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The most harmful thing schools do that nobody wants to call harmful.

We know isolation rooms don’t work. That isn’t a hot take, and it isn’t just opinion. The evidence has been there for years. So if you’re still using one, you need to ask yourself what you’re actually doing. Not what you’re calling it. What you’re doing. Because the BBC has just reported on a

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“It’s the parents” is too easy.

I read an article this week about white working-class pupils falling behind, and one line from the discussion around it stayed with me: “It’s not the schools or the kids, it’s the parents.” I understand why people go there. Anyone who works in a school knows home makes a difference. It shapes

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“Don’t say he’s having a good day, you’ll jinx it,”

If I had a quid for every time someone said, “Don’t say he’s having a good day, you’ll jinx it,” I’d not need a teacher’s pension. And I don’t entirely mean that as a joke. Schools can become quite superstitious around behaviour. A pupil has a difficult lesson with one member of staff and,

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Pastoral is gruelling.

I know I don’t really do pastoral in the same way now, but I spent enough years in it to know how quickly a day can disappear on you. You can start at 8.30 feeling like you’ve got some sort of plan, then before you know it you’re driving home wondering how you got there, listening to Kenny Roger

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I trained as a history teacher while I was already an Assistant Head

It still feels like the wrong order, if there is one. By that point I’d spent about 15 years in pastoral, behaviour and safeguarding. I’d done the DSL folder, the late calls, the corridor bits, and the days where you get to 4pm and realise you’ve dealt with half the school and somehow not eaten

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Asking candidates how they cope… while absolutely not coping

Back interviewing again this week, and one of the questions we asked was about the job being challenging and what they do to mentally unwind. A few of the answers had the same sort of feel to them. People spoke about the gym, getting outside, family, switching off properly, having something that

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Some staff don’t de-escalate.They just argue in a calm voice.

I know that reads harsh. It probably is. But I’ve seen it enough times, and I’ve done it enough times, to think there’s something in it. A pupil is already up, already annoyed, already trying to get out of the room. The adult’s voice stays low, so from the doorway it can look like the adul

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Today's advice is brought you in association with Abba

Last week, I talked about how “all behaviour is communication” came up a few times during interviews. As part of those same interviews, something else struck me. How often we still seem to confuse a qualification with the person. And before anyone starts arguing with a point I’m not making

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I hate the term “soft skills.”

I know what people mean by it. Communication, confidence, timekeeping, teamwork, attitude, resilience. But I still hate it. Because nothing about those skills is soft when you are working with young people who have found school, relationships, authority, rejection, failure or transition di

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Too many young people are labelled NEET after adults run out of options.

One of the biggest challenges I faced as a school leader over the last five years was trying to find adequate places for some of our young people to go after school. And I don’t mean a nice looking destination on a spreadsheet. I mean a place that might actually work. Because there is a ma

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The backlash was public. So why post more?

The bit I keep coming back to with the Gemma Collins / Bridget Phillipson videos is not even the first video. That was misguided enough. It was another strange education comms decision in a growing pile of strange education comms decisions. A bit forced. A bit tone deaf. A bit “whose ide

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Repeating the phrase is not the same as understanding it.

I know I’ve posted about this before, so apologies in advance if this is me dragging the same point back out again. But after five and a half days of interviews, I think I need to get it out of my system. “All behaviour is communication.” There it is. The phrase. And before anyone st

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Defending the school without becoming defensive

I’ve learned a lot from meetings where I’ve walked in thinking I knew exactly where I stood, and walked out slightly less sure. That is a horrible little feeling when you’re the one representing the school. You’ve got the chronology in your head. You know why the decision was made. You know

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Does our current exam system currently serve a purpose...

I keep looking at the assessment and exam world our children are moving through and wondering what it is actually for. SATs. GCSEs. Functional Skills. I understand the need for qualifications. I do. There has to be some way of showing that a young person can read, write, think, probl

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There are times in schools when you have to be the dissenting voice.

You have to say no. You have to hold a line. You have to make a decision that might make you look like the bad guy for a bit. That is part of the job. But I think one of the biggest mistakes we make is assuming people will understand the thinking behind it. For me, a massive part of

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The Secret Behaviourist

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TheSecretBehaviourist

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For people working with behaviour, safeguarding and school life.