Shonagh Reid is an equity, diversity and inclusion consultant supporting
organisations to create a truly inclusive working environment.
‘When we let children leave lessons we devalue education’. Are we missing the point?
Recently in the UK, there has been a discussion on twitter about whether or not students should be allowed to leave the classroom once a lesson has started. Some assert that letting a child out of a classroom implies that the education in the classroom is not valued highly enough. To paraphrase, ‘students need to know that the lesson is vital, therefore they have to remain in it’. The conversation then moved on to behaviour of students, specifically the idea that students leaving classrooms may engage in graffiti, vaping and smoking in the toilets. Onward, to the lack of support from school leaders who promote poor behaviour by not dealing with it strongly enough.
As someone who has been an Assistant Principal for Behaviour and Attitudes, I fully understand the importance of boundaries and structure for young people to learn in. Indeed, for some children school can be their safe space. Order and calm is essential for them. We know from a range of different sources such as Teacher Tapp and articles in the TES, that poor behaviour is often cited as the reason for poor retention of staff.
I can simultaneously hold the belief that order, structure and calm are necessary for good learning to take place, and that young people can generally be trusted to take ownership of that learning and their own bodies.
Young people are well aware that their education is vital. I think they know this too well and feel pressured. When I was at school, the world was a significantly different place. Education was different. Industries and jobs were very different. Societal pressures were very different and social media didn’t exist. Technology is moving apace, and the jobs of the future don’t exist yet. So why are we so confident that our current ways of teaching and learning are suitable for today’s learners.
Our education system is largely unchanged since the Victorian era. The world, however is completely different. This view that learning has to take place in a classroom, with everyone facing forward, in the quiet is not in tune with our modern lives or modern ways of work. I work with organisations who are purposefully giving staff more agency and trust. They support staff to take breaks when they need to and trust them to get the work done to a high standard. They support flexible working. They are working to challenge discrimination. They listen to staff to create a comfortable working environment because they know that this is key to retention and productivity. Education doesn’t seem to be anywhere near this, and more importantly, it isn’t preparing young people for this way of working.
What about staff? Post covid the world is changing and teachers continue to vote with their feet choosing different career paths which are more in tune with modern life and reasonable expectations of a person’s stress and work levels. What are we really doing to make education an attractive work environment (note I didn’t say career)? Teachers expect more.
As the exchange on Twitter implies, we are not tolerant. We can’t understand that a young person may need to take breaks from pressure. We don’t seem ready to understand that trauma exists, that this might be a factor in a child’s response to what is happening to them and the stressful environment they are in. There continues to be a failure to recognise protected characteristics and the specific challenges these bring to all stakeholders.
What if we were able to create a flexible education system which prepares young people for modern ways of working? What if we replicated those ways of working to meet the needs of teachers? Are we making our young people culturally aware so that they can excel in international collaboration that hybrid working has encouraged?
If we look at the etymology of the word, ‘educate’, we might want to reflect on: to what extent we are leading our young people and showing them the way? How are we revealing the outside world to them? How are we nurturing and supporting them? Are we looking after their minds? Do we promote intellectual and cultural development?
This article first appeared in Engage 27.
BY SHONAGH REID • April 15, 2024
In our continued commitment to ensuring quality and inclusive education for every child, we’ve taken our advocacy to a new level by empowering the next generation to lead the conversation. In partnership with The Gambia Teachers Union, we recently convened the Foundation’s Young Ambassadors for a vibrant day of engagement dedicated to promoting the right to education for all. The event brought together passionate students from selected senior secondary schools across Region One, including St. John’s School for the Deaf, to explore what it truly means to make education inclusive, equitable, and accessible to every learner.
The Steve Sinnott Foundation is proud to celebrate the inspirational winners of the 2025 Seeds of Hope for a Better Future competition, a global initiative supported by UNESCO that brings together creativity, community, and a shared commitment to peace and sustainability. This unique project invited schools across the world from nursery and primary through to secondary and high school to explore the values of peace, cultural understanding, and care for the planet. In the face of climate change, young people were asked to tell their stories through art, performance, and digital creativity, highlighting how small seeds of action can grow into powerful movements for hope. The results have been extraordinary. Schools in France, the UK, Gambia, Haiti, and Kenya have been recognised for their outstanding contributions, with projects ranging from community gardens and sculptures to dance performances and illustrated stories. Each winner has shown how young voices and imagination can nurture peace and sustainability in ways that inspire us all. The full Awards Ceremony can be watched linked here: S eeds of Hope For A Better Future Awards Ceremony 2025 Highlights from the Winners Oak View Primary and Nursery School (UK) created Faces of Feeling, a collection of joyful sculptures already exhibited in a local gallery. Judges praised their work as supporting the wellbeing of others and embodying the idea of children as true “Seeds of Hope.” St Joseph’s Senior Secondary School (Gambia) painted Campaign for a Sustainable Banjul , reflecting real-world climate action in their city. The judges described it as “a most deserving and robust winner.” In France , the Jardin d'Enfants des Nations Unies (United Nations Nursery School) won hearts with Wind of Peace , where 5-6 year olds combined drawings, paintings, and tree planting to champion reforestation. Lyng Hall Secondary School, Coventry (UK) collaborated with Henley Green Primary and the UK Literacy Association to produce The Heart Shaped Hole – an innovative and metaphorical take on Seeds of Hope. Earlsdon Primary School, Coventry (UK) impressed with Primary Plot , a project that included gardening with the visually impaired, reflecting inclusivity and sustainability. A remarkable cross-collaboration between 21 schools across West Yorkshire, Essex, and Tower Hamlets (UK) resulted in Lights, Camera, Score , an ambitious combination of animation, music, and storytelling. CIMA Community School of Hope, Haiti shared Konbit - a video of dance and solidarity, inspiring villages to work together for peace and dignity. Daraja Academy, Kenya presented an ambitious and optimistic project integrating sustainability into everyday school life. Celebrating Creativity and Peace This year’s competition was judged by an impressive panel of artists, writers, and cultural leaders including Sir Antony Gormley, Edmund de Waal, Dame Liz Forgan, Hugh Quarshie, and Rathna Ramanathan. Their collective expertise highlighted the quality and depth of the entries, each of which showed how art can be a powerful tool for global understanding and change. The Seeds of Hope initiative is part of UNESCO UK’s Arts and Culture for Peace programme, first launched in 2022. It has grown from earlier collaborations such as the Coventry Young Ambassadors’ Islands of Peace Japanese Garden , opened in 2021 a living reminder that seeds planted in communities can continue to flourish. Highlights from the ceremony can be found here at this playlist Looking Ahead As Ann Beatty, UNESCO ASPnet UK National Coordinator , shared: “The quality of entries was extraordinary. We are delighted at the response to this amazing initiative in collaboration with our international partners.” And in the words of judge Jannette Cheong : “Young people around the world understand well the value of peace and tolerant relationships between cultures. Their creativity is an inspiration to all of us.” At The Steve Sinnott Foundation, we believe that education is the seed from which hope grows. The Seeds of Hope competition is a shining example of how young people through creativity, compassion, and collaboration are already shaping a more peaceful and sustainable future. You can access the full online awards presentation here: Seeds of Hope For A Better Future Awards Ceremony 2025
The journey to strengthen the well-being and success of learners in The Gambia continues with a renewed commitment to guidance and counselling in schools. By August 14th 2025, we have successfully trained 140 educators across 𝐑𝐞𝐠𝐢𝐨𝐧𝐬 𝟏, 𝟐, 𝟑 & 𝟒 under our Guidance & Counselling Programme. A programme designed to equip educators with the skills to support students’ academic, social, and emotional development. Region 3 Teachers Complete Level 2 Training On Wednesday, 6th August, thirty teachers from Region 3 (North Bank Region) began a three-day Level 2 Guidance and Counselling training at the Christian Council in Kanifing. This programme built on their earlier Level 1 training in Farafenni, with a focus on deepening their capacity to serve as school-based counsellors. The training concluded with a certificate presentation ceremony, recognising the teachers’ commitment and marking an important step in their professional development. These certificates symbolize more than an achievement; they represent each teacher’s readiness to provide psychosocial support, guidance, and mentorship to learners across their schools.
