At the primary school where I’m chair of governors we are planning to recruit a new headteacher.  As you might expect, governors started by clarifying where we want to take the school in the future.  With thanks to my friend and ex-colleague Jim Laing  who prompted this question, I asked: what is the greatest threat to society today?  There were many, so I asked ‘which of those can we address in school?’ I suspect, given long enough, we would have been able to tick them off one by one.  We talked about self-worth, relationships and respect, breakdown of faith, amongst other things.  We might have added critical faculty, confidence,  love of learning, commitment to values and values-based education.  As governors, we have the privilege and the responsibility of setting the strategic direction of the school. If we fulfil our role effectively, what matters to the school will matter to the children.  We talk about primary schools having a role in putting in place the foundations.  Do we know what happens when our children arrive in and leave secondary school?  Not enough, is my answer.  Governors could and should be asking that question.  As the national education agenda demands that we work more closely with other schools, we have the potential to grow that influence: we could work with other primary and secondary schools, so that children have a consistent message from the age of two to 18.

As is often pointed out, we have the children for a very short time, so we need also to work with parents and families.  More importantly, though ‘No-one spends longer with children than they spend with themselves’ was a chance remark by a friend, which has stayed with me.  The new national standards of excellence for headteachers   describe governors as ‘guardians of the nation’s schools’.  By implication then, we are guardians of the nation’s education.  As a board of governors, have you a corporate view of what education is for?

In every school there will be a different balance between the focus on academic results and the pressure to achieve them.  It’s relatively easy for me: it’s not my job on the line if our academic results are not where we expect them to be.  In holding our headteacher to account, perhaps we should also be holding ourselves to account for the impact we are having, not just on this generation of staff and students, but on their children, and their children’s children.

Last month I visited York Minster.  It took 250 years to build. Perhaps those who laid the foundation-stones feared that their work would be in vain. They could not know what their legacy would be.   All we can know today is that over five or six generations the vision was strong enough to overcome all the barriers they faced so that – despite the more recent challenges  – the building still stands.   If we as governors embrace the opportunity to shape a society based on acceptance of difference, perhaps not in my lifetime, nor in my children’s, nor possibly in their children’s, but before the end of time, love will overcome fear.

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As a leader, you never finish the job.  Sometimes events overtake you, and you need to work into the small hours.  The point of growing resilience is that you have something in reserve for those times.  But getting insufficient sleep can become a habit.  If you work in a culture that demands you always put others first, you can add to ‘leaving things undone’ a sense of guilt which will also diminish your energy.

We understand about having our cars serviced regularly.  How many of us take the same approach to taking care of our bodies?  The importance of paying attention to our own wellbeing has never been more evident. Growing neuroscience is helping us to understand the connection between wellbeing and resilience. Reading Neuroscience for Coaches* has proved to be a great start for me:

The brain is an incredibly complex web of inter-related structures and systems, some of which are responsible for our automatic functions (like breathing, sleeping, etc), some responsible for functions which we learn, but then become automatic, and some (notably those located in the pre-frontal cortex) responsible for higher-order skills of thinking, decision-making, planning, etc.  Knowing more about the way the brain functions can help us to make decisions about our behaviour which support its effective functioning.

The pre-frontal cortex (PFC) is responsible for executive functions: our ability to plan, to make appropriate decisions, to align thoughts and actions with internal goals and for expressing personality. The PFC doesn’t perform well under stress. Stress can have a dramatic negative effect on our ability to function, e.g. problem solving, being creative and holding things in our short-term memory. The PFC is energy-hungry and gets drained quickly. A bit like the rechargeable battery in your camera when the flash is used, a burst of energy demands recovery time. Stress impairs its ability to use energy.  How much time do you take to recharge your batteries?

When the PFC isn’t working normally, it can lead to us feeling lethargic, uninspired, and overly emotional. We become easily distracted, don’t finish things, become forgetful and may fixate on negative thoughts. It’s easy to see how we can get into a downward spiral when the PFC isn’t working optimally.  When working well, it functions to allow us to focus and pay attention, to plan, and carry things through. The PFC functions best when it is focusing on one thing at a time. Multi-tasking reduces its effectiveness. For optimal achievement, intersperse difficult tasks with easier ones, to help your sense of achievement and allow the PFC to ‘re-charge’.

Neurons are part of the brain’s wiring system. Messages are carried from one neuron to another by neurotransmitters (chemicals in the brain) which communicate across ‘synaptic gaps’. A bit like two people passing a ball between them, they might start slowly, and occasionally drop it, but as they practise, they get faster and faster. In the same way, neural pathways are built by repeating patterns of behaviour.

Cortisol is probably one of the best known chemicals in the brain, because of its association with stress. It is actually a hormone, which is secreted by the adrenal glands and its level increases when we perceive ourselves to be under threat. Its function includes blood pressure regulation, blood sugar level regulation, and it affects the immune function and glucose metabolism. It is implicated in eustress (short-term stress which give us the edge and gets us ready to take action) and distress, which comes from prolonged heightened levels of cortisol, leading to lower immunity, higher blood pressure and increased abdominal fat. Caffeine and sleep deprivation both increase cortisol levels; so if you drink coffee to keep yourself awake, you’re helping to increase cortisol levels twice over.   Physical activity can lower cortisol levels as can social connectivity, laughter, and listening to music.

Oxytocin might be seen as the ‘antidote’ to cortisol in that it reduces blood pressure and cortisol. It is released from the pituitary gland. It has an anti-anxiety affect and has been associated with stimulating positive social interaction, and increasing trust. It suppresses the activity of the amygdala (the brain’s alarm system). It is released through connecting with other people (in the virtual or real world). It is believed that oxytocin helps the processes of learning and memory specifically for social information. Release oxytocin by shaking hands for 6 seconds, or giving someone a hug! It’ll improve your own oxytocin and that of the other person, (as long as you have their permission!)

Dopamine is a neurotransmitter involved in how we think, feelings of motivation, reward, attention and our behaviour. When we get a pleasant surprise dopamine neurons in one part of the brain are activated. When something bad happens dopamine neurons in another part of the brain are activated. Increased dopamine leads to prioritising instant gratification rather than longer-term benefits. ‘Treats’ as a reward, for example, for hard work or a goal achieved, can lead to increased dopamine.  A glass of wine as a reward for getting through a stressful week?  Well, just the one, then.  As we become more used to the pleasure these treats provide, we need more to get the same level of dopamine release. Exercise increases blood calcium levels, which stimulates dopamine production and uptake.

Adrenaline is a neurotransmitter and is activated as part of our emotional response to things. It is most readily observed in response to fear. It acts on nearly every tissue in the body. It regulates heart rate, blood vessel and air passage diameters and in the liver breaking down glycogen to make more glucose to release a burst of energy. It features in fixing of long-term memory of stressful events.  In evolutionary terms, you can see how that might be helpful in keeping us safe.  Being chased by a wild animal is pretty stressful, and if you remember it, you’re unlikely to put yourself in that position again.  If we never ‘come down’ from the adrenaline high, our health may suffer.  While memories of negative events stick like velcro, memories of pleasurable act like teflon.  They don’t fix themselves in our memories in the same way (why should they?  They don’t keep us safe).  Focus on pleasurable events or their memory for 20 seconds in order to store and come back to them and to increase seratonin levels.

Serotonin – a neurotransmitter which links to feelings of happiness. It’s important in mood regulation, appetite, sleep regulation and circadian rhythms, memory and learning. It is made from tryptophan (found in the diet in bananas, dates, yoghurt, milk, chocolate, sesame, sunflower & pumpkins seeds and poultry). Alcohol decreases levels of tryptophan. An average amount of alcohol leads to a decrease in tryptophan of about 25%, which leads to similar reduction in serotonin. Serotonin levels can be raised by getting enough sleep; calling to mind a happy event (similarly, calling to mind a negative event can reduce serotonin levels). Being conscious of your thoughts, such as in the practice of mindfulness meditation, can help you to systematise them and get your biochemistry to a place where you have a greater sense of wellbeing. Exercise has been shown to be important in serotonin production and release. Low serotonin levels make it harder to achieve goals or delay gratification. If you focus on times when goals have been achieved, that in itself will raise levels of serotonin.

There are many experiments which reveal the impact that human beings can have on changing the way their own brains are wired.   However often you have your car serviced, you’ll never turn it from a Lada to a BMW.  You can improve your model of leadership by servicing your brain regularly.

*Most of this information comes from Neuroscience for Coaches, Brann A, 2015, London, Kogan Page.  I have summarised it here primarily for the Chrysalis Developing Emotional Resilience for Leadership programme.  It is intended to raise awareness and prompt discussion and thus simplifies some of the detail of the scientific facts.

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My contribution to the TES’s What keeps me awake at night (10 October 2014) pointing to the potential  impact of leaders on teachers’ stress levels,  is complemented by Tom Bennett’s contribution in the same edition concerning work-life balance (Champion of the world(s)).  Teachers have always worked hard.  Now, he points out, the pace is frenetic (my word, not his).  My experience as a leadership coach and governor tells me that this frenetic lifestyle is now accepted as part of the culture.  Like those in the US survey, teachers can’t see that their lifestyle is unhealthy.  What is ‘normal’ isn’t necessarily desirable or productive.  A recent report from the University of Lancaster’s Work Foundation  reviews the research evidence for a link between teachers’ wellbeing and students’ attainment.  While further work needs to be done, the report points to an earlier study by Briner and Dewberry (2007)  which concluded that

‘ if policy makers want to improve student outcomes, then the health and wellbeing of teachers should be considered.’

With the promise of further budget cuts to come, we have to take this seriously.  Teachers, leaders, and (what a thought!) even the government needs to cut a little slack.  Constant pressure is counter-productive to the conscientious (who already put themselves under pressure) and ineffective in the long term to those few who don’t.

Changing culture takes time and a commitment from everyone to avoid becoming a victim of the system.

Leaders can help by

• Reviewing and, where necessary, adjusting systems: what are the costs (time/energy/finance) against the benefits? And getting staff to do the same
• Creating a coaching culture, which supports individuals in taking responsibility for themselves
• Communicating clearly and consistently, seeking and accepting feedback (which gives you the choice of whether to act on it)
• Investing in and valuing high quality administrative support
• Accepting that sometimes good enough is good enough
• Never using the ‘threat’ of Ofsted as a motivator for change. It creates a climate of fear: people want to feel safe.   It also communicates to staff that Ofsted are in control: you’re not.
• Allowing staff to work at home when appropriate. If you don’t trust them to do so, what does it say about your leadership?
• Modelling the importance protecting time to think through regular sessions with a skilled coach
• Making an effort (and it does require effort) to build and sustain their own resilience and supporting their staff to do the same
• Championing the cause of reducing the pressure in the system

Sometimes, it’s okay to be the only one in step

The post Colluding with an unhealthy culture? first appeared on Chrysalis Leadership Development.

‘Think of  a reservoir high in the mountains of central Wales.  At one end of the long submerged valley is a dam with the technology to control the flow of the water.  The rest of the lake is the most evocative and powerful combination of natural features – rock, trees and water  …  All around the lake are small rivers and streams flowing down from the surrounding hills.  In many ways I see this scene as a metaphor for the inner-life of transformational leaders.

Each working day school leaders have to draw on their personal reservoir – on some days a steady flow will suffice, on other days the floodgates have to be open as energy, compassion, creativity, optimism, courage and hope are called on.  The deeper the reservoir, the more can be given, but eventually even the deepest reservoir will begin to run low.  A period of drought can transform a rich reserve into something arid and barren, incapable of nurturing and sustaining growth … ‘
from Rethinking Educational Leadership, West-Burnham, 2009

I was working with a headteacher.  ‘My resilience is low’ she said.  ‘I know I haven’t been looking after myself as well as I should, but there’s just been so much on’.  I have worked with this headteacher regularly over the past year.  At the heart of all she does are the needs of her pupils and staff.  Perhaps that’s part of the difficulty: they’re in her heart rather than in her head.  We have talked about her taking time out – and to be fair, she has put aside some time to work with her coach (not myself).  In many cases, though, time out of school has been with like-minded colleagues, most of whom ‘know’ that at this stage of the term, it’s ‘normal’  to be flat on the floor with almost no energy to get through the last 2 weeks.  What a year it’s been: at least 2 Ofsted frameworks; changes to the National Curriculum; the sudden and unexpected introduction of free school meals for children in Key Stage 1 (and who saw that one coming?); changes to the special educational needs code of practice; changes to assessment; reduction in staffing in other agencies leading to increased pressure on schools; and increased pressure on school budgets with more to come.   The pressure inevitably builds on the headteacher, particularly in primary schools, where the head may be the only person not in front of a class.

For possibly the past 5 years, at this time of year, headteachers I’ve spoken to have said ‘I’ve never known a year like it; it’s just been so full on’.  How many of them, I wonder, have increased their investment in themselves?

Last week, at the University of Worcester Festival of Leadership Learning we listened to Floyd Woodrow talk about elite leadership.  Given the audience where ‘elite’ often means ‘privileged’ and ‘better resourced’ I wondered how everyone would react.  What I took from his explanation of the term, however, is that we can all work to reach elite status, given  motivation, drive and practice.  The elite perform exceptionally because they practise.   Malcolm Gladwell’s book Outliers tells a similar story.  Those at the top of their game, whether in the field of sport, music, or battle: all practice.  Gladwell talks about practising for 10,000 hours. Leaders are no different.  Floyd talked about training your mind: drilling it, to prepare for the unexpected.    If you want to move from the transactional to the transformational as a leader, you need to be prepared to invest in yourself.

Headteachers have it tough.  High accountability, high profile, working in a system that expects them to fix society, where (as we discussed afterwards) if you get it wrong, you can quickly forfeit your career.  Floyd held the attention of 50 headteachers for 2 hours.  In the world he referred to, it isn’t just your career you forfeit if you get it wrong, it’s your life – and potentially that of many others.  It doesn’t get tougher than that.

He talked a lot about building resilience.  In a small group conversation afterwards we confronted the reality of what that means.  It means practice.  Practice is what builds new neural pathways; it’s what moves us from unconscious incompetence to unconscious competence.

When I was asked to run a 2-hour session which would result in headteachers recognising when they are stressed and doing something about it, I politely (I hope) pointed out that it takes more than 2 hours to effect behavioural change.  You cannot build resilience with the ‘sheep-dip’ approach.  It takes time, commitment and practice.   Next term I shall be working with a headteacher and his senior leaders on developing emotional resilience for school leadership.  It’s a year-long programme.  As a leader of learning, he recognises that embedding learning takes time.  As leaders, we need to listen and attend to our own needs.  The alternative is to project them on to others so that we can take care of them, and risk infantilising our colleagues, and exhausting ourselves at the same time.

I challenge you to finish next school year with something in reserve.  To do that, you need to plan and practise.  Do something each week which will support your resilience.  Resilience is intensely personal.  Only you know for sure what supports and undermines your resilience, so do more of the former and less of the latter.  If only it were that simple…  You have to be prepared to invest in yourself.  More about that anon.  For now, consider some of these behaviours that might help you in building resilience.

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