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As is the case in every school, my students all have complex educational needs. Students are referred to us following exclusions, for a chance to regroup and refresh before returning to mainstream school. Every student has special educational needs, ranging from ADHD to autism, dyspraxia to dyscalculia. Although students all have individual student passports that outline strategies to help them to cope in various situations, there are times when emotions can get the better of them. With nurture practice at the core of our school ethos, all students are treated with respect and understanding when restorative conversations take place, giving them space to reflect on their actions and their impact. Although this approach does help to hold students to account while maintaining our nurturing ethos, the reactive nature of our restorative conversations does not always provide students with the support and knowledge they need to make correct decisions in the first place. There is little time scheduled for teachers beyond our daily "Family Breakfasts" to engage in one-to-one coaching conversations, a provision that I believe is key in enabling students to develop their resilience and understanding of their own needs and those of others.

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In my current school system, a significant cohort of students struggle with disengagement with their learning. This can be attributed to a range of factors, from trauma suffered within a school setting, a fractured relationship with trusted adults, a lack of understanding behind why certain subjects are studied, to not having their individualised needs met within the classroom. Moreover, students often report that they find content unrelatable and irrelevant to their unique personal situations. As a result, students at my school are left to feel as though learning is a chore; something that they are told must be done, not necessarily enjoyed. The system in which I work is quite prescriptive, with paramount focus on exams, results, and qualifications as opposed to encouraging enquiry and developing a love of learning.

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Our students come from a range of backgrounds, both socially and economically, with many adhering to patriarchal ideologies that can cause friction between groups within the classroom, often along gender lines. In an attempt to implement change, I have approached this issue openly in my lessons by means of exposing my students to a range of voices, stories, and beliefs in an effort to address misconceptions they might have picked up in their lives.

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48 Things Men Hear In A Lifetime (That Are Bad For Everyone)

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We should strive create a classroom culture in which experimenting and making mistakes is part of their educational experience. Moreover, taking the time to get to know students and deliver lessons that reflect their interests while adhering to the values of the IB Programme is something that sets the MYP apart from the British National Curriculum. Celebrating enquiry, promoting creativity, and fostering a global outlook will help students to understand how they fit into society and encourage students to take ownership of their learning journey.

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By creating lesson content and being open to discussions that address issues of social justice, I have encouraged students to engage with different perspectives in a safe, academic, and balanced manner, and I believe that opportunities to engage in these types of discussions should be embedded across the whole school curriculum.

Moreover, I believe that through our implementation of restorative conversations with students, we should be able to approach these kinds of negative attitudes in a way that is inquisitive and supportive. In order to address these attitudes effectively,  I think that it is important for students to have a teacher figure who is open about their stance as a feminist and an ally, who is comfortable in challenging misogyny, and who can support those students who are victims of misplaced attitudes. Educators need to be confident in being advocates; comfortable in correcting harmful perspectives and behaviours while also employing effective nurture practice.

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As a certified coach, I believe that having more structured time for coaching conversations with students to speak about their concerns and struggles, their general wellbeing, and their aspirations would serve to further establish good relationships and allow students to take ownership of their educational pathways. By coaching students to explore their feelings, their frustrations and their successes, we as educators could better prepare our students for success beyond the classroom. Learning transcends what is taught in the classroom and students should be prepared to become lifelong learners, a belief that underlines my educational philosophy.