Head's Blog

‘Quiet’ was the most common description we heard of this business-like head: ‘quietly spoken’, ‘quietly strong’ and ‘quietly confident’. This was what the recent Good Schools Guide said about me. Yet, it is interesting that they also view this seemingly understated demeanor as my superpower – a calm and serene style of role modelling that profoundly impacts the girls at Northampton High. Inspired by this revelation, I thought it fitting to write a blog to celebrate the power of quiet, or more specifically, the power of introverts. 

I have been reading a book recently by Susan Cain called Quiet: the power of introverts in a world that can’t stop talking. For a book about quiet people, there are an awful lot of words in the title. Susan Cain’s central message is that the world tends to extol and elevate extroverts – those who exude confidence, expressiveness, social adeptness, networking prowess, and effervescence. These are delightful individuals who can light up a room with a smile or a hearty laugh. They excel at motivating others, thrive in team settings, and are generally enjoyable company. There is no denying the value of extroverts, and nothing Susan Cain says will deter me from appreciating their unique qualities. In fact, many of our students exhibit extroverted traits, and one of the first impressions I had of Northampton High girls was their penchant for conversation. As a group, they possess a treasure trove of ideas, a wonderful sense of humour, and an unshakable, irresistible confidence. 

However, it is equally true that many of our students lean towards the quieter end of the spectrum. They are introspective, serene, contemplative, and perhaps slightly reserved or shy. These individuals are deep thinkers and attentive listeners, relishing the opportunity to learn and think independently – both inside and outside the classroom. This is perfectly fine because as Susan Cain contends (and as my own observations confirm), introverts are just as valuable in any community as extroverts. In fact, she argues that the strongest teams comprise a blend of both personality types, as well as those of us who fall somewhere in between – the ambiverts. Extroverts infuse enthusiasm with phrases like, ‘let’s go for it!’ or ‘we can ace this!’ when morale dips, lethargy sets in. However, introverts contribute valuable perspectives to the table, urging for caution and reflection with questions like, ‘Stop. Wait. Think. What are we doing? Why are we doing it? Have you considered this…?’

The essence of it all is that the world, including the Northampton High community, thrives on a diverse range of individuals to function effectively.  Everyone, regardless of their inherent personality traits, plays a valuable role in this ecosystem. Therefore, we must acknowledge and celebrate the strengths of introverts, recognising all the remarkable qualities of quiet people: 

• Listening skills: Quiet individuals often excel in active listening. They absorb information without immediately formulating their response, displaying an intense focus on what others share. Some of the most charismatic people I have known in my life have had exactly that ability and people were naturally drawn to them as a result. 
• Observational prowess: Quiet individuals are often exceptional observers and nothing escapes them. Their keen perception allows them to offer astute analyses of social situations and a deep understanding of their teams, even if they aren’t particularly enthusiastic about socialising. 
• Thoughtful communication: Introverts think before they speak, a trait that can make the rest of us appear hasty as we rush to fill silences. In contrast, quiet individuals come across as wise and sensible. And when they do speak, their words command respect and attention, where everyone listens and values what they say even more because they say less. They can thus be extremely impactful and influential in decision making processes because they seem so wise. 
• Calming influence: Quiet individuals can have a calming effect on those around them, fostering a sense of stability and composure. 
• Creativity in solitude: Albert Einstein aptly noted that ‘The monotony and solitude of a quiet life stimulates the creative mind.’ Quiet individuals are not to be underestimated; they often excel in creative pursuits like writing, art, composition, and deep-thinking during periods of contemplative solitude. 

Introverts are not short of role models either – take, for instance, JK Rowling, famously reserved and retiring. One story in particular about her life illustrates the creative powers of introverts. In 1990, while travelling on a delayed train from Manchester to London, she conceived the idea for Harry Potter. Lacking a pen and too shy to request one from a fellow passenger at the age of 25, she spent four hours on a delayed train developing ideas that would eventually bring her fame and fulfil her ambitions. 

So, my message to all pupils is this: celebrate your unique personality, whether gregarious or reserved. Embrace the differences among your friends and remember that introverts bring extraordinary talents and abilities to the world, and should be encouraged and celebrated. Don’t just flick like moths to a lampshade to the brightest light in the room. You are all interesting young people with lots to contribute to this community and to the outside world. Dare to be 10% braver and take pride in who you are. I believe in each and every one of you.

Dr Lee
Head

To start simply: learning is the quintessence of existence. Each passing day, week, and year, throughout the entirety of our lives, we are incessantly engaged in the pursuit of knowledge. Every new experience; every repeated joy that lands differently because this time round we are older and we respond in a new way; every challenge we overcome – we learn. At times, we uncover something new and delightful; at others, we learn what we don’t like, and shape our life more closely around the familiar things that matter. Nevertheless, this process unveils the profound essence of being alive. 

Now some of this learning is pragmatic and utilitarian – and this is no vice. In dire circumstances, such as marooned on a desert island, we would need to acquire the skills necessary for survival such as learning to fish. Sometimes we learn for a numeracy assessment, a vocabulary test, or obtaining a driver’s licence. In such cases, the learning is narrow and focused, necessary, and efficient, serving the immediate purpose. We acquire the skills or knowledge we need and we move on. 

Yet, we must also embrace a kind of learning that is open-eyed and open-ended, driven solely by the spirit of discovery. This type of learning enriches, inspires and motivates, seemingly serving no particular practical purpose but ultimately equipping us to live widely and wisely. 

We acknowledge that school education is important, as it serves as a pragmatic gateway to future opportunities such as access to university and fulfilling careers. However, it is evident that over the decades, education has become increasingly narrow in focus. The prevailing culture of testing, learning objectives and exam results leaves no room for curiosity, unless that curiosity aligns with the prescribed lesson plan. There is simply not enough time for it in the eyes of many hard-pressed teachers. 

That being said, many of us may remember fondly eccentric teachers who, with no apparent awareness or constraints of exam board requirement, meandered and rambled endlessly and delightfully about topics that were fascinating and gloriously silly, even if not immediately useful. But back then exams carried less weight, universities admitted students with mixed grades, and the level of competition was less fierce. 

In our present, more purpose-driven and rigorously structured educational world, every school faces the challenge of nurturing curiosity. To do so, courage and being 10% braver is paramount. We must contend for space in the curriculum to explore beyond the pre-determined, prescribed content. We must champion digression, cross-references, red herrings and even occasional blind alleys. We should set aside lesson plans to address students’ questions that lead to topics unlikely to be assessed, allowing them the freedom to be curious, to embrace challenges, and to take calculated intellectual risks. This approach stretches their existing skills and abilities, potentially bringing lifelong benefits to them. 

In short we must nurture curiosity: that great engine of learning that has nothing to do with the pursuit of top grades, yet paradoxically, it is the quality most likely to secure them. This is because curiosity taps into the essence of joy, where students apply intellectual, physical and creative effort to become self-motivated learners, thinking and learning for themselves. Ultimately, our aspiration is for our students to become fearless, lifelong learners – a vision that we seek and what we long for at Northampton High. There is no success like deep and sustaining joy in life where we strive to expand the limits of our learning and delight in the discovery of new possibilities. 

Curiosity, however, demands courage from students as well. It is easy to be curious when nothing is at stake. Yet, when the pressure of assessment looms it is another matter. There is the temptation to say wait – just tell me what is in the test. What do I need to know? But as soon as we lift our eyes from the immediate horizon, that question becomes much larger and assumes a more profound dimension. What do you need to know for the test? Perhaps a list of formulae. For life? Well, perhaps a poem whose meaning is opaque, or a scientific experience that changed the world, or a philosophical debate we could spend our lives trying to answer. 

This freedom to think, explore, and question must be at the heart of what Northampton High is all about. Because in the same way that curiosity is not concerned with top grades and yet helps to secure them, breadth of thought and interest is what achieves the two very different outcomes we all desire. It is pragmatic and utilitarian; it is what universities seek; it helps students tick the next box on their list. And at the same time it grounds us, gives us confidence and self-belief, makes us ready to ask questions and to be unafraid where there are no answers. It prepares us to live well. 

We are committed to helping our brilliant students achieve the grades they deserve, but we are equally devoted to assisting them acquire a courageous curiosity. This is what allows us to make use of qualifications and talents for our own benefit and for the benefit of all around us. Congratulations – and thank you – to you all, pupils, staff and parents, for making the Northampton High community what it is.

Dr Lee
Head

Empathy, as defined by Cambridge Dictionary, is the ability to understand and share someone else’s feelings or experiences by imagining ourselves in their situations. At the start of this month, 8 June, was Empathy Day. It is a day totally dedicated to celebrating the profound significance of empathy and recognising the transformative role that books and reading play in fostering crucial empathy skills among young people. It also aims to inspire children and young people to learn more about empathy, cultivate their empathy skills and actively contribute to the creation of a more compassionate and united world.

A key question that often confronts us is: “how can we build empathy towards individuals with whom we may not share agreement?” Even if we identify ourselves as empathetic, we may notice instances where our inherent inclination, natural ability, and desire to empathise are diminished or nearly absent in the presence of certain people or specific circumstances.

Within our school community, the advantages of empathy abound, yet many of these advantages elude our conscious awareness. For example, when our students express what makes them happy – a sense of peace, connection and perspective – it often stems from their empathetic and genuine understanding of one another’s experiences. Conversely, when stress, detachment and negativity permeate our environment, it often arises from a lack of empathy towards our peers or the situation at hand.

But what precisely constitutes empathy? It becomes pertinent for us to grasp the distinction between empathy and sympathy. When we are sympathetic, we may find ourselves overwhelmed by a sense of pity for another, it inadvertently creates a distance – be it physical, mental, emotional – hindering us from comprehending their feelings or experiences. Empathy, on the other hand, allows us to truly understand, relate to, or imagine the depth of another person’s emotional state or situation. It implies feeling with a person, rather than feeling sorry for them, derived from the Greek root pathos. Therefore, empathy entails the act of sharing the load and “walking a mile in someone else’s shoes,” in order to understand that person’s perspective, showing care and support as a result. In doing so, it leads to the skill of compassion, which is about listening. It also challenges pupils to solve real-world problems by thinking about the perspectives and feelings of others.

Engaging with characters in stories grants us all unique opportunities to explore the world from different viewpoints and diverse lenses. It bestows upon us to delve into the complexities surrounding thorny topics like gender inequality, and how these intricacies may manifest divergently and in distinct ways based on factors such as race, culture, political, or even economic circumstances. At Northampton High, we believe empathy can be taught, learnt and practised. As such, we have embraced the endeavour of stepping into one another’s shoes, challenging ourselves to do so in order to better understand what each of us may want, how we feel and how we see the world, recognising it is increasingly important in a complex, rapidly-changing and globally interconnected society.

The pandemic. #MeToo. Everyone’s Invited. Black Lives Matter – these collective experiences vividly demonstrate how important it is to understand what others are going through and the struggles endured by others. They illuminate how powerful it can be when we look out and stand up for one another to improve and heal wounds uncovered. To reconcile is to understand both sides, building upon the mistakes of the past and forging a new future through the principle of “forgive and go forward”, as opposed to simply “forgive and forget”. We aspire for children and young people to harness their superpower of empathy and become catalysts for positive change in the world.

Cultivating empathy in school is not merely an option; it is a necessity for fostering a strong and harmonious school community. Empathy is the skill that underpins connection, trust, safety and hence wellbeing. To this end, empathy deserves to have a place in every classroom. National Empathy Day beckons us all to focus on other people’s feelings and perspectives and, perhaps most importantly, it challenges us to use our improved lens and understanding to help change things for the better by making an empathy resolution. What will yours be? 

Dr Lee
Head

I have spent much of May half term reflecting the many and excellent attributes of our Northampton High students. At the start of the break, I found myself engrossed in Reshma Saujani’s compelling 2016 TED talk titled ‘Teach Girls Bravery, Not Perfection’. In this thought provoking talk, Saujani elucidates the stark contrast between the societal expectations placed upon boys, encouraging them to embrace boldness, take risks and venture into uncharted territories, while simultaneously imposing upon girls the traditional notion of playing nicely, achieving highly and striving for unattainable perfection. Saujani’s captivating delivery, replete with a diverse array of illustrative examples, resonated with me as her message spoke an indisputable truth. Astonishingly, even in the 21st century, we find ourselves perpetuating an archaic stereotype of female perfection, inadvertently stifling the potential and authenticity of girls’ education.

It is imperative that we start by educating girls that being brave is more valuable than being perfect. When they learn how to be brave, they can learn how to be imperfect, and it will make them happier and more successful. As such, we need to instil in girls the understanding that they don’t have to be perfectly suitable for a job to go for it; they don’t need to possess impeccable emotional regulation to have their voices heard; they don’t have to get every answer perfectly right in class, and most importantly, they should never feel compelled to alter their bodies to conform to the skewed ideals propagated by social media, which dictate what constitutes the perfect female body.

The cultivation of bravery and the embracement of failure – at times even in a striking and dramatic manner – must assume a prominent position within the girls’ education movement, knowing that it is a stepping stone to growth. As Saujani convincingly asserts, our primary objective should revolve around teaching girls the significance of summoning the courage to attempt new endeavours and to be their unguarded, authentic selves, unfazed by the outcomes or reactions of others. Such audaciousness is deserving of celebration and serves as a testament to their strength of character.

Saujani’s talk serves as a poignant reminder that the aspiration towards unattainable standards of perfection permeates virtually every facet of a young girl’s life: from social media’s emphasis on the ideal female form, to a fear of being assertive, to the hesitancy girls feel when voicing their opinions or ideas within the classroom, and the imposter syndrome that afflicts numerous young women in the workplace.

So, as educators, what proactive measures can we undertake to effectively counteract these implicit biases? Furthermore, how can we bridge the substantial gap that exists in the approach to educating girls and boys?

Nurturing bravery involves normalising failure in the classroom. Students should understand that being brave means being willing to fail and accepting setbacks as opportunities for growth. This can be accomplished by setting clear expectations that within the classroom, the journey of making mistakes, acknowledging them, and rectifying them while progressing towards the completion of a task is equally significant as the final outcome of learning.

For example, in the context of an extended essay, motivating students to showcase their editing process using a distinct colour both visually and symbolically emphasises that achieving perfection on the initial attempt is not the norm – and it figuratively highlights that it isn’t normal to ‘get it right’ on a first attempt. Feedback should also be given in small, incremental stages, with an emphasis on skill mastery rather than fixating solely on creating a perfect end-product.

I have personally found that the most powerful and impactful lessons I teach are the ones when I share imperfect examples with pupils, and collaborate with them to gradually refine and re-craft the work. I have also observed that by intentionally demonstrating the process of making mistakes in front of the class and seeking the students’ help in identifying errors and suggesting corrections, I am effectively normalising the notion of imperfection and the act of learning from mistakes within my classroom. Consequently, the classroom transforms into a safe place where imperfections are not only accepted but also celebrated as an integral part of the learning journey.

There is no doubt that the students at Northampton High show bravery in various aspects of their lives. What intrigues me is their humble unawareness of their courageous actions. They are consistently encouraged to voice their ideas regardless of whether they perceive them as right or wrong and to embrace failures and rejections proudly as a testament to their bravery. Our teachers actively foster this environment by discouraging the use of phrases like ‘I don’t know’ and instead urging girls to engage in critical thinking, replacing self-deprecating expressions such as; ‘I don’t think this is right’ with positive self-talk like ‘I’m going to give it a go…’, ‘This question presents a challenge, but I believe ….’.  Through this courageous approach, we emphasise to young women that their ideas and opinions hold inherent value and significance. Our teachers actively embed these principles into their planning, questioning techniques and feedback. I am confident that our ongoing efforts will continue to empower girls to think, speak and act bravely. This reaffirms my conviction that our students are well-served by learning in an environment where there are no stereotypes about what girls can or cannot achieve, where they have the granted space and encouragement to explore their own interests and, of course, receive exceptional guidance about higher education opportunities and potential career paths.

I had the privilege of witnessing our students who participated in Sports Day embody the very essence of Reshma Saujani’s proposition: taking a risk, trying something at which they might not excel immediately and learning from the experience. The same can be said for our musicians and singers, every time they pick up their instruments or open their mouths to embark on a new piece of music. They know it won’t be great when they play it through for the first time but they have faith that with dedicated practice and expert guidance, their performance will undoubtedly improve over time. I am enormously proud to be the head of a school in which the students are willing to push their personal limits and exhibit a resolute determination to be 10% braver, thus embodying a remarkable spirit of growth and resilience.

By teaching bravery instead of perfection, we equip our girls with the mindset and skills to face challenges head-on, contribute meaningfully, and thrive in an ever-changing world. We are teaching them to become the best they can be and to achieve success as they define it.

Dr Lee
Head

It’s always nice to celebrate a birthday, and the school’s birthday is a special day for all. This year we celebrate an incredible 145 years of Northampton High, 145 years of girls’ education! 

Today I spoke to the students, from Year 1 to Sixth Form, in assembly about our school’s rich history and proud legacy. Here’s a precis of what I told them:

At the beginning of the summer term 1878, at the height of Queen Victoria’s reign, the doors of 83 Abington Street, Northampton were opened to twenty-nine pupils with the intention of providing them with ‘a thorough and systematic English Education at a moderate cost’. 

The school was founded in 1878 by a committee of local church people. On March 30th, 1878, the following advertisement appeared in the columns of both Northampton newspapers, the Mercury and the Herald: 

Northampton Middle-Class Girls’ School

Clevedon Buildings, Abington Street, 

Under the Sanction of the Northampton Church of England

Schools Managers’ Association

Headmistress, Miss Mary Pearson

(Certificate of the First Class) 

Object: To provide a thorough and systematic English education at a moderate cost 

The choice of name for the new school, with its suggestions of a quaint and by now out-dated snobbery, is a direct reflection of the state of female education in Victorian England. 

The school was fortunate in its buildings, situated in a central and convenient part of the town. Although no detailed records survive from these early days, it is possible to make a reasonable guess at the curriculum by looking at the timetables of comparable schools in the 1870s. Most schools of this type offered, in addition to basic skills of reading, writing and arithmetic, a range of subjects including English grammar and composition, literature, history, geography, Scripture, botanical studies, drawing and music. A good deal had to be learnt by rote, textbooks being comparatively few, and great attention was paid to standards of spelling and calligraphy. 

The school day was extremely long (as was the working day in shops, offices and factories) and it was not unusual for lessons to begin at half-past eight in the morning, and continue until six or seven o’clock in the evening. Morning school would be broken by a walk conducted in crocodile, with one mistress leading and another bringing up the rear. The luncheon break (for which pupils brought their own cold meats and pies from home, and were able to buy drinks of warm milk or cocoa to wash them down) was sometimes taken as late as half-past two. 

By the spring of 1879, just one year after opening, the school was renamed “The Clevedon School – A Church High School for Girls”, the ‘High’ fashionably emphasising that the school offered more than just an elementary education, and fees were 21 shillings per term for the under 12s and 28 shillings for the over 12s. Two or more sisters will be charged the lower rate, irrespective of age. 

The number of admissions was rising steadily, and by the summer of 1880 was not far short of a hundred. There was also a change of headmistress at Clevedon School. Miss Pearson left, and was temporarily replaced by Miss Collett for just one term. 

By the end of 1881, the school had its third Headmistress in the shape of Miss Waldron. Under Miss Waldron’s headship, the girls were prepared for the College of Preceptors’ examinations as well as the Cambridge Locals. Some examples of questions that can be found in the examination were: 

• If 3000 copies of a book of 11 sheets require 66 reams of paper; how much paper will be required for 5000 copies of a book of 12 ½ sheets?

• Mention some connective words which are not conjunctions.

The school was now advertised under the name of Clevedon Hall Church High School – it had become without question the ‘best’ school in Northampton, and its standards of discipline were extremely strict. No talking in the cloakroom or the corridors, no running anywhere, the stairs to be taken one at a time, and no girl ever to be seen out of doors without her hat and gloves; and failure to obey these and a great many other rules were punished by being kept in after school to write ‘lines’. Miss Waldron left the school after nine years and there was no doubt that it had prospered under her headship. 

In December 1890, Miss Alice Charlotte Straker became the Headmistress who led the school for 21 years, introduced the motto ‘‘The Utmost for the Highest”, and oversaw the name change to “Northampton High School for Girls” in 1898. Manners were of the utmost importance, and Courtesy Badges were awarded which the winners wore pinned to their blouse for a year; the highest award was the Good Conduct Medal, of which there was only one. Honour cards for work were given after termly examinations, and were taken home to show parents: white cards for the maximum number of honours, pink for several, and grey for those who achieved only a few. 

Miss Elizabeth Mary Wallace served as Headmistress from the autumn of 1912 and was the first of its leaders to hold the equivalent of an honours degree. She found new premises that would meet the requirements of the Board of Education and the school relocated to Castilian House, at the corner of Castilian Street and Derngate, for 5 years from 1914. 

Miss Wallace oversaw the school’s Golden Jubilee celebrations in 1928 and on speech day, which was attended by H.R.H Princess Mary (later Princess Royal), and just one year after a visit from the Prince of Wales, she laid out her vision:

“I have dreamed of many things that I have wanted for our school: I am a dreamer of dreams and a seer of visions; perhaps they are practical ones, or there is some magic in the school, for one by one they are being realised. When I first knew the school, it had no garden; and although we were about to lose even the building, I dreamed of a fair and spacious garden for it. Today, in the very heart of the town, we have a delightful home with beautiful grounds and a fine view over open country… ” – Miss Wallace, December 1928

This period brought new opportunities for women, and Miss Wallace wasn’t the only woman to benefit from the opportunity to pursue in-depth study via Higher Education. In a year that had seen all women in Britain gain equal voting rights with men, she added in her Jubilee speech that “the fight for equal opportunities for women and for men has been won: our girls have entered into a noble heritage, and men of vision help the work forward. The girls have won their freedom: we pray that they may use it nobly and well in the service of mankind.”

1933 saw celebrations of a different type as the school celebrated Miss Wallace’s 21 years as headmistress. Old Girls provided a cake with twenty one candles and presented her with a gold watch. In turn, she presented the school with a striking clock, which stood in the front hall at 44 Derngate until 1992, when the school moved to its current site. The clock currently stands in the Edward Cripps Room (ECR), adjacent to the Senior School library.

As Miss Wallace finally said goodbye to the school and a job that had been her life on 28 July 1937, and leaving a substantial sum of money for the scholarship fund, the school had almost 200 pupils; by the time her successor, Miss Marsden (a Mathematics graduate from Westfield College, London) left, there were over 700.

The war years may have seen sandbags in the cloakrooms and regular ‘shelter’ practice for the girls but they were, thankfully, relatively untouched by the happenings in Europe and by the middle period events such as Sports Days and Open Days had resumed with the former seeing intense rivalry between the four houses (then St. Monica’s, St. Hilda’s, St. Elizabeth’s and St. Cecelia’s).

In the midst of this, the 1944 Education Act awarded Direct Grant Status, allowing free places for girls, should they reach the required academic standard. This Act, written 16 years after Miss Wallace’s comment that “the fight for equal opportunities for women and for men has been won”, also enabled female teachers to retain their teaching position after marriage for the first time. Despite this, it would be another 44 years before the school appointed its first married headteacher, Mrs Linda Mayne.

At Speech Day in 1986, the then-Head, Miss Lightburne announced that a donor had purchased a considerable number of acres of land in Hardingstone to build a complete new school, to house all the girls from the ages of 3 to 18 on the same site, together with a purpose-built sports complex. This was an amazing gift that turned out to be from the Cripps Foundation.

By January 1990, The Sports Complex on the new Hardingstone site was opened and girls were able to travel there to use the facilities for eight terms before the classrooms were ready for a permanent move on 8 September 1992. One month later, the site was officially opened by Her Late Majesty Queen Elizabeth II and 15 years later in 2006 we joined the GDST (Girls’ Day School Trust). 

It was a brave and exciting step for the school to move out of the town centre – and ever since, our school has inspired and supported our girls to take their own brave and exciting steps in their educational journey in School and beyond. 

Throughout its history, Northampton High School has undergone many changes, both physically and academically, and established a long and illustrious heritage in the town itself. We have a proud history of helping girls to learn without limits and our mission of shaping the future of girls’ education continues to burn brightly. The school has seen many changes since it opened to just 29 students 145 years ago, but it continues to move from strength to strength, with over 500 students currently filling the classrooms aged from 2 years in the Nursery to 18 years in the Sixth Form. 

Our 145th birthday is a cause for celebration and reflection. As we mark this milestone, we honour the school’s rich history and the thousands of young women who have passed through its doors, and we look forward to a future of continued excellence in girls’ education. Through the school’s modern motto, ‘We believe in our girls and they believe in themselves’, we hope that we remain true to the original spirit and ethos of the school. A school that proudly puts girls first and a place of diversity, inclusivity, and community. May our school continue to flourish and here’s to the next 145 years – Happy Birthday Northampton High!

Dr Lee
Head

The United Nations recently published its latest World Happiness Report, in which the UK has fallen two places, from 17th to 19th. Not bad given our current cost of living fears combined with rising interest rates, sky-high inflation and energy costs. 

The report ranks countries according to six criteria that contribute to wellbeing: income, freedom, trust, healthy life expectancy, social support and generosity. All fine things to aspire to but a little statistically opportune for my liking: can happiness really be accurately and reliably measured in such a conveniently mechanistic way? 

As an educationalist, ‘what makes you happy?’ is surely one of the most important questions to ask, not least as it’s the number one thing most schools, and certainly most parents, want for their children. And yet it’s a question that’s been oddly neglected over the years, eclipsed by seemingly more important and relevant questions along the lines of ‘what gets you the best exam results/jobs/income?’

If you ask school pupils what they think will make them happy, most of them would probably identify future wealth as the key factor. In their minds, future wealth is strongly linked to a suitable career which is linked to a good university degree which is linked to an enviable set of exam results at school. Whilst there may well be some truth in this well-worn perception of linear causation, most of us with a little more life experience would probably disagree and I believe there are two reasons for this.

Firstly, the relationship between happiness and income is a spurious and complex one. There’s been quite a lot of research done in this area and the general conclusion is that happiness does increase income up to a subsistence level at which points one’s basic needs are met, after which the correlation breaks down as other factors become more relevant. Economics Professor Richard Layard of LSE takes this a step further, postulating that the positive correlation returns at higher levels of wealth when people are able to give money to others; something that makes them feel better about themselves. Layard concludes that the key to maximising national happiness is the distribution of wealth from those who have a lot to those who don’t have enough. 

Secondly, one must distinguish between what one thinks will make you happy and what actually makes you happy. Young people may think money will make them happy (probably induced by a lack of the resource when young) but when it comes to it, that ain’t necessarily so. When asked what genuinely makes them happy, most adults refer to less material things such as friendship, personal health, spending time with family and feelings of being loved and secure.

This is one of the key points made in Happiness by Design, an insightful and intelligent book written by Paul Dolan (another LSE professor). I have never read a self-help book before this, but I would recommend it to anyone interested in this area and particularly to those who want to be happier in life.

As a consistently happy person, with a relatively sunny and cheerful disposition, I found myself identifying with many of the traits that Dolan encourages us to adopt in the name of happiness. I listen to a lot of mellow classical music, my phone does not receive Facebook or other social media notifications, and I prefer to spend money on experiences rather than products. But am I happy because I adopt these behaviours, or do I adopt these behaviours because I am happy? Unfortunately, Happiness by Design will do little to dispel your concerns about causality. Though the book is evidence-based throughout, few of the references convincingly demonstrate causal relationships between behaviour and happiness.

The book starts by discounting ‘happiness’ per se as a fleeting and highly variable emotion which is almost impossible to measure, suggesting that terms such as life satisfaction or general contentment are more appropriate. Dolan then suggests that such things are achieved through a balance of pleasure and purpose. He states that we pay attention to what we think ought to make us happy – to our lofty judgments about a “meaningful life” – instead of moment-to-moment feedback about which activities actually bring us feelings of pleasure or purpose. I think most people would agree with that and yet many still tend to focus overly on one or the other, albeit inadvertently. 

The second half of the book concerns the importance of maximising our mental attention towards positive things that make us feel good and minimising the opposite. Dolan touches on a powerful idea: happiness need not be pursued, simply rediscovered. In other words, sources of pleasure and purpose are all around us, if only one knows where to look.

So how does all this information and research relate to the school context and promoting sustainable happiness in our students at Northampton High?

Firstly, I’ve always been a fan of the mantra ‘work hard, play hard’ and though I now often add ‘rest hard’ too, I believe that a balance of purpose – gained largely from academic work and achievement – and pleasure – gained from other activities both in and out of school – is essential for the happiness and wellbeing of students. It’s a simplistic distinction when one considers the entirety of what a busy Northampton High student gets up to but an important one to get right nevertheless.

Secondly, I have often told students in assemblies and otherwise that one of the great benefits of showing generosity, kindness and compassion to others is that it makes you feel better about yourself. Whilst this could be interpreted as an inherently selfish motive, there is no doubt that being part of a strong, mutually-respectful and diverse community where people actively support each other definitely raises levels of happiness. Certainly the most contented people I have known are those who spend significant amounts of their time in service to others. As such, we invest some of our time in activities with the purpose of increasing future pleasure.

Thirdly, there is little doubt that how we control our own emotions and thought processes is critical to contentment and I believe that encouraging students to practise ‘self-regulation’ and ‘self-nudging’ is an essential aspect of the education we provide. By organising our lives in ways so that we can go with the grain of our human nature and be happier without having to think too hard about it. I would probably go one step further and suggest that ensuring individual students are emotionally intelligent, happy in their own skin and not prone to worrying unduly about things they can’t control, are some of the most important things we can do to set them up for their future adult lives.

In closing, when we are struggling, sometimes the very act of doing one small thing can help us shift our mood. By learning what happiness is and taking simple daily actions to be happier, we can regain a sense of agency in our lives. In doing so, we are prioritising mental health and self-care and actively coping with the challenges to happiness that may arise. 

Sources:
Dolan, P (2015) Happiness by Design: Finding Pleasure and Purpose in Everyday Life, London: Penguin Books Ltd.
Helliwell, J. F., Layard, R., Sachs, J. D., Aknin, L. B., De Neve, J.-E., & Wang, S. (Eds.). (2023). World Happiness Report 2023 (11th ed.). Sustainable Development Solutions Network. Available at: https://worldhappiness.report/ed/2023/

This week we marked the arrival of spring, and in the weekly Monday staff briefing, I commented what a magical time of year it is as we see trees start to bud, the flowers begin to bloom, and the birds return from their winter migrations. As humans, we are deeply connected to nature, and the arrival of spring can be a powerful reminder of our place in the world. 

Spring is my favourite season as it is a time of wonder and joy. After a long and cold winter, the warmer temperatures and longer days can have a profound impact on our mood and outlook. We feel more energised, more optimistic, and more eager to engage with the world around us. We want to spend time outside, soaking up the sunshine and breathing in the fresh air. 

The National Trust published a document called ‘Noticing Nature’. One of their key findings is that for many people nature is no longer an integral part of their life, and the results are quite sad. Just 19% of children regularly notice wildlife and in the past year, 57% of adults rarely or have never watched the sunrise, whilst only 27% frequently watch clouds. As a geographer, I am genuinely not even sure how that’s possible! Listening to birdsong and looking at the stars are things humans have been doing since the dawn of time and these activities are free. Nature is constantly changing and evolving and yet too often, just goes unnoticed. 

The report also uncovers a powerful link between nature, happiness and feeling that life is worthwhile. Connecting to and noticing nature has a significant impact on our wellbeing, both physical and mental. In fact, it was found that the top 25% of people connected to nature had scores of general health that were 9% higher than the rest of the adult population. Spending time in nature can lower our stress levels, boost our immune systems, and even improve our cognitive function which in turn, we feel more grounded and connected to the rhythms of life. 

The key message here is although encouraging people to spend time in nature is a good thing; however, it’s only a first step, for maximum benefits to human and nature’s wellbeing, there is a clear need to encourage people to spend time with nature. The National Trust’s Noticing Nature project is all about starting small. By spending time with nature, noticing the natural world, such moments are a defining factor when it comes to taking pro-nature conservation action. Noticing nature in small ways every day could lead to radical results. This also suggests that modest, everyday and attainable connections can help support the kind of connection which then translates into greater action to protect nature. Moreover, simple activities such as actively listening to birdsong, smelling wildflowers and watching butterflies and bees are activities that are strongly linked with taking action. 

‘There are always flowers for those who want to see them’ – Henri Matisse. This quotation might be understood more symbolically as a commentary on the way we perceive life overall. We can become overwhelmed by anxiety and no longer open our eyes to see the positive in our lives. As such, connecting to nature is deeper than just spending time outside; it is about feeling part of the natural world and not separate from it. So, let us experience nature first-hand this spring and through that encounter, gain a new perspective on our own lives and on the world around us.

Here at Northampton High, we are proud of the diversity of the school and we welcome every chance to celebrate the wonderfully varied qualities of our school community.

This week is Neurodiversity Celebration Week. Students and staff have learnt more about neurodiversity through a brilliant assembly expertly led by Mrs Beezley, our Learning Enhancement Coordinator, and some of our students. They have highlighted various high-profile people, from all sorts of industries, and their experiences of being neurodivergent, as well as listing positive traits associated with autism, ADHD, dyspraxia, and dyslexia. They also emphasised how the neurodiversity movement represents a shift in attitudes and understanding of neurodivergent conditions or differences, seeing them as intrinsic to the individual, and not something to be cured or suppressed. As such, neurodiversity is based on the concept that neurological variances should be recognised and respected just like any other human variation, such as gender, race or sexual orientation.

Of course, it’s important to celebrate neurodiversity all year round, not just in one week. Northampton High is committed to learning more about neurodiversity and cherishing the neurodivergent students among us for all the wonderful attributes and talents with which they enrich us. We valued the opportunity to hear from Lilia, Rose, Lydia and Keira about their experiences with neurodivergent needs, and the care and support they have received from their teachers so as to ensure they thrive and reach their full potential. It was overwhelmingly touching to hear their personal journeys and the positive aspects of being neurodivergent, and we truly appreciate the advice and expertise they shared. Their message was heartfelt and one of inclusion and appreciation of others here at Northampton High.

The beauty of the brain is that everyone’s works differently, and we all have different strengths, needs and abilities. Neurodiversity is about recognising that we don’t all learn the same way and we all have our own unique way of thinking and experiencing the world. Did you know, for example, that people with ADHD can be some of the most creative members on a team, bringing energy and new approaches to their projects, and that several studies have shown that adults with ADHD tend to be out-of-the-box thinkers and calm under pressure?

As we celebrate Neurodiversity Week, it also highlights the importance of the role we have in enhancing each other’s sense of belonging. Each of us are unique and interpret the world in different ways. How we act, what we say, and what we do each day can affect the sense of belonging those around us have at Northampton High. So I would like to encourage our pupils to ask themselves: Do you gladly create connections and form partnerships with people who are not in your immediate friendship group in sport, drama and science? Do you welcome others to join you at lunch and notice the person who seems to have ended up on their own and choose to join them, or not? Are you open to understanding those around you and do you understand, and act upon, your responsibility to ensure that  everyone at Northampton High feels at home? It will always be something we can work on, but I believe every individual within our community can contribute to making it a reality.

Kindness is a core school value – the bedrock of Northampton High. Neurodiversity Celebration Week is one way of reminding students to be kind, and to accept and value people for who they are.

One of my favourite historians is the Cambridge Classics scholar Professor Dame Mary Beard. An older woman who became more publicly visible through representing television programmes, she has experienced the full brunt of what can happen when an older woman will not go ‘quietly into the night’. In her book ‘Women & Power: A Manifesto,’ she charts the silencing of women, with whom she claims, ‘western culture has had thousands of years of practice’. Her book provides a short, sharp analysis of women in the West and their ongoing struggles for a voice in the public domain. She includes examples from antiquity to illustrate the social and gender dynamics inherited in the West and she traces the long heritage of women being told to be quiet.

Beard’s first example is Penelope. A main character in Homer’s Odyssey, Penelope is the faithful wife of the epic’s eponymous hero Odysseus. A hero of the Trojan War, Odysseus spends 10 years at Troy and then another 10 years trying to return to his home in Ithaca, where Penelope and their adolescent son Telemachus wait. In a scene from Odyssey Book One, Penelope enters the communal space of her husband’s palace and complains about a song that is being performed by one of the entertainers. Telemachus immediately orders her to return to her chambers and resume women’s work. He further reproaches her that stories are the preserve of men. Men engage in public discourse. Women face exclusion from it. 

The message is clear. As Professor Beard observes, “right where written evidence for Western culture starts, women’s voices are not being heard in the public sphere”. On Telemachus telling his mum to “zip it”, Professor Beard points out that “as Homer has it, an integral part of growing up, as a man, is learning to take control of public utterance and to silence the female of the species”. It may seem incredible that some 2,500 years since the Homeric epics, women are still silenced in public. But the myths of Archaic Greece continue to maintain relevance to modern reality. Even when women occupy a public platform, they are regularly met with verbal and written ripostes.

Professor Beard’s primary subject is female silence; she hopes to take a “long view on the culturally awkward relationship between the voice of women and the public sphere of speech-making, debate and comment”, the better to get beyond “the simple diagnosis of misogyny that we tend a bit lazily to fall back on”. Calling out misogyny isn’t, she understands, the same thing as explaining it, and it’s only by doing the latter that we’re likely ever to find an effective means of combating it.

What I relish about Professor Mary Beard’s approach is that she doesn’t simply sink down into disapproval and hand-wringing. She wants to know: how can women be heard? And her answers are radical. Why should we settle only for exploiting the status quo – for instance, by training our voices, as Margaret Thatcher did? Progress, if it is ever to happen, will require a fundamental rethink of the nature of spoken authority, and what constitutes it, and how we have learned to hear it where we do. Women are not only going to have to be “resituated” on the inside of power; it may be that power itself has to be redefined. What will such a redefinition involve? She talks of the “decoupling” of power from prestige, a bifurcation that will mean thinking about power as an attribute rather than as a possession, ‘to power’, instead of ‘holding power’.

The reasons behind the absence of women’s voices throughout much of history is complex, and levelling blame at the patriarchy is often unhelpful. However, this week when we celebrate International Women’s Day, we can seek to make sure that those who have wielded power and influence in the past are remembered, and that their contributions are properly acknowledged and accredited. In addition, we can look ahead to provide opportunities for those whose voices remain unheard, so that they may not be held back. Professor Mary Beard reminds us that women need to claim the public space and speak.

It has been said that we have focused too much on history and it should be rebalanced with a little more of herstory. But one of the things that has held many women back has been the lack of opportunities for education. This continues to be the case in many parts of the world and was brought to our attention by Malala Yousafzai who nearly paid with her life in pursuit of her education. Malala now uses the power of that education to campaign for the empowerment of girls around the world.

‘I raise up my voice – not so that I can shout, but so that those without a voice can be heard… we cannot succeed when half of us are held back’ – Malala Yousafzai

Women have wielded and continue to wield influence and power and this week at school we will draw attention to those from whom we can learn and be inspired. In doing so, it is hoped that more voices will be heard which will benefit humanity as a whole. By celebrating International Women’s Day, we honour the strength, courage and resilience of women who have fought for their rights and freedoms. We also acknowledge the work that still needs to be done to achieve gender equality and promote women’s empowerment. It serves as a  timely reminder that women still have to fight hard to have their voices heard in the corridors of power.

By coming together, raising our voices and embracing equity, we can make a difference in the lives of women around the world. Equally, we know how hard we must work to stay ahead and provide the broad, academic, forward-thinking education we are known for at Northampton High, supporting girls’ needs and preparing them for their futures by enabling them to construct their own narratives. 

Source:
Beard, M (2018) Women & Power: A Manifesto, Profile Books Ltd