Reed’s School Head of Sixth Form Andy Davey reflects on how schools empower young people, helping them to recognise that they can make a difference
After the Paris bombings of 2015 a deeply upset Lower Sixth student asked me what he could do to make the world a better place. He was 16 years old, a schoolboy, what possible difference could he make, he asked. As a Head of Sixth Form I have encountered young people struggling with all sorts of problems – break ups, anxiety, the occasional existential crisis and everything in between. I suggested he start small. I asked him if he said please and thank you in the lunch queue. He replied no, he didn’t always. I explained that it might make a difference to those who had prepared and served his food. He agreed, so we started from there.
I spent some time reflecting on our conversation. As a History teacher, I am reasonably certain no revolution was inspired by good manners. But I am equally confident they are appreciated. What struck me most was that student’s sense of powerlessness. If that feeling was pervasive among his peers, it is easy to see how many might become disenfranchised. I suggest it is incumbent on schools and colleges to empower young people: to provide them with the knowledge and confidence that they do have a voice and it matters. But most importantly, they can make a difference.
Perhaps this might best be achieved through compassion and community. Social media has provided a platform for influencers who propagate the idea that happiness is about the ‘hustle’ at the expense of compassion, empathy and vulnerability. Experience suggests the contrary. Yes, students perform at their best when they are happy – the evidence is unequivocal. But this is best achieved when young people feel a sense of belonging, whether in their form room, within a house system, on the sports fields or stage. If students enjoy an environment where they can be honest, they can build trust. The reward is students who are resilient and confident, with a real sense of community.
Students should be empowered to become stakeholders in the decisions that influence their education and inform their experience at school. They should be encouraged to review assessments and reports critically, to work collaboratively with teachers, to maintain an open dialogue and lead their own initiatives to effect change within school. Teenagers are very often their worse critics. Issues with mental health are pervasive. Students should have the opportunity to consider self-compassion and how to recognise when friends are struggling with mental health. We are fortunate at Reed’s to be able to provide workshops on anxiety, stress management and procrastination.
“It is incumbent on schools and colleges to empower young people – to provide them with the knowledge and confidence that they do have a voice and it matters”
Students should be given opportunities to develop compassionate leadership. This might include encouraging Sixth Form students to attend lower school forms, seeking to build rapport, evolve perspective, discuss school values and build community. It could also include outreach work – perhaps extending community to the elderly or assisting primary school students with literacy and numeracy.
The bottom line is, through compassion and community students can develop the confidence, skillset and experience to understand they can make a difference. During Covid Upper Sixth students at Reed’s decided to write one letter a week to local care homes. Within two weeks the whole school was involved. Due to school closures the pupils weren’t able to see all the letters we received back. So, although the students may never know the enormity of the difference they made, we saw how small things can create big changes.
Reed’s School reeds.surrey.sch.uk
Further reading: Streatham & Clapham High School on its leavers’ action plan
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