Is there room for staff?

There was a thoughtful piece in The Guardian this week about the decline of the staffroom. One can easily see this issue as highly symbolic of the attitude of the education system to its key staff. I must admit I was not previously aware that legislation was enacted in England (only) in 2012 to remove the need for schools to provide any work or social space for teachers. One can only stand speechless at the utter short-sightedness such decisions.

The situation is more complex than it might seem. For example, the school where I passed the bulk of my career was very widely spread across its site: it had previously been two adjacent single-sex schools, which had merged in the early 1970s. It meant that facilities were relatively plentiful, but the distances involved made it difficult for the staff to congregate in one place regularly – particularly as the length of break and lunch times was cut back. Instead, team rooms were provided, and they were generally well-equipped and well used. However, as the emphasis shifted away from a central staffroom – and as the recent management seemed to lose interest in maintaining a cohesive staff body – the place inevitably fragmented.

From a situation where I knew everybody on the staff in my early years, we moved to one where I barely even recognised some colleagues, let alone knew their name or had spoken to them. I was not alone.

One can speculate on the reasons why school managements might take the decision to remove communal staff space – and as in the rather difficult situation described above, they are not inevitably insidious. As school roles hit the top of their cycle, the pressure on space inevitably grows. But it is still all too easy to suspect that the division of staff and the reduction of their ability to communicate with each other may prove to be an attractive side-effect (if nothing else) when seen from certain management perspectives.

Yet once again, the consequences of this approach may harm more than the teachers themselves – this is another example of what might seem a purely logical difficulty having real impacts that far more deeply damage the fabric and work of the school. The fact that such impacts are either not known or are under-estimated is another consequence of having bean-counters in control of places like schools.

Professional communication is made easier if one has at least the semblance of acquaintance with one’s colleagues; in later years I found myself collaborating with people who were basically complete strangers. In some cases, it was even necessary to spend time finding out who a particular individual was, and where they were to be found; the alternative of email, while useful, diminished the direct personal interaction which can be extremely useful when discussing pupil matters.

Furthermore, the opportunity for the informal sharing of good practice across the school was reduced, as inevitably was one’s sense of shared purpose with one’s colleagues.

But beyond all that one needs to ask what are the perceptions of teachers, both individually and as a body, in Westminster and more locally, to think they should not be given a personal space within a school. Perhaps more light is cast by the case mentioned in the article of the school where the staffroom had windows so that the pupils could see what was going on within. This speaks of the utterly misplaced priorities that see teachers as servants of the children. What does it ‘say’ that a school management should consider the children as having the right to see everything of the staff’s business – and that staff should not have anywhere on the premises where they can gain a little privacy when needed?

I would be extremely suspicious of accepting a job in a school that had no staffroom: for all the innocent ones, there are too many insidious reasons why this might be so. But once again, it is quite possible that this is another own-goal for the schools concerned too. It is a matter of basic principle that people do better work once their basic needs have been met; this includes the ability to be sociable, the ability to rest and have a break – and one might add the dignity afforded by privacy when it is needed. When these things are not met, the end result can surely only erode commitment and quality. And given this week’s government announcements about further intended measures to tackle over-work, one wonders whether thinking will be joined-up enough to address matters like this, which can only make the work-life balance, not to mention general well-being and morale, worse.



We need to discuss management openly – while dodging the bullets.

If one sticks one’s head above the parapet, one should expect to encounter some low-flying ordnance. Parts of The Great Exception do seem to be causing controversy – which is good.

I expected my critique of ‘Big Management’ not to go down well in some quarters, though most school managers will no doubt be far too thick-skinned to be riled by comments from the likes of me. In any case, I hope it is possible to separate the issue from the people. Over the years, I did encounter a few managers whose behaviour was truly despicable, but they were very much the minority, and I have many friends and former colleagues who are or were managers: this is not personal.

We need to ask this question – because there is no reason whatsoever why management should be any more virtuous or above reproach than the rest of the system. Indeed given its huge influence, it has the capacity to cause far more harm to education than the inadequacies of mere individual classroom teachers – and that is without considering the huge costs that big management imposes on a cash-strapped system.

The worst thing to do would be to dismiss criticism out of hand, which would rather prove the point about the risk of hubris.

I am more concerned with the system that is being operated than the people enacting it, most of whom have to operate within frameworks over which they no more have complete control than anyone else. I am confident that most people in such positions are genuinely acting in what they believe to be the best way. But that is not to say that either they – or the system – are always getting it right: outside pressures can result in very perverse behaviours, especially as people move further from the grass-roots classroom experience. Neither is it untrue that self-interest sometimes clouds their judgement. Yet it is worth re-stating that no-one is forced to take such posts, and I would not wish some of their dilemmas on anyone.

For all that education has come under intense scrutiny in recent years, nobody seems to have stopped and asked whether ‘big management’ is actually helping. It seems to be taken for granted that it does (even when that flies in the face of experience) and I do not get the impression that the alternative views presented by highly-experienced managers like Margaret Heffernan, Daniel Pink and John Kay are widely known (that is why they’re in the book…). One manager I persuaded to read Daniel Pink described his book as “a revelation”. I’m afraid to say that plenty of conversations I have had with managers over the years betrayed nothing so much as a certain tunnel vision.

It is not sufficient for management teams solely to self- or peer-appraise; this is not acceptable for classroom teachers, and neither is it reasonable to dismiss the comments from those lower down the ‘food chain’ on the grounds of incomplete insight. If that were the case, we would stop all ‘pupil voice’ exercises today.

It is undoubtedly true that the situation is not the same everywhere: while I focus on many of the generic pitfalls of the management process, this is not to imply that practice is universally bad. But I also know from direct experience that the actions of management in certain circumstances can be responsible for a great deal of difficulty, distress and over-work. Over the years, I have been variously told that I was “naive” to call for more compassion in the workplace, that management should be “bullish” and that “things would be a lot harsher if we worked in The City”. I was told it was “insubordinate” to question a particularly difficult manager. None of this is remotely helpful. I would hope that well-meaning managers would acknowledge this and be concerned about it: why would they be otherwise?

This issue needs to be discussed in the open: there is a crisis of recruitment and retention in the profession – and it is not true that it is solely caused by low pay or the behaviour of the children. ‘Management’ is responsible for creating the climate (and many of the pressures) in the educational workplace – and there is plenty to suggest that it is not always good. I have repeatedly seen this with my own eyes – and I know that it is not always taken seriously. What greater own-goal could the profession score?

If it is true that poor classroom teaching needs to be addressed without much compunction, then the same is surely so for poor management – and the ability of those in senior positions to close ranks and insulate themselves more from adverse situations should not prevent that. Hypocrisy is destructive – and if managers feel uncomfortable about being criticised, then perhaps it will remind them how regular teachers feel under similar situations, many of which are management-instigated. In fact, I would much prefer to see a more consensual, less confrontational climate all round.

My book is not mainly aimed at new teachers as one reviewer suggested: I will be only too pleased if senior managers read it: some at least need to.

But I also hope that the (necessary) coverage of these issues will not distract from the more positive sections on good practice later in the book. I take the view that all in education have largely been co-victims of outside pressures, and my intention was to offer a constructive view of a more realistic, sustainable and humane way forward.

Getting that right would be one of the surest ways to improve the sector for everyone.

TP hits TES…

From this week’s edition…


The kids are alright

I had not planned to follow up my last post with another on the same theme – but a rather lump-in-throat inducing session in my on-going talking therapy got me thinking – and then Bottomsbray’s latest post tipped the balance…

The story of ‘Andy’ appeared to resonate, showing as it did one case where the claim that children’s futures lie entirely in their teachers’ hands was busted for the damaging myth that it is. While there are of course vulnerable and deprived children for whom school may be a salvation, the numbers of critical cases are, I suggest, relatively small; small enough not to predicate the entire system on them.

In any case, during my years teaching, I knew barely a handful of teachers who did not do their utmost for the children in their charge – and yet for most of those years, we were subjected to an unending barrage from a school which self-identified as “bullish” – of how much ‘better’ we needed to be, how we should never be satisfied with ourselves (a mentality perpetuated by some of the biggest voices in education), how there was always so much more we could and should do – and above all, how targets were therefore inviolable. Most people responded, and the levels of stress in the school were, on occasions, horrific. Despite this, most children went out to successful futures – while the staff were horsewhipped ever harder by successive managements to push the headline figures up into the mid 80’s and the school to a multiple- ‘Outstanding’ Ofsted grade. And when the figures finally dipped, as they always eventually do, the only response they could come up with was more of the same.

One day a couple of weeks before Christmas, my state of mind suddenly spiralled rapidly down into the pit again; we were out shopping, and bizarrely, by the time we got home, the various physical complaints that I had experienced for many years (but not for the last, medicated one) all suddenly re-appeared: muscle and joint aches – to the point I could hardly get out of the car, headache, extreme lethargy, digestive upheaval, to say nothing of the mental fog that closed off my ability to focus on anything. It got progressively worse for the rest of the day, until I turned in. By the following mid-day after a long sleep, I was virtually back to what currently constitutes normal. I was mystified – and went in search of information. I discovered that all those problems are known symptoms of depression. While I knew that physical pain could cause low mood, I had never before considered the opposite. Nor, apparently, do quite a few G.P.’s who, when presented with unexplained symptoms (just as I had done), tend to go in search of physical causes first. It seems that it is far from unusual for depressed people to experience physical symptoms even before any mental disturbance becomes evident.

This presented the possibility that the numerous ailments of just these sorts that I had been accumulating for perhaps ten years were in fact growing signs of a longer-rooted depression that had eventually got me. Hence the reason I am writing this: I wonder how many other teachers are out there are in a similar situation, not realising where they are heading. Not all may suffer the full consequences – but it is worth pondering.

And how many school cultures are causing it? I clearly remember the depressing effect – not just on me – of the constant message that we were never good enough, that we would damage children irrevocably if we did not do as we were instructed, the outright fear of being found wanting. The message was always that to be a teacher, you first need to be tough – and that meant taking, uncomplaining, whatever the school threw at you. The message was also that schools start from the assumption that their employees are lazy and feckless. But being tough is not, in my experience, the most important quality of a teacher: being sensitive to other people’s needs is. And being sensitive (and conscientious) makes you all the more likely to take seriously what your managers tell you they want.

If I made a mistake, it was precisely this: mortgaging my own sanity in order to do what they demanded. While I did express my doubts, I nonetheless worked unremittingly, under a constant cloud of worry about whether I was doing ‘enough’: that sounds very familiar in this profession. It was only recently, when the demands spiralled ever further up into the deep blue yonder of management fantasy, when they became clearly unworkable – and when they started denying that the school even had a stress problem –  that the whole thing really appeared as the sham that it is, and I eased up.

This is not about children’s welfare; it is about management hubris – or fear. The only rationale that can justify what is now being foisted upon teachers is the insatiable lust of some school managers for advancement for themselves, or (perhaps more likely?) the protection of their own positions. No rational understanding of child wellbeing or of furthering education is sufficient to justify the absurd amount of largely pointless work now (as E=mc²andallthat said the other day) being demanded of teachers, and which even Ofsted does not require. It is the regime of zealots and ideologues, who care nothing for the practical consequences of their own increasingly barmy mania.

I am left with the possible conclusion that my difficulties were a lot longer-standing than I had considered; hence perhaps, why recovery is also taking a long time. Most of it was nothing to do with teaching children, so much as the entirely avoidable demands of an out-of-control system – a system which in the end applied such intense pressure to precisely my weak spot (my professional conscience) that I crumbled. My mistake was to be conscientious enough to take them seriously in the first place.

Meanwhile, plenty of kids like ‘Andy’ come out of the system none the worse for wear. Perhaps schools don’t always succeed (on their own terms) with them – but as ‘Andy’ shows, many are capable of making successes of themselves anyway, as they always have. He is not the only one I have encountered. In fact, the diet that schools force at such children is, in itself, perhaps counter-productive, even damaging: there was no way ‘Andy’ ever wanted – or was going – to be an academic. As a resolutely academic teacher, much of what I could offer was of little use to him; what I did provide – as he fondly remembered – was a patient, consistent, supportive adult. And even on that score, despite my suspicions that other role models may have been more appropriate, I think in a small way, I succeeded.

But school managements are not judged against people like him, or the kind of encounter that he and I had. And because of that, they apply pressure to people like me, who internalise it to their own cost, to do ever more work, the only Sisyphean rationale for which can be to cover management arses.

In a way, my experience is the price the education system now exacts from teachers for ‘Andy’s’ success. It is too big a price – made all the worse by the fact that it is largely needless. Based on the witness of those I know who are still teaching, I wrote something yesterday about the education system to a former colleague that I would never previously have contemplated:

“It is no longer worth sacrificing yourself for”.

Andy was O.K. anyway – and such is my enduring fragility that the realisation that much of that system-induced stress was actually for nothing, was indeed enough to induce a large lump in the throat.


Unfinished Business

Thanks to Old Andrew for flagging-up the continued existence of this ‘blogging legend’ on Twitter. I try to limit my social media activity (it takes up too much of life as it is) so I only notify on Twitter, rather than participate. I am always very pleased to receive comments and correspondence via the blog itself, though, or at: blog [at]  I rather wonder whether a “legend” is something very old, imaginary and probably redundant…

I had been wondering again whether the blog warrants continuation. I’ve now been out of the classroom for well over a year, and the immediacy of my experience is fading. That said, I still keep more than a weather-eye on the education scene, and still read others’ blogs reasonably frequently.

The future here is still not very clear, other than the fact that a crust will somehow need to be earned again from early summer, even though ‘the head’ is still far from right; dilemma – and one that what’s left of the welfare state in this country doesn’t seem unduly concerned about. At least I’ve kicked the drug habit, so there’s a clearer view of the real situation. Salutary lesson: anyone who thinks antidepressants are an easy answer should think again.

There are a few irons in the fire, some in education, some not. One may involve becoming a student again for a while. But without implying criticism of those who have helped me, I don’t think anyone should be under the impression that there is a lot of support out here for people in difficulties. Any hope of ‘obligation’ borne from years spent in public service is pie in the sky. Regrettably, I include my Union in that: I guess that regulation and legal constraints perhaps prevent them from doing more than offer very general observations. Which is all very well – but not especially helpful just at the time when one could do with a stronger lead.

One of my long-time correspondents has urged me to keep the blog going, so that is what I will do, albeit probably on an intermittent basis as and when something comment-worthy comes up. As he put it “There is unfinished business with the toxic culture in education.” Yes indeed: I now know of six people even in my small pool who are signed off/medicated for teaching-associated mental health problems, and many more who are at varying stages of unhappiness or distress with what the job is doing to them. This is not right.

I suppose it is unsurprising that a forceful personal experience makes one more aware of ‘issues’ but once there, the situation seems obvious. Even amongst the zealots who often manage education, it must take a particularly callous person not to be concerned for the mental health of one’s staff. Which is not to say they don’t exist; how they manage not to see either the damage being done to their own institutions or the massive irony of the supposedly life-affirming education sector being toxic to those within it, is beyond my understanding. Of my original group of close colleagues, the last one left the school in question at the end of last term, for largely similar reasons. One might hope that those in charge would reflect on why they are losing good teachers – though I suspect they won’t. Management blindness is too self-confirming for that.

But we should also remember that there are those such as John Tomsett who have been rightly recognised for taking a different approach with regard to wellbeing – though it is informative that Ofsted felt it necessary to tell him that his school’s ‘Outstanding’ came because of his compassion not in spite of it.

Unfinished business there indeed is: not from any need for retribution, but simply because the sector is too important to be allowed to continue in its current unsustainable form. There is plenty of evidence around to support that view, quite apart from my own that much of what education is currently doing (or is perhaps being made to do) is entirely counter-productive to its supposed aims. Damaging entire generations is too high a price for politico-economic dogma…

…which leads me to offer an up-date on my book for those whom I know are already interested – and as a shameless plug at those who aren’t (yet…?). Titled ‘The Great Exception: why teaching is a profession like no other’ it is one teacher’s view of the reasons for education’s intractable problems, and a proposal for a more sustainable model. It is about to go to print, and should be out fairly early in the New Year. More details as they emerge.

Unfinished work – indeed. At which point I will wish everyone a happy and prosperous New Year.


Take care of yourself – seriously

I remember the first lesson I ever taught. It was in a typical 1950’s-built school in the suburbs of Norwich. Monday period 1: 3rd year (as it then was) French – and I wasn’t even a French specialist. The Head of Department had approved my plan with his habitual phrase, remembered to this day: “It’s all grist to the mill…!”

The lesson was, in what I suspect is a fairly common experience, a hammer blow. My preparation hadn’t been half thorough enough; there was a flaw in one of the activities, and I hadn’t reckoned seriously enough with the gratuitous bait-the-student-teacher disruption… I guess that’s why we have teacher training.

It took quite a few years for feelings of confidence to emerge; I remember my father saying it took him about ten to be reasonably satisfied with his teaching. I don’t think there was ever anything wrong – indeed on several occasions more experienced colleagues told me in no uncertain terms not to be so hard on myself. By the time I reached last year, I was even reasonably comfortable with describing myself as unconsciously competent in the classroom – if that isn’t a contradiction in terms.

But in the light of experience, I can’t help reflecting on the several posts I wrote on the subject of introversion, most relevantly here:

Also here and here

If you happen to be a sensitive and not outgoing or gregarious individual, the damage the rough and tumble of teaching does can be particularly serious. A colleague of thirty years expressed incredulity that I felt such characteristics applied to me, so effectively had I masked my inner self for all that time. I was always my own harshest critic – but, I reasoned,  how many teachers would say the same? It must be in the tens of thousands….Still, I did the day-job week in, week out, swallowing the pressure, trying to reconcile the irreconcilable, doing the things I was told to even when I had deep reservations about them – without any serious thought that it was storing up harm…

My point is this: everyone who does it knows that teaching is a high pressure game – but we still don’t know it – in the sense of being aware of the impact it can (or should that be does?) have. We become so habituated to its demands – the pressurised day-to-day working life, the pressure from managers and politicians, the fact that our evenings and weekends are barely our own – that we treat it as normal. It is not.

As the years went by, I became dimly aware that other people did not experience the same relentless pressure as I did, such that my waking life was utterly dominated by my work; theirs weren’t. Which is not to say that other jobs are not pressurised – but few somehow seem to consume people like teaching does.

As more years went by, the cumulative impact on my health increased – but so gradually that I barely noticed: each little niggle was simply a little niggle, that happened to be a bit bigger than it had been before. When the gloom that was the early signs of depression started appearing, it was just that I was having a bad day. Except it wasn’t.

It is probably true that these things have a harsher impact on the quieter, more introverted people – but just read Bottomsbray’s latest post here  to show that it can happen to anyone.  He and I are roughly of an age; our careers have tracked each other. If anything, he has had a narrower escape than I did. But looking back, it is clearer than ever before, just how significant the impact of teaching over those last thirty years of constant, turbulent change in the profession has been. I wonder how many more people there are out there who are nursing the same scars, and who may (heaven forbid) be heading in the same direction. If you are, as Bottomsbray says, seek help and don’t be proud about it.

I said it numerous times, but even I didn’t believe it until I saw it: the effect of putting intelligent, conscientious people under that amount of pressure for that amount of time is not pretty. In effect throwing them on the scrapheap to fend for themselves at the end of it is worse – a lot worse, and that still hurts.

But after a year without teaching, I now have a life that more closely resembles those of other people: work is work – and the rest of life is my own. Around the home, many things that had been neglected for years have gradually been put in order; I have time to spend with my wife and friends, and just to cook nice things for dinner. I have time to engage in projects in our community, that I just didn’t have the time or energy for before. I have a more balanced life – and if it weren’t for the remaining ‘head’ issues, it would be great.

It is not inevitable that a career in teaching destroys all that: my parents managed a better balance in their day – and my Swiss friend Alfred always retained a better work-life balance even while he was still teaching. It is just the utter madness that the British education system has become that is doing the damage; a madness that is making a few executive head teachers rich and powerful, delivering a sterile, hollowed-out ‘education’ to the next generation – and burning this one out in the process. It cannot continue.

I have been doing plenty of ‘work’ during the past year, not least finishing a book expanding many of the above ideas much further, developing much else that I have covered over the years in this blog, and examining ways in which a different, more sustainable model could achieve benefits all round. It is currently in production with John Catt Publishers and should be out in the New Year. More details in due course.


Socially contracting?

The storm is over, but the sea is still rough. More than a month after coming off the medication, things are slowly reassuming something like a more normal perspective, but they are still prone to dizzy-making peaks and troughs. The pills were a mental splint – necessary but uncomfortable and I am glad to be off them: they effectively lop off the lows – but also the highs – of your mood spectrum, leaving you with a tiny zone in the middle where you can’t do yourself much harm, but at the cost of almost all emotional movement. If you’re lucky you might get left slightly on the ‘credit’ side of zero; I think I went the other way…

So it’s good to be able to appreciate a sunny morning rather than just staring bleakly and impassively at it – but realisation is also dawning about the difficulties ahead.

Perhaps the Social Contract is a dated notion, but I wasn’t aware so: the idea that you contribute to society around you, and in return you can expect reasonable care if things go wrong. The words of wisdom from my (teacher) father when I started my career were, “Look after the kids and the school will look after you”. Well, it sort-of worked in his day. But there’s plenty in the media to suggest that society (if that is still the right word for it) no longer operates like that.

I think I can say that I took his advice seriously, was never one of those for whom teaching was a bit of a lark, a chance to avoid getting a ‘proper’ job for a few years. I approached the work with the utmost seriousness and for most of the time since entering the profession in 1987, worked a long week, doing what I believed was right for my pupils at the expense of my home life and ultimately my health, and learning and developing as a teacher. I recently had some feedback from a former colleague who subsequently rose to a national position within the profession, reinforcing that view, for which I was extremely grateful.

But times changed. Others came into school leadership, people with whom I am ashamed that I share the same generation. Who knows what downward pressures they experienced – but the relish with which they adopted a much harsher attitude can only have been of their own doing. When I was no longer any use to it, ‘Society’ in the form of my state-sector employers showed itself either ruthless or incompetent enough to stop at nothing in order to get rid of me. The terms weren’t entirely unfavourable, but it is now clear that my hope of a modest but secure later career/life is looking decidedly shaky.

I’m no great consumer, but I do like a degree of comfort; my background in a teaching family I suppose led me to think it was a reasonable expectation that by one’s fifties, there should be enough capital accumulated to have a dignified and enjoyable life with a few of the comforts that one wouldn’t have afforded at an earlier stage.

Well, that accumulated capital won’t last long. Present calculations suggest that if I remain incapable of work beyond next spring, we are going to have to cut our cloth in a way that would have made the pips squeak even back when a student.  Hopefully the waves will subside enough, that I can find something else meaningful from which to earn a crust. Failing that, my wife’s income will just about cover our commitments – but everything else will have to go: no meals out, no holidays, no money for hobbies, nothing. We may have to get the cat out on the street to sell his body. There’s little to suggest that the social security system will see me as anything like a deserving case, and I’m several years too young to claim my pension,  In fact, I’m currently skipping contributions to it…yet we still have a mortgage to pay.

We will do it; as people keep saying, something will come along. I have some ideas which may by then come to fruition (and my book is still slowly chugging its way along at my publisher). I am not writing this because I want pity – that’s not my way – but am I angry? Most certainly. Neither have I forgotten that there are many deeply worse off than we – but I simply never expected to have to deal with this: teaching is secure, isn’t it?

But for all those good-hearted people labouring away to educate the nation’s children, and to those considering entering that profession, I urge you to look extra-hard at the financial implications of working in a job that rarely allows you to accumulate sufficient resources to cushion a severe blow. And don’t expect your employer to be able to be generous either. I would caution you against any tendency to believe that three or four decades of hard, socially-productive work ‘entitles’ you to anything whatsoever – no matter what the myths we still peddle at children regarding the value of hard work.

The former Chancellor of the Exchequer with his umpteen “jobs” probably doesn’t blow his nose for the kind of amounts we are talking about here; but that’s the kind of inequality that is acceptable in this country these days. Likewise, while I have no envy whatsoever of my more fortunate friends who, in their fifties are thriving, I can’t help wondering what I’ve done to ‘deserve’ this; the only answer  I can find is is nothing.

I sincerely hope that my experience is not typical, and that most schools would treat a situation like this more supportively – but in the current economic climate, I wouldn’t bank on it.

Still I can rest assured that I am still doing my bit for the nation: having supposedly become dead weight to the school, at least I can take comfort that I am a “cost saving” for our increasingly cash-derelict education service. Huh.




I’ve always resisted joining Linkedin – not sure I like their strapline (It’s who you know rather than what you know) however true it probably is…

But I am able to see some of their content, and this blog post struck me as eminent sense, perhaps one of the most to-the-point writings on the topics that I have seen. It is all the more interesting as it comes from that Heartland of Hustle, the United States.

I’m not entirely sure how much of the article in the link is openly available, but it is certainly worth a read if you are able.

I think the word Hustling sums the issue up: the general mindset that says if your life is not whizzing past at 900 m.p.h. then you are a loser. Even since I stopped teaching, I have encountered many people who seem to be trying to cram so much in that they never have time for anything. And while one might naively have hoped that a sector like education, which supposedly majors on its insight and superior world-view would know better, there is little to suggest that it does.

In fact it seems to glory in hustle: the sense that to be someone ‘who matters’ you have to be rushed off your feet. And it goes even further: if you disagree, then you need to be hustled out of the system because you’re clearly not up to it.

I spent a good bit of my latter years in education urging both my pupils and colleagues (though CPD sessions) to try not to hustle. The self-harm that it causes is simply too great to be justifiable, and I would argue that organisations that deliberately propagate hustle are neglecting their duty of care to their staff. There is plenty of evidence that it is not productive either – and one might have hoped that enlightened school leaders would have appreciated this.

But in my own experience, even while the words “work-life balance” were being reluctantly and unconvincingly murmured by those in charge, their actions were still promoting precisely the opposite.

I realise that am writing this with the luxury of not having to get up and work every day   – not that I would recommend the reason why to anyone.   I am however fully involved in productive activity of several other sorts – but the impact on my own well-being of easing up has been visible enough for me to conclude that the advice is correct: human beings are simply not meant to spend their lives at the pace now being expected.

And the really concerning this is that schools are possibly the single greatest place where expectations concerning this can be transmitted to upcoming generations. What more evidence does one need to conclude that much of today’s education sector is working directly contrary to its own supposed aims?

Here to finish are a few choice quotes from Bernard Marr’s article for those who may not have access to it. I hope he wouldn’t mind.

A hustle mentality isn’t new to Americans; hard work has been heralded as the silver bullet to achieving the American dream since the founding fathers penned the Declaration of Independence. Today’s version that edgy entrepreneurs… preach as gospel includes 12- to 15-hour work days to achieve your professional goals—even if that means sacrificing your life. But are you truly successful if a singular focus to achieving the pinnacle of your career or success as an entrepreneur leaves little room for things that make you happy?

The hustle mentality is an unwritten expectation that’s pervasive in many company cultures that it seems impossible to avoid if you have any hope of getting ahead...

Yet, our organizations suffer from extraordinarily low employee engagement, high turnover and disgruntled employees. Our people are stressed out and unhealthy.

In the frenzy to get results, are we losing the meaning and joy in life? What’s being lost in the hustle is room and the precious time needed for creativity, the fun, pleasure and restorative nature of enjoying activities we love outside of work and nurturing our families. 

Being creative requires space, silence and slow time. When you give yourself that, you will likely be more innovative and more on your game.

It might be time to trade in those hustle-themed T-shirts and coffee mugs for another mantra showing you don’t buy into the hustle movement any more. Embrace the 9 to 5. Go on those vacations. It’s time to start living life, because it’s the only one you get.

 “You can’t truly be considered successful in your business life if your home life is in shambles.”



Notes from beyond 4: Are we all together in this?

If Gaby Hinsliff is to be believed, it seems as I’m not so much on the scrap-heap as in the vanguard of a revolution against the long-hours culture. If she’s right, people are tiring of the amount of time they are being required to give to their employers. Of course, there’s more to it than that, particularly in a vocation like teaching – but it is possible that a combination of stagnant wages, the country’s ever-growing wealth disparity and the sense that those in charge really don’t care very much really is causing the blinkers to fall.

In my case, I put my all into my career for thirty years, to an extent that is really only apparent now that I have stopped. It is what we were told we should do – by people whom, it turns out were offering illusory rewards, and who were interested in no one’s benefit so much as their own.

When, as a public sector employee one was then expected to endure pay restraint in order to bail out the bad boys of the financial sector who themselves largely escaped scot-free, one might start to ponder the distinction between having a vocation and being a mug. A few years ago, I listened to my local M.P., (herself formerly a highly-paid lobbyist for the tobacco industry) answer my question by lecturing that the public sector ‘has to bear its share of austerity’. What kind of fools do they think we are?

When one then sees those who manage (but rarely teach) not only preserving their own jobs at the expense of those in the classroom, but also awarding themselves (nationally, in percentage terms) an increasing share of the education pie, the impression can only be that the same insidious greed has infected our education sector too. “We need more!” was their ceaseless call while I worked for them; at no point did they make a serious effort to examine the impact on their employees’ wellbeing, let alone life-balance. It’s easy to emotionally-blackmail teachers, and they shamelessly used it to extract more and more from people. Eventually they exploited my own ill heath to save on the salary bill.

If it is indeed true that such experiences are widespread, then Hinsliff may well be right: especially at a time of national cynicism, people may (and should) be asking themselves significant questions about what they are doing with their lives. Just why should we be expected to accept that we foot-soldiers should do ever more now that it is increasingly apparent that the main beneficiaries are only the few at the top?

The impact of living to work is serious in less obvious ways too. A few days ago I was describing my new-found involvement with my local community to a former colleague; his reaction voiced something I have long felt: “Our society is suffering from the inability of people such as teachers, who have initiative and energy, to use them for the wider good because they have been so screwed down in their workplaces”. The live-to-work culture sweeps all before it – for what?

Hinsliff claims that vast numbers of people are doing huge amounts of unpaid overtime; why should they, when they seem decreasingly likely not only to see any benefits from this, but not even not to be treated harshly should the boss deem it necessary? I can well understand if people are starting to feel that loyalty should flow in both directions.

Hinsliff’s article reports on the growing number of people who are foregoing extra income (even at relatively low levels) because they are finding that time and quality of life are more important. Perhaps the current debate about mental health issues in society wouldn’t be so urgently needed, either, if this society itself were not so effective at making people sick in the first place. That is not an over-dramatic claim: as regular readers will know, it is my own experience.

These points all echo my own thoughts, for all that my situation was enforced. In some ways it feels rather selfish to be saying, “Enough – I want more time for me!” but at least I have already done three decades of public service. It is increasingly apparent that unless you are one of the privileged (and hypocritical) few, the current model will chew you up and spit you out with not a second thought for the fact that your life is as valuable as the next.

Medication side-effects aside, I now have the time available to attend to my own personal life first, for once. And to give better attention to the relatives, friends, neighbours and community with and in which I live. My daily routine is now such that people are commenting how much better I look; the body does not lie about such things, no matter whether it is likely to compromise corporate targets or not.

And in a world where some people have too much work while others don’t have enough, it ought to be easy enough to resolve this issue – were those in charge really at all interested in doing so. As one of Hinsliff’s (teacher) interviewees says,

“People want to have a family, or they want to have a social life. They don’t want to be on the verge of a nervous breakdown.” Would anything persuade him to return full-time? “I think things would have to change significantly, in terms of the expectations of staff.”

The deceit has gone on long enough, but I am afraid this country is becoming more, not less hawkish in its attitude to the world as a whole; those in charge (at all levels) very often seem not to give a damn.

In which case, the only person do something about this is us, each one our self.



Notes from Beyond: The Educational Prism

“You’re looking very well”.

Several people whom I’ve met in recent weeks have all said the same thing. It makes me wonder just how I was looking at the start of the year, at the lowest point. I looked hard in the mirror, and I think it is true: nine months free of the stresses of teaching life have indeed done something to recharge the physical batteries, even though the head still does not always behave itself.

Increasing distance has continued to present a changing perspective on how I have spent the past thirty years. I certainly don’t regret going into teaching, but the impact that this unique occupation has had is now clearer. I had always thought that I just about managed to keep the work-life balance in an acceptable place, but looking back it is becoming clear just how the job had  totally dominated my life, and indeed my mind. I saw almost everything through an educational prism; my entire existence was dominated by the concept of personal improvement, even as the demands of the job were sending me in the opposite direction. Much of my sense of life-purpose, even of the person I was ‘supposed’ to be was in effect dictated by the demands of the profession. I guess this is inevitable when one does any intense work for a long period, but that does not make it healthy. It’s clearer too, why many of the non-teachers I know seem to lack a sense of perpetual harassment: they aren’t teachers.

For those who would like to know, I am well on the road to recovery, though still ‘taking the tablets’. Hopefully in the next couple of months that too will cease, and I will have a better sense of where I stand for the future. Some supply work has been offered, but at this stage I really don’t know whether I want to go back into the shark-infested waters.

For that is what education has become, for those who work in it. I hope not everyone has my experience – only now am I starting to feel real anger, as well as sadness, at what happened to me. Not only were thirty years of good service to a school thrown wantonly onto the scrapheap by a management that appears no longer to set any value whatsoever by its duty of care to its staff, not only were they willing to push me to the brink of breakdown in order to get their cost saving, but I have not even had a letter of thanks for my service, which I think should be a formality, whether they mean it or not.

I suppose I’m fortunate to be in a situation where I could afford to take this breathing space, but it cannot last: somehow the income gap has to be closed by next summer. But I think that the physical improvement that people have noticed is testament to what teaching can do to individuals; it is nothing short of scandalous that the educational Establishment is prepared, despite all the high-minded talk, to treat its employees in this way. I know of about six other people who have left teaching prematurely this summer for related reasons.

Teaching always was more demanding that it perhaps appears to the public – but for it to have reached this extreme is inhumane folly. For a profession that majors on the life-enhancing benefits it delivers, to treat its staff so wantonly is hypocritical, self-defeating and a disgrace. I’ve always felt that schools should be doing what they could to mitigate the impact of stress on teachers; instead some at least, seem intent on magnifying it. It’s a pity it has taken the experience of the past nine months for me to realise the full scale of the matter. This isn’t to advise people not to go into teaching – but realise that you may not realise what it’s doing to you – and take care.

For anyone who enjoys my scrawling, I have started a new, more general blog. It can be found at