Benoit Gouttenoire, Head of Student Wellbeing & Head of Drama at ISL London, on how the IB teaches students to lead themselves so they can also lead others

In my years at ISL, I’ve realised that education encompasses more than just academic success. It’s about preparing young individuals to lead meaningful lives, both personally and within the community. Ever since I began teaching the IB Diploma in 2007, I’ve seen it as a framework supporting this philosophy. It fosters leadership, resilience and lifelong learning – which are all crucial traits for students to develop.

One of the tenets of our role as educators is modelling for our students how to become leaders – not just leading others but leading themselves. Leadership starts with self-awareness, emotional intelligence and the ability to reflect on our actions and choices. Over the years, I have observed that the IB presents daily challenges but also inspires students to look inward and envisage their potential as leaders through, for example, the Creativity, Activity and Service (CAS) elements of the programme.

As the Head of Drama, I see how the arts provide an ideal platform to develop leadership qualities. Drama focuses on core values such as communication, empathy, self-confidence and resilience – essential for leadership in all areas of life. Supporting a drama student to take risks and find their voice while collaborating with others fosters critical thinking and creates a safe environment of respect and inclusion.

However, leadership cannot exist in a vacuum. It needs a foundation of wellbeing, an essential nurturing ‘umbrella’ above each student. It’s not merely about addressing emotional struggles, but about making each student feel safe, heard, valued and protected, until they gain the confidence to carry their own umbrella. Effective wellbeing does not stop the rain falling, but it does keep us dry.  

Restorative practices have become a useful tool to support this philosophy, showing the importance of advocacy and accountability while fostering personal growth. A personalised approach to pastoral care is vital because every student has unique strengths and challenges. Educators must explore and support this individuality to help students navigate the complexities of life.

“Over the years, I have observed that the IB presents daily challenges but also inspires students to look inward and envisage their potential as leaders”

My own journey as a lifelong learner, enriched by my studies in systemic and psychodynamic psychology at the Tavistock and Portman, has shaped my understanding of how to nurture curiosity and growth in students. My grandfather Charles once gave me advice: “keep your ears in the direction you are walking”. This simple statement is a reminder to stay focused and grounded in values while remaining open and mindful. Educators should help students develop this kind of awareness, showing young people how to cultivate purpose and direction while also being realistic about challenges.

The IB’s principle of lifelong learning encapsulates this beautifully. Our responsibility as educators is to help students realise that learning continues beyond graduation. We must help them recognise that learning is a continuous journey. It’s often the company along this journey – those around us who offer support and understanding – which makes a significant difference. A culture of care is essential to create a learning environment where students feel secure enough to take risks and grow.

Ultimately, our shared educational goal extends beyond producing high-achieving students. We aim to nurture well-rounded, thoughtful individuals who lead with purpose and empathy. And, by placing wellbeing and lifelong learning at the core of education, we also equip them with the necessary skills to navigate an increasingly complex and uncertain world.

ISL London isllondon.org

Further reading: Berkhamsted Schools Group on building character

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