Mary Myatt's Blog

things I notice in schools

The ethic of everybody

March 03, 2017

‘Inclusive, good-quality education is a foundation for dynamic and equitable societies.’  Desmond Tutu

Dame Alison Peacock used this phrase when she was speaking at ResearchEd in September 2016. In talking about the work she had done over the years with Cambridge University and others, they identified that one of the strands of her work was an ‘ethic of everybody’. What might be meant by this and how might it relate to being hopeful, not helpless?

If one of our deepest needs is to belong, then how does this relate to the ethic of everybody? It is the ‘quid pro quo’ or the counterbalance of recognising our own need to belong and extending that to others. What we recognise we need for ourselves, should in turn be offered to others. The settings where this is understood are hopeful.

How does this translate into practice? It means that everyone has a voice, that everyone’s views are explicitly sought, that everyone counts. Does this result in a free for all? Is no-one in charge? No, the position statement of ‘everyone has a voice’ does not mean that anything and everything goes. It is instead, an attitude adopted by leaders and adults that things will be done with the best interests of everyone at heart, not that everyone will get their way.

To unpack ‘ethic’ a bit further. Ethic refers to the way we do things here, the manner in which we go about our business. It also has a layer of moral overtone to it - what is the right thing to do, what is the fair thing to do? And It is the combination of these two which contribute to the idea of ‘the ethic of everybody’ - doing the right thing, for the right reasons, for everyone.

Easy to say, harder to do. At a strategic level, school leaders including governors might ask themselves whether their work is underpinned by doing right by everybody. This might sound a statement of the obvious, but it comes into sharp focus when leaders are considering the distribution of funds - do the SEN groups get adequate funding - in most schools they probably do, but are the voices of children on the SEN register heard at a strategic level? Have leaders taken the trouble to ask those pupils what they think about their provision and what could improve it? Have they done similar exercises with other groups of children - the high prior attainers, the children with English a an additional language, the children who have a disabled parent or sibling at home. What is it like being at the school for them? If leaders are going to subscribe to an ethic of excellence, they need to have some checks to see whether their aspiration is tracked through and experienced at ground level.

If we think it is worthwhile looking to be hopeful rather than helpless, then subscribing to the ‘ethic of everybody’ and checking that colleagues and children, indeed everyone, including the school cat, does feel included, lifts the atmosphere, creates energy and possibility.

At the classroom level, what might the ethic of everybody look like? For one thing, the meaning of the words are unpacked. What does ‘ethic’ mean? what does the Greek mean, what might that mean in this classroom? Why is this important? Do we think it is important to include everyone? If we think it is important, what are we going to do to ensure that it happens? Some schools who are working on this, talk about what it feels like to be excluded, left out and ignored. Some primary schools are doing this a part of their circle time or equivalent, and in secondaries that are experimenting with this, they are including it in the tutorial programmes, and evaluating it to see if it makes a difference to the calmness of lessons, the relationships between pupils, and their own self reported indicators of inclusion. There will always be some for whom school is difficult, for a variety of complex reasons, whether from home or from experience, but for the majority it is possible to raise the sense of inclusion, of being part of a school if the ethic of everybody is talked about and attempts made to live up to it.

And what about the children themselves? Can they be encouraged to subscribe to the ‘ethic of everyone’ when there are no adults around, And indeed should they? Well, most children want to be happy and want those close to them to be happy. So by extension shouldn't they make a contribution to the inclusion of others if the want to be included themselves? So it is worth talking about who gets left out, what it was like when we were left out, because everyone has been at some point in their lives and if we see someone being left out, what can we do about it?

The ‘ethic of everybody’ needs to be considered not just in terms of inclusion for all, but a further dimension of contribution. Otherwise we risk doing the ethics rather than expecting all to contribute. I am going to feel powerless if I am done to all the time, I am going to feel patronised and resentful. And eventually I will switch off, so sitting alongside the ‘ethic of everybody’ is that everybody makes a contribution. And that is something beyond that which is a minimum expected of them, but rather what are the unique gifts which I can bring to this school, this classroom, this staffroom. If I’m a part of it I also want to be asked what I think, how I can make things better. Because it is the contributions, the giving of advice and expertise that I become stronger, more confident and yes, hopeful rather than helpless.

From Hopeful Schools


You never know the good you do...

December 30, 2016

‘I believe that every human mind feels pleasure in doing good to another.’  Thomas Jefferson

There’s an assumption that we need to have hard evidence that something has ‘worked’ and that we have had an impact. We usually expect this to be in fairly short order. But it might be helpful to think about impact over the longer term. When we think back to those who have had an impact on us, it is not just those who we interacted with today, but also those in the past who have given us encouragement and hope.

'Hopeful Schools' what people are saying

December 11, 2016

'Hopeful Schools is a breath of fresh air and reminds you 'why' we do 'what' we do, whilst making you think 'how' we go about it. Mary encourages us to consider what soulful schools; heart-based education and courageous leadership could and should look like. This book will nourish you and restore your faith in the future of our education system. It will reassure you that by being hopeful we can affect change. 'Hopeful Schools' will inspire you as it will remind you that through resilience, courage and hope we can create school cultures underpinned with trust and integrity.'

Hannah Wilson, Headteacher, Aureus School

'All too often leadership books and books on education like to reduce complex processes and issues to simple checklists and simple questions. The book, like Mary Myatt, understands that there are many intricate aspects involved in teaching, and leading a school. One thing you get from her writing is that there are people at the centre of schools. Too often statistics, numbers and policies detract us from the fact that in education we deal with real people, young or old, who are complex and unpredictable. They have dreams. They have fears. They have insecurities too. Humans daily tread the fine line between helplessness and hope. This daily battle is at the heart of the book. How do you turn negativity into positivity?

Mary’s book looks at education from the perspective of people. The book isn’t about hitting targets and impressing people. The book is about how to make the experience in schools better for students, parents, teachers and leaders. There are schools in the world where teachers feel helpless. There are schools in the world where leaders feel helpless. ‘Hopeful Schools’ is a welcome beacon of light, hope, and positivity in possibly one of the most challenging times in education. Be clear, this isn’t a rose-tinted view of education either. Mary addresses the difficult issues head-on and asks the difficult questions, using a wide range of sources and examples (inside and outside education), which we have to ask ourselves if we are going to be better or the best.

‘Hopeful Schools’ is a brilliant philosophical investigation into how we can get the best from our students, the best from our teachers, and the best from our schools. It is a book of ideas, questions and examples told with such warmth, detail and thought that only a human could write it. This is about leadership with the heart and the head for doing the right thing.'

Chris Curtis, Head of English

'Another lovely, nurturing and enjoyable easy read from the ever helpful Mary Myatt. Thank heavens for Mary Myatt who once again takes on the role of caring. demanding big sister; protective and authoritative in her praise of ordinary good teachers against the new establishment bully boys and girls with their negativity and supercilious judgements. In this book 'Hopeful Schools’ Mary Myatt further seals her position as one of the most caring and supportive optimistic and effective voices in English education. Tim Brighouse, Mick Waters, John West Burnham relax and enjoy your beckoning retirement for now we how Mary Myatt to support, challenge and inspire teachers to be even better. Part personal observation, part philosophical, certainly encouraging and with novel references and simple practical examples Mary Myatt serves up another teacher-friendly guide.'

Peter Hall-Jones Former headteacher, international education consultant, leadership coach, Founder of the Curriculum Foundation 

'What Mary Myatt has managed to do here is put the markers down for organisations and individuals in how they define their optimistic and hopeful selves. She dismantles the inhuman machinations of faceless institutionalism and supports its replacement with a genuinely warm, informed and witty alternative. Hope and humanity should be at the centre of what we do. In Hopeful Schools, Mary Myatt shows us how. Essential.'

Hywel Roberts Teacher, Writer, Speaker Create Learn Inspire Ltd



Hopeful schools

December 04, 2016

Wow! This is an amazing book.  I read this from cover to cover in one sitting and I loved it.  Mary Myatt’s gentle wisdom and humour shines through every page to remind the reader of the positive action and affirmation that emerges when we experience feelings of hope instead of helplessness.

Look at me

October 09, 2016

‘‘Look at me" is one of the most fundamental desires of the human heart.

Bertrand Russell

Russell’s observation might have been driven by his childhood experiences: loss of parents at an early age. Home tutored. Cold grandparents, left to his own devices. Or possibly not. Perhaps he said this because he noticed that people want to be acknowledged. So, if we agree with Russell that one of our basic needs is to be acknowledged, what does this mean for our own needs being met and for considering this in the workplace?