For most of our lives we are influenced by the people we are brought up by, we encounter along the way and who play a part in the journeys we make. However big or small, someone’s words or actions can have a profound impact on our lives. Sometimes we will never recognise or even be aware of the significance and effects of these events.
The poet Ralph Waldo Emerson, is credited with the phrase “life is a journey, not a destination.” These words are true because life is a journey, not a destination. Life is an ongoing journey. A destination is a place you arrive at or an endpoint.
‘The Five People You Meet in Heaven’ by Mitch Albom (2003) follows the life and death of an elderly maintenance mechanic named Eddie who is killed in an amusement park accident and sent to heaven where he encounters five people who had a significant impact on him while he was alive.
The story takes you through the different stages of his life. Some of those he meets are people who he may never have even seen but he, in some way, impacted their lives and they his. By piecing together the fragments and memories of his life Eddie realises his connections to those people. A truly wonderful insight into how the impact of even the slighest thing altered the course and path Eddie took.
Obvious examples of this would be family members – a mum or dad, sibling, aunt or uncle. But many people are not lucky enough to experience the life of a loving and caring family. That’s when the influence of another key person can make a momentous difference. In my work role supporting children in care, we put a great deal of emphasis on the importance of ‘key adults’ in schools. We ask schools to identify at least one member of staff as a ‘go to’ person for each of our children and young people. This might be someone in the safeguarding or pastoral team, a form tutor or head of year. It does not have to be a member of teaching staff, it might be someone in the school office, the canteen, a music teacher or sports mentor. Someone who understands the needs of the student and is able to empathise with them. It’s also best if it is someone who is more readily available such as someone who does not have a full teaching schedule. A trusted adult who can provide a ‘safe space’ when needed. Ideally it is even better if the school is also able to identify a second adult as a back-up, particularly if the main person has teaching responsibilities.
Occasionally a school will have an absolute gem of a person who has proved to be crucial to the success of young people and their ability to access their learning. In my job specifically the children are all in care at the point they are allocated to our caseloads so they will have already been removed from an unsafe situation. Inevitably they carry a lot of emotional trauma which makes life very challenging for them but there is a lot support available to them once they become part of the care system.
I have to mention that network of caring support who will also be key to the young person’s feelings of safety and wellbeing – foster carers, social workers, support staff in residential settings, therapists and many other professionals who contribute to a brighter future for those who are disadvantaged.
The pupils who schools need to be just as mindful of are those who are still living in the chaos but are trying to survive without feeling they can reach out. This is where the signs could be picked up by any adults in schools. I have heard stories from social workers where school canteen staff have noticed that a child seems to always be hungry and they’ve passed this on to be looked into. Child Protection training includes looking for signs that something doesn’t seem right with a child. They may appear to be unusually dishevelled, unkempt, smell unpleasant, wearing dirty clothes, constantly tired or actually falling asleep in class. Maybe they seem like they have something they want to share but need an interested person to gently ask them if everything is okay. One social worker once told me that a secondary school where three brothers had attended had alerted the authorities about their concerns for exactly the above reasons. When Children’s Services visited the family home to investigate the concerns, they discovered that the children had no bedding on their beds and had been sleeping in their uniforms. They had no clean clothes and the food cupboards were bare. A classic case of neglect with their most basic needs not being met. In most cases, school becomes a ‘safe space’ for these children. While enduring the unpredictable turbulence of their home life, school becomes the one constant, a place of comfort and familiarity.
“Dare to reach out your hand into the darkness, to pull another hand into the light.” – Norman B Rice (American Politician).
Examples of these ‘unsung heroes’ have been shared by celebrities and key speakers on many occasions. Former Arsenal footballer Ian Wright spoke very publicly about the teacher who changed his life. He told how the teacher backed him playing football and gave him a helping hand when he wasn’t doing well in class stating “I met him when I was seven and I’d been put out of the classroom for the third time that week. I’d been having problems. He taught me to read, he taught me to write. Gave me the responsibility – I was able to do the register, I was a milk monitor. You know, all that stuff.” Let’s be honest, these small actions should be fundamental aspects of a teacher’s responsibilities, a non-judgemental approach, allowing children to feel they can trust them when they’ve only experienced adults letting them down. I doubt Ian’s teacher even second-guessed his actions and was likely unaware of the difference he made to that little boy. To be remembered all those years later is truly an accomplishment even if he had not been aware of it.
“No act of kindness, no matter how small, is ever wasted.” – Aesop.
Jaz Ampaw-Farr was a contestant on series 9 of BBC’s ‘The Apprentice’ in 2013. Despite being the first to be ‘fired’ in that series, Jaz did not let the disappointment determine her future because she already had an uplifting drive to embed resilience to overcome failure. Described as “more than an inspirational speaker, Jaz is a force of nature who empowers and inspires people to take action” and one of the “most sought after international female motivational speakers.” Shaped by her own experiences, growing up in foster care and battling homelessness, she talks about her own everyday heroes who helped her to become the “resilience Ninja” she is today.
An ‘ordinary hero’ is someone who merely shows they care and want to protect you. They will stand by that person and hold a vision of success for them when they are feeling worthless and unlovable. In my professional role I regularly talk about ‘checking in’ with students and/or giving them a ‘soft landing’ at the start of their school day. Simply asking how they are and waiting for an answer or, if that might be too much for them, maybe a gentle pat on the shoulder or a thumbs up. Anything to make them feel noticed and cared for. These simple and subtle acts can build up a meaningful relationship and promote self-belief. This works best with no expectations or pressure and not giving up but persevering until they understand and accept that you are championing them. It will take time to build up trust so it may take a lot of patience. However, if you are doing this with only the young person’s interest at heart, you will not take it personally and your patience will eventually pay off. The moment, whatever that may be, that you break that barrier of defence and know that you have made a difference, you will be so proud of them. I remember hearing an example of a student who hid behind a ‘mask’ of his long fringe every day and avoided all eye contact. One teacher said “good morning” to him every day for some time, regardless of the student’s disposition. One day the student walked by with his head up and fringe to the side and made eye contact with the teacher. This seemingly token gesture was in fact a significant triumph for both the student and his ‘hero’. That teacher never gave up. A wonderful example of being ‘humans’ first, teachers second. Every student needs a champion. In the words of Jaz “Change won’t happen until your desire to make a difference is bigger and stronger and more powerful than your fear of trying”.
When a young person is not having any positive interactions or feeling noticed by adults, they will often feel powerless. If they feel they are being treated differently to their peers or teachers are being inconsistent they might feel a sense of injustice, leading to them losing respect for those adults. They may feel that the teachers have stereotyped them as they already feel their peers have, contributing to the inevitability of being in trouble.
Such negative experiences will almost certainly impact on a young person’s self-esteem, contributing to a sense of worthlessness. In many cases, particularly young people who have already experienced some form of trauma resulting from abuse or neglect, they will question their own worth. “Am I not interesting enough?” “What did I do wrong?” or “Am I not likeable?” Looked after children often feel in some way responsible for the breakdown of their families when they are too young to understand that none of it was their fault. In some cases, they will have been specifically told by a family member that it is their fault that they were removed from the family home. If they feel that other adults in their lives aren’t giving them a chance this will further chip away at their confidence, leaving them feeling even less important, liked and valued.
Adults have a duty of care to listen, take note and support young people to improve their experiences in school. The negative experiences of a young person also effects their ability to form and maintain relationships. They lack trust in adults when they feel they have been let down by many of them. Not feeling they can trust others, being vulnerable and able to open up to them will usually result in relationships which are not meaningful and lack close connections. Instead they have a perceived sense of friendships when in fact they are often on the periphery of friendship groups and cannot rely on the loyalty of friends. Friendships are more often shallow, unfulfilling and disappointing.
A simple act of inclusion – a smile, a kind word, any personal acknowledgement – can help to build up confidence, resilience and self-worth. Every voice deserves to be heard and every individual deserves to be noticed and accepted.
“Being excluded or ostracized is an invisible form of bullying that doesn’t leave bruises, and therefore we often underestimate its impact” – Kipling D. Williams, a professor of psychological sciences.
Without this support, a young person’s way of coping may be to behave in ways to get themselves noticed, often for all the wrong reasons. As we might call it ‘playing up for attention’.
Coping can mean the person tries harder to be included. For example, some of those who are ostracised may be more likely to engage in behaviours that increase their future inclusion by mimicking, complying, obeying orders, cooperating or expressing attraction.
“They will go to great lengths to enhance their sense of belonging and self-esteem. If they feel there is little hope for re-inclusion or that they have little control over their lives, they may resort to provocative behavior and even aggression. At some point, they stop worrying about being liked, and they just want to be noticed.” – Kipling D. Williams.
In a research article ‘Feeling Part of the School and Feeling Safe: Further Development of a Tool for Investigating School Belonging’ (Dec 2020), questionnaires found the following information in relation to “elements and aspects which prevented students from feeling part of the school…..responses were most commonly identified as referring to (not) feeling supported …. (not taking part in) social, friendship or activity groups.
Feeling like teachers don’t like you or feeling targeted and alone (not feeling supported and respected)
Not taking part in things that help the school
Not being involved
Being excluded from group’s. Having arguments with friends.”
In many cases responses revealed corresponding themes:
“constantly feel like teacher are delibratly picking on me and putting me down to make me feel worthless and putting themselves out . to make me feel dumd stupid and inscure about myself and my learning only a very small amount of teachers make me feel good about myself and succeed to help me identify what I am good at while others just tell me I don’t care about anything I do its just them delibeatly picking on me and I hate this school and the fact I am here (individual identity-feeling supported and respected)
knowing that there are always going to be people judging you if you do something or act differently, that thought is always at the back of my mind”. (identity, feeling supported and respected)” – https://doi.org/10.1080/03055698.2021.1944063
“Never look down on anybody unless you’re helping him up.” – Reverend Jesse Jackson.
“There are many conditions that shape opportunities for learning. Supportive relationships, consistent acknowledgement of students, recognition of good work, social and emotional approaches to discipline and opportunities for meaningful relationships, effective classroom management practices, high levels of academic and behavioural expectations and support to realize them.”
Ref: Osher, Sidana, & Kelly, 2008 (summarised).
The best ways for these young people to be successful learners are to feel safe, connected and respected.
I recently heard Mark Hoyle, YouTuber, known professionally as ‘Ladbaby’ talking candidly about his struggles with learning when he was at school and how one primary school teacher, after consulting with his parents, arranged for him to be tested which led to the confirmation of a dyslexia diagnosis. Soon after meeting his now wife, Roxanne, she told him that she was also dyslexic. This has led to the couple’s quest to celebrate books and reading. They wrote their first children’s book together….
“We had no idea how our book, Greg the Sausage Roll: Santa’s Little Helper, would do, but when it came out in 2021, it went straight to No. 1 on the UK Book Chart. Later, it became the No. 1 selling picture book of the whole year.
It brought tears to my eyes when I found out. It just showed, learning difficulties didn’t have to hold you back.”
Recently Mark shared a very emotional video on social media where he had been at a book signing for one of his children’s books and had a surprise reunion with the teacher who he claims to have changed his life.
“Great opportunities to help others seldom come, but small ones surround us every day.” – Sally Koch (Sister of St Joseph of Carondelet).
I’ve also got a personal example of a family member who was more-or-less written off at school and told he will never be anything. My cousin is in his early sixties so would have attended secondary school in the early 70s to mid 80s. My uncle was a cattle farmer all his life and my four cousins grew up in the farming world. His older brother and two younger sisters had successful careers, a midwife, a dancer and a medical professor. However, the cousin I’m talking about did not enjoy school and was labelled as being naughty and troubled. Because of this it was assumed that he wasn’t bright. After school, he stayed on the farm to work for my uncle doing maintenance and general labour. However, his main passion in life was amateur flying and he gained his licence, enjoying the pursuit in a non-professional capacity. After a few years, he followed the path to become a commercial airline pilot and achieved 100% in all of his exams, eventually working as a captain for a large UK airline for many years until he was forced to retire on medical grounds. I remember a conversation once where his sister said how she would love to take him back to that teacher to show him what he had achieved. Whether it was the passion for flying or the determination to prove people wrong, he was able to exceed all of the expectations of his teacher. Not an example of an adult being supportive but instead demonstrating that my cousin was far from stupid and a teacher not taking the time to find out why he might have been finding school so difficult.
“Don’t deceive yourself; laughing at someone’s weakness is not the way to reveal your strength. Your strength is in the help you offer, not the mockeries you deliver.” – Israelmore Avibor (Inspirational Writer)
There are some great films that have been inspired by ‘ordinary heroes’, some based on true stories and some fictional but inspired by real people. Here are a few of my favourites:
‘Dangerous Minds’ – retired US marine
LouAnne Johnson (played by Michelle Pfeiffer)
‘Dead Poets Society’ – John Keating (played by Robin Williams)
‘Mona Lisa Smile’ – Katherine Ann Watson (played by Julia Roberts) inspired by Hillary Clinton
‘Good Will Hunting’ – Dr Sean Maguire (played by Robin Williams) – character janitor Will (played by Matt Damon) inspired by Harvard alumnus Will Sidis
‘The Kings Speech’ – Lionel Logue, speech therapist (played by Geoffrey Rush)
‘12 Mighty Orphans’- Rusty Russell, football coach (played by Luke Wilson)
I am going to leave you now with this….
“The image of a crying child musician has been ranked as one of the most moving photos in modern history. This photo of a 12-year-old Brazilian boy (Diego Frazzo Turkato) playing the violin at the funeral of his teacher who rescued him from an environment where poverty and crime were at an all-time high. In this image, humanity speaks with the strongest voice in the world: “Cultivate love and kindness in a child to sow the seeds of compassion. And only then will you build a great civilization, a great nation” – Marcos Tristao (freelance photographer).