Fiona Kane

A Reflection

A colleague of mine quoted me this week at a full staff meeting as she was making a presentation to teaching staff – I don’t think this has ever happened to me before!  It was quite an interesting experience though as I sat alongside staff and it got me thinking. I would suggest that in the bustling corridors of all of our schools, a silent phenomenon often goes unnoticed, yet its impact is profound. This phenomenon is encapsulated in the phrase, “What we ignore, we empower,” which was a phrase I had used a couple of years ago and the quotation my colleague pointed to this week. It’s a simple enough statement, yet it carries a powerful message I believe about the consequences of inaction, particularly in the context of education.

The Power of Ignorance

In the world of education, ignoring issues doesn’t make them disappear. Instead, it often amplifies them. Whether it’s poor behaviour, non-completion of homework, bullying, academic pressure, or mental health concerns, when these issues are ignored, they don’t just persist—they grow stronger.  I will reflect on just a couple of these issues to highlight this phenomenon a little more.

Behaviour for Learning

Take poor behaviour, for instance.  When instances of poor behaviour are overlooked, pupils can often feel emboldened, and an effective learning environment can quickly be replaced with a constant hum of low level off-topic behaviours. This in turn not only holds learners back in their own learning but inhibits the progress of other learners in the class.  Pupils exhibiting poor behaviour become empowered by the lack of consequences, and their inappropriate behaviour and lack of focus can often escalate or at the least become more frequent over time. Classmates, on the other hand, may feel that their own learning needs are not being met as the adult (teacher usually) does little or nothing to check or correct the poor behaviour, leading to feelings of helplessness.  The ignoring of this issue only leads to deeper problems such as a lack of motivation in learners, low self-efficacy and low expectations, with other learners developing a ‘what’s the point?’ attitude. Parents and carers of other pupils can raise their own concerns at school level about their own child’s progress in a learning environment not conducive to high quality learning and teaching, where the foundations are not well established or the practice consistent.

Academic pressure

Academic pressure is another issue that is often ignored in schools. The relentless pursuit of grades and the pressure for university places can if not regulated, create an environment where students feel overwhelmed and stressed. When these feelings are ignored, they can lead to burnout, anxiety, and even depression. By ignoring the pressure in our young people, we inadvertently nurture an unhealthy culture of relentless competition with sometimes unrealistic expectations.

Surely we need to create a, ‘do your best’ approach and each learner’s ‘best’ across a range of subjects will be different both learner to learner and subject by subject.  Celebration and praise of good effort must be championed by all schools to keep academic pressure in balance and check.

A Call to Action

So, what’s the solution? A values-based ethos where the child/young person/learner is at the heart of all the work and decision making of the school.  Awareness of the issues is another important step. Pupil, staff, parent and governor voice creates a culture of openness and partnership working, enabling and acknowledging the key issues.  Once the issues are identified though, those working in and leading schools must morally take the first step towards disempowering them. Schools need to create and be safe spaces where all members of the school community can express their concerns without fear of judgment or retribution.  Action needs to follow very shortly after the identification of the issues.

Summary

In conclusion, the phrase “What we ignore, we empower” serves as a powerful reminder of the consequences of inaction. In the context of education, it underscores the importance of acknowledging and addressing the issues that young people face. After all, by choosing to act rather than ignore, we have the power to create a more positive and empowering educational environment where all of our young people can grow, thrive and succeed and where our staff can grow, develop and feel valued for their work. Inaction itself can block and hinder all of that potential in everyone in our schools.