EDDi: Educational Digest International

Cerafyna is now live. An ethical AI companion designed for reflection, clarity, and self-understanding—not distraction, not dependency. Think more clearly. Understand yourself better. 👉 cerafyna.com Read why this matters here: foxly.link/wNlYrG

Last minute Christmas gift? Some holiday reading? All our ebooks now discounted. The Wisdom of Heads - £1.99 International Schooling - £4.99 My Educated Life - £1.99 That's less than the price of a Starbucks, especially with the 'egg nog' add on. 🎄🧋🎅 amzn.to/4qbzKSJ

Japan’s heavy metal-loving Prime Minister is redefining what power looks like.. Read why here: foxly.link/uHt4Mv (Photo by Tianshu Liu on Unsplash)

As a writer today, everyone suspects AI — especially if you use ‘that’ dash... It’s the AI giveaway; it’s the sign of the times. But, the em dash has long been a habit of mine, and I don't intend to give it up. Read why here: foxly.link/nTrKqN

As ever more international schools open (often for-profit), and as UK independent education evolves (increasingly into the hands of for-profits), I was going to repost an old piece on the ‘morality of profit’. But I reread it and, frankly, was embarrassed. Suitably shamed by what I thought passed muster in 2019, I spent the weekend on an entirely new article. I’ve updated the data and rewritten the arguments. Yes, it still leaves a lot of unanswered questions; plenty of “yeah buts” and “what abouts”. But I wanted to stick to roughly 2,000 words, and I wanted to focus on the for-profit debate. It’s an evidence-backed thought piece, not a PhD. It’s a longer read (grab a coffee), but hopefully accessible enough to add some evidence to the debate, without you needing to wade through a stack of academic journals (…you’re welcome). TL;DR Should schools be run for-profit? The data suggest it’s neutral. Or rather, when it comes to quality of education, profit or not is not what matters. - There are good for-profit schools and bad ones, just as there are good not-for-profit schools and bad ones. - Private schooling does confer advantages, but, in terms of grades, it mostly doesn’t matter if a school is for-profit or not. Once you account for who attends and how well the school is run, profit status explains relatively little of the difference. - What’s important is what a school does with the money it has, and that the children within receive an education that is both value-for-money and genuinely valuable. And if you want to test that in context, ask: What happens when there is a trade-off between margin and mission? Do the school’s actions match its stated values when they become expensive? Enjoy. PS: ChatGPT helped with some of the sources, but the writing is mine, not AI—em dashes and all. 😀 linkedin.com/pulse/should-s…

Why don't schools advertise like this iconic 1981 LEGO ad? It's brave, smart, sassy, and emotionally connected—celebrating real, messy childhood over glossy perfection. Time for honest education marketing? Thoughts? foxly.link/uiqYrc #EdMarketing #LEGO

After a decade living in SE Asia, sociologist Dr Stephen Whitehead expected a divided, declining Britain. What he found instead was a confident, multicultural nation—a country richer, fairer and far more interesting than the one he left behind. bit.ly/3JfPMvb

Bangkok schools: Change management workshop available 6th Nov (maybe 5th pm). I'm there for Valentina David masterclass + Festival of Ed but got one day free. Workshop or strategy session with your leadership team? DM fast. Share with Bangkok mates!

"Where have all the good men gone?" Dr Stephen Whitehead warms up with Larry Budd ahead of the Leeds International Festival of Ideas @LeedsIntFest youtube.com/watch?v=GDv6ez…

Teachers like to moan. So do school leaders. And they both like to moan about each other. There’s a lot of moaning. When you’re working in education—with all its emotional labour, policies, bureaucracy, and issues—it’s easy to become jaded with a school, perhaps even with all schools. It’s important to remember, though, that like most organisations, schools might be full of contradictions, varying ambitions, and challenging behaviour, but they are also full of excellence, passion, and delightful people (yes, the students and the teachers). So, whilst it’s necessary and cathartic—healthy even—to boo at the bad parts, remember to also cheer for the good parts. There’s no inconsistency in challenging, say, a school’s assessment structure or timetable while also acknowledging the strength of its safeguarding frameworks, exam results, or curriculum innovation. Schools are never monolithic; they are a mix of ambitions, contradictions, and competing priorities. So, next time you are having a ‘good old moan’, remember it is possible to hold multiple truths at once—to applaud what’s working, push back where it’s not, and to resist the comfort of a single, simplistic narrative. It may not (all be) as bad as you think. ----------------------- Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

With new international school announcements emerging almost weekly, I’m resurfacing another old article that feels more relevant than ever. As the number of international schools grows, more markets are showing signs of saturation—or at least early-stage maturity. But how can you tell if your market is maturing? And what should you do if it is? TL;DR: In growth markets, average often suffices. A rising tide lifts all boats. Most schools can survive, even thrive, on momentum alone. But in maturing markets, that safety net disappears. Maturity exposes inefficiencies and forces clarity. Schools must confront—often for the first time—competitive pressures, strategic trade-offs, and operational weaknesses. In such environments, financial and commercial awareness become a core leadership responsibility. Marketing, finance, public relations, and business acumen are no longer peripheral—they become as critical as pedagogy, curriculum, safeguarding, or pastoral care. Curious where your market sits on the growth–maturity curve? The full article is on LinkedIn here👇 bit.ly/4lEflnB

It's that time of year 🛫🏖️🌇🏔️🛬 A time when many teachers are planning and packing for the BIG MOVE - the move to international school teaching. If that's you (or a friend/relative) don't forget to grab a copy of 'International Schooling: The Teacher's Guide'. It's full of hints, tips, and advice from people already enjoying the adventure. Grab a copy here (or just take a look at the FREE bonus section): pedagogue.ac

What a list of names! 📋📋📋 Proud and honoured to be amongst them, and delighted to be on a panel at the 'Leeds Festival of Ideas 25' @LeedsIntFest Come join us: leedsinternationalfestival.com/programme/

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To be an effective school leader, you have to believe that what you’re doing makes a difference—even while knowing that you might falter, stumble…perhaps even fail. That’s obvious, of course. We became teachers to make a difference. Yet, as every school leader knows, the reality is that many initiatives don’t go the distance. Some lose momentum. Others fade into myth (and become the source of staffroom mirth). Even the most thoughtful strategies can fail to take root. Still, schools are full of leaders who step up and try—not because they’re blind to the challenges, but because that’s the job. Making a difference is what we do; it’s why we get out of bed, day after day. The best way to hold both truths — the conviction that what you’re doing matters, and the humility to know it might not succeed (least not quite as you imagined it) — is to lead in a way you’ll be proud of, whatever the outcome. If the initiative doesn’t land, you’ll still know you led with integrity, courage, and care. And if it does? You’ll know it wasn’t luck—it was leadership grounded in something real. Believing in your vision is what fuels the energy, resilience, and commitment it takes to lead. So lead in a way that makes you proud to put your name to it…whatever the outcome. Believe you’ll make a difference—and, bit by bit, day by day, you will. ------------------------ Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

Continuing the theme of wit and wisdom, another quote I can’t claim credit for: “You don’t have to attend every argument you’re invited to.” (Charlie Monger) It’s one of those phrases that’s easy to nod at and much harder to live by. Because when tension rises—when a comment feels pointed, a tone feels off, or a decision gets questioned—our instinct is to step in. To correct. To defend. To push back. And sometimes we should. But not always. Not every comment needs a comeback. Not every raised eyebrow needs levelling. Not every moment of staffroom drama needs a guest appearance from the leadership team. You’re allowed to let some provocations pass. You’re allowed to shrug and walk on. You’re allowed to be the adult in the room by not entering the room at all. Because every argument attended is time, energy, and credibility spent. And in schools, those are limited currencies. Some invitations deserve a response. Others deserve your silence. Knowing the difference is leadership. So next time one lands at your feet, pause. Then ask yourself: do I really need to be at this party? If not, RSVP: no thanks. ------------------------ Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

I can’t claim credit for this one—that honour goes to @jimmycarr : “Students use AI to write essays. Teachers use AI to mark them. When those students graduate, AI gets the job.” A useful bit of wit and wisdom. It’s also helpful as a provocation; perhaps even as a conversation starter with students. We don’t know where AI will take us. But when even comedians are talking about it, we do know we need to be thinking about where AI might take us. And not just about how to use AI—but why, when, and what for. Jimmy Carr might be joking, but like all good jokes, the humour hits because there’s truth in it. Maybe AI is a threat. Maybe it’s a tool. Probably both. What matters most is that we stay curious—because curiosity, unlike content, can’t be automated. The punchline’s on us if we’re not paying attention. ------------------------ Thoughts on leadership, done differently Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p ------------------------

A young teacher, aspiring to leadership, recently messaged me for career advice. I've reached an age where it's a question I'm often asked. It's both flattering and, well, ouch! Bruised ego aside, my advice is generally that you don't need advice, you need experiences. You don't need to be told what to do, you need to be told to do. The doing will give you all the advice you need. Now, that in itself is advice, but it's really not meant as such. If anything, it's anti-advice. Don’t listen to me, just do. However, in the spirit of sharing, I did offer some broad thoughts: START WITH WHY: Knowing your ‘why’ has become something of a cliche, but you do need to know which career ladders to climb. State schools or private? Small or large? Corporate groups or community focussed? Alternative or mainstream? Abroad or at home? Those paths are not mutually exclusive, of course. You can and should get a variety of experience (see below). But, you do at least need to have a sense of purpose and direction - of where you want to head, and what you want to avoid. VARIETY MATTERS: Experience will get you to the top, but not repeated years of the same experience. Teach different year groups. Tackle different subjects. Take on diverse responsibilities: academic, pastoral, and administrative. Move schools (but not too often). Broaden your knowledge. Learn outside of your skillset. GEOGRAPHY MATTERS TOO: Try to be close to the action. Where that action is will depend on where you live. At the very least, be prepared to travel: to the best jobs, to the best countries for (perhaps) even better jobs, and to the best training events. Be at the centre, not the periphery. Go where it’s happening. And if you can’t be ‘there’ physically, figure out how to get ‘there’ online. CONFERENCES: In tandem with the above, attend conferences. Speak at them if you can. An easier start is to be on Q&A panels, work your way up to solo slots. NETWORK: Another cliche: it’s not what you know, it’s who you know. EMBRACE OPPORTUNITY: Not all jobs are equal. Schools in challenging circumstances are often career accelerators. Ditto start-up schools. The positions nobody wants can give the biggest boost. A low-paying position in a top-rated school may enhance your resume and your reputation. Early in your career, or when first moving into leadership, choose jobs with the greatest potential not necessarily the best package. Your future self will thank you. But…. AVIOD MISSTEPS : The flip side of embracing opportunity is avoiding career traps: schools that are so safe and secure that you could easily spend your entire career there (though, no harm if that’s what you want); schools with poor reputations which do damage to your CV; or, schools which sap your morale and depress your career. If you do find yourself ‘stuck’, make the best of it. Learn as much as possible. Run professional development sessions. Set yourself apart. Be able to show on your CV that you thrived, despite circumstances and constraints. And, don’t punish yourself for any missteps, reward yourself for trying. Then, move on. WRITE: Or, these days ‘be on social media’. Support other people’s work; add your own voice to the mix. Become known as an expert, or at least as a contributor. Build a profile. Have a presence. BECOME A ‘MANAGER’: Attend management training courses. Build your subject and pedagogical knowledge, yes, but also develop your management skills. If you are so inclined, consider an MBA (with an education focus). Signal your desire for leadership and your readiness for it. BE AMBITIOUS & RESILIENT, BUT DON’T FORGET EMOTIONAL INTELLIGENCE: Successful leaders must be sensitive to the needs of the teachers, technicians, carers and cared-for in their charge. Hard-headed and autocratic approaches have no place in the modern school. Moreover, whereas an ambitious wannabe leader may have the strength and resilience to thrive in a busy modern school, not everyone will share that desire or those strengths. Recognise this. Be empathetic. Take people with you, don’t tread over them on your way to the top. My final advice is to have fun. Chase opportunities but slow down for success. When you find the thing that works, enjoy it. Careers are rarely linear. Sometimes you end up making little progress for five years and then five years of progress in three months. That's just part of it. Enjoy the slower phases and the growth phases. Embrace the journey. ------------------------ Wisdom, weekly Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p -------------------------

Don’t ask a barber whether you need a haircut. Don’t ask a car mechanic if a part needs changing. And don’t ask a real estate agent if it’s a good time to buy. As a leader you want good advice, but you need good advice from the right people. So, when asking for advice consider incentives. Ask yourself what the advice-giver stands to gain from the advice. Their incentives may be aligned with yours, or maybe not. They may be apolitical and neutral in their guidance—though few people are entirely without bias. Be advised, but be cautious. Prudence not politics. Seek truth not theatre. Integrity not influence. Substance not spin. In other words: be careful who you take advice from. ------------------------ Wisdom, weekly Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p -------------------------

A school is essentially two things: people and decisions. An institution built, literally and figuratively, around its people and the decisions they make. The people are obvious: students, teachers, support staff, admin staff, parents, governors, and so on. Some decisions are obvious too, the outcomes tangible: how teaching gets done, who gets hired, who is let go, where money is spent, what gets built, how behaviour is managed. Others are less obvious. Decisions which shape culture. Decisions which support or erode moral. Decisions with unintended consequences. It is the art and science of making decisions, with, for, and on behalf of people which makes school leadership so challenging...and so rewarding. Sometimes those decisions will be difficult. You'll be stuck. Here's some tools to help. When making decisions ask: 1) Where does this decision align with, or diverge from, our mission and values? 2) What are the stakes? Is this a one-off decision, or precedent setting? Can the decision be reversed? 3) Is this one big decision or several smaller ones? Can a big decision be made smaller? Can it be staged or staggered? What other decisions will be impacted by this decision? Who is impacted? How? 4) Why are we deciding now? Is a decision actually needed (now)? What happens if no decision is made? Can I just let this run? 5) Am I the right person to be making this decision? Should someone else be making it? 6) I've consulted, but whose input has the most value? Who has the most to lose or gain? Who’s merely chiming in? 7) What will the impact of this decision look like in a year from now? 8) Why am I/why are we hesitating? What does that say about the decision? Do we need more information? 9) Can we reduce the risk of deciding (or not deciding)? 10) Would a different school make a different decision? If so, why? 11) What will have changed if we make this decision tomorrow or next week? If nothing, why are we deferring? 12) What missing information, if it came to light (and potentially might), would lead to a different decision? 13) How will this decision impact wellbeing? Does it add work or eliminate it? Is the return on effort worth it? 14) How will I assess success? What will the 'right' decision look like in practice? 15) In the end, and most critically, how does this serve the students? Many of these you should ask quietly, of yourself. Refer to them as you muse and mull over. Other times they'll be useful in meetings, they'll help to unjam a decision. The suggestion isn't that you use them all, just some. Grab the tool you need when you most need it. The hope is that one or more will help you, as a leader, to do the thing you do all day, every day: decide. ------------------------ Wisdom, weekly Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently): sendfox.com/lp/3ed08p -------------------------