core of what i saw as most important in terms of core messages I wanted the new school to convey. I slept on the ideas for one night, not convinced that I yet had what i was looking for. I was back on the case next morning. I came up with a lot of ideas, before the one I knew was right came in to my head – “I am me, I am unique.” To me, it was about emphasising personalisation in education and learning to respond to the individual needs of each student. I wanted each student to know their own strengths, leverage those strengths whilst acknowledging those things that were still to work on. When we launched brochures and other materials with this phrase on, it really resonated with parents and students. Teachers also saw what was expected of them in supporting the uniqueness. I clearly remember conversations about how this was not a matter of simply giving them platitudes, telling them they were wonderful etc.

Here is an article that relates to a book putting across the same point. Self awareness and self belief are important attributes for youngsters today. There is, indeed, a narcissism problem largely caused by polar and simplistic thinking. There is a world of difference between growing up understanding that I’m unique or believing that i’m special, entitled and expecting to have everything come my way.

The Guardian – Self-entitled, moi? Teens, narcissism and why ‘special’ and ‘unique’ are different things

Risk in Growing Up

There is no question that attitudes to risk for children have changed enormously in my lifetime. A recent survey suggested that British parents were amongst the most cautious and conservative when it came to what they permitted their children to do and what risks were perceived to be acceptable.

This story, understandably, has recently captured a lot of attention:

CS Monitor – Ban on Tag

We have to wonder – if educators are going to decide it’s unacceptably dangerous for children to play tag, then what other games from my childhood would be considered well beyond acceptable. Not only did we have many variations on tag (including kiss chase!), but we also had games like British Bulldog. I’ve seen one website that described that game as ‘brutal’ whilst many call for it to be banned. However, we loved that game. Whatever happened to sliding down steep slopes on tea trays or fixing ropes on tree branches over a river to swing on?

Did some of us get hurt? Of course we did. Scabby knees was almost a permanent state for me growing up. However, i believe that the benefits far outweighed any downside risks. We learned resilience, team skills and communication skills. We learned to handle defeat and victory with humility and good humour. That didn’t mean we cared any less about winning.

Are we in danger of eliminating so much that carries risk from our children’s lives that we turn childhood in to a sterile wait for adulthood, devoid of joy, energy and life?

I’d love to hear others’ views.

Raising Boys

In these days of political correctness, some suggest it’s heresy to talk as if there is any difference between boys and girls – that ‘equality’ means ‘the same’. However, we know that right from the moment of birth (many would say even earlier than that) parents and caregivers treat boys and girls differently, communicate with them differently and respond to their needs differently.

The result is that boys and girls grow up with very different expectations about how they should be, what’s expected of them and how to expect the world to respond to them. However, then, these early planted perceptions come up against a changing world.

As someone who works and strives to fulfil both parent roles for my son and an educator, I know I don’t always get it right. I make mistakes and I have days when I have to strive to do better. So, I was particularly pleased when I came across this very thoughtfully written article in which the author, Tabitha Studer, has set out 25 rules for mothers of boys;

Gimundo – 25 Rules for Mothers of Boys

I’m not going to say I agree perfectly with all 25, but they’re a good read. At the end, i was left concluding that more application of these rules wouldn’t only be good for the boys (growing in to men) concerned, but for society as a whole.

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