Positive use of social media is to be welcomed and students are aware that finding your passion and playing/creating sound can have a positive effect on our emotional health and wellbeing.
To this end, Graduation Records are offering Bedales students the opportunity to combine both interests and make some music.This is an exclusive competition for Bedales: Create a Tik Tok video with the theme ‘A day in the Life’ using the song embedded here, using the hashtag #BEDALESTIKTOK
There are prizes for the best submissions from Nando’s, ASOS, Amazon and more. Graduation Records are also offering an additional prize for our independent artists and creatives:
A&R Support (have your recordings listened to and get feedback from leading industry professionals)
Have your latest single pitched to Spotify and Apple Music’s playlist curators for the chance to receive editorial support
Playlists masterclass on Zoom (‘how to get your music heard’)
Have your music pitched to National & Community radio stations for plays across the UK.
To mark Mental Health Awareness Week, the Health Centre would like to highlight some great resources for children and their parents, ranging from local charities to nationwide organisations.
We recognise that following this last year’s events, everyone is in a different place concerning their mental health and if you are looking for any information on specific conditions, support networks or wellbeing information please look at the websites and phone numbers below. We are always open to be contacted by parents or students for further support or signposting to relevant organisations at firstname.lastname@example.org.
Young Minds, the UK’s leading charity fighting for children and young people’s mental health, has information for parents here. Parents/caregivers can also contact Young Minds via their helpline (0808 802 5544) or by email (email@example.com).
Hope Line UK is a confidential support and advice service for children and young people under the age of 35 who are experiencing thoughts of suicide, or anyone concerned that a young person could be thinking about suicide. Contact their helpline (0800 068 4141), send a text (07860039967) or email them (firstname.lastname@example.org).
Sane is a leading mental health charity with a range of information and resources available on their website and a helpline (07984 967708) operated by professionals and trained volunteers.
Rethink is a charity helping to improve the lives of people severely affected by mental illness through our network of local groups, services and expert information.
Mind offers information and support for anyone living with or supporting someone with a mental health condition. Their website includes information for young people aged 11-18 here.
Headspace is an app designed to improve the health and happiness of the world through meditation mindfulness. The app is free to try, and you can subscribe for full access to meditations and mindfulness exercises covering everything from negative self-talk to how to improve motivation.
No Limits is a an award-winning, Hampshire-based, independent charity providing a unique combination of prevention, early intervention and crisis support to young people. Details about their virtual services, drop-ins and support groups can be found on their website.
As Head of Wellbeing I’ve watched and listened with interest to our students’ responses in the aftermath of the Sarah Everard’s killing. I’m so very proud of Block 5 student Bella Cutts who organised the wearing of red for the day to highlight sexual violence experienced by women. Savvy use of social media meant Bella was able to spread the action and schools such as Marlborough, Beneden and Teddies took up the red wearing baton later in the week. Contributions to an art exhibition in the Quad this week were moving, articulate, harrowing and rightly laced with fury. The women of Bedales are formidable.
The voices of our boys and men are vital to social change within the Bedales community and society. It is these voices we now need to advocate, intervene and upstand in support of women. The Wellbeing curriculum challenges the normative binary dialogue surrounding consent, rape culture, pornification and sexism.
The need to do more to reduce violence against women is now widely agreed. But for progress to be made, one of the central issues has to be about men, male attitudes and actions, and what men need to do.
What should men do in these circumstances? “Man’s silence around issues of sexist language and behaviours is of concern,” says Graham Goulden, former policeman and trainer in violence prevention. “Whilst many men as individuals possess healthy views of women, their views on what their friends think is often skewed. Men often misperceive that friends support sexist views which leads to them either joining in or saying nothing. This leads to a perfect storm of non-abusive men doing nothing, and abusive men acting with impunity.”
One fundamental is that men – whether they think of themselves as liberal, progressive or enlightened – need to stop being defensive and making excuses. Educator, filmmaker and author Jackson Katz has worked on gender-based violence and wider inequalities and stresses that men (as well as women) saying “not all men” in debates on male violence are not being constructive. “I keep hearing people saying: ‘Not all men!’ To which I would say: if you have the impulse to say ‘not all men’, don’t. It’s silly, and it’s not a good look.”
This is not just about semantics: “Because, yes, although men are more likely to die violently than women, and yes, not all men are violent, there’s no doubt that the overwhelming majority of violence that happens between the genders happens by men against women. And the vast majority of violence that men suffer is at the hands of other men.”
Men have to recognise and call out sexism in other men. This became – in the work of Katz – known as the ‘bystander principle’, whereby men take responsibility and challenge the problem behaviour of other men; not leaving it to women or leaving it in silence, thinking it can always be passed off as somebody else’s problem.
Men need to think about how to challenge other men, whether it is the jokes that nearly everyone laughs at, and what is called ‘locker room banter’. The first thing that individuals can do is to stop separating the likes of rape and ‘sexist banter’, states Katz. “They are connected and addressing the banter will help reduce the violence we read about in the media. Abusive men often think their attitudes are supported. That needs to change. Men should speak to women in their lives.”
There has to be an understanding that male entitlement and resentment towards women are two sides of the same thing, and that hate, sexism and misogyny are learned behaviour. In the words of Katz, these are reinforced and reproduced by “media culture, sports culture, peer culture and porn culture” until it becomes mainstream and part of the norm of what it is to be a man.
Violence and problematic male behaviour is not just about the individual, but about societal norms and hence it is the responsibility of all of us, and in particular, all men. Silence is not an option but is in reality collusion, it is complicit consent. Women and men need men to have the courage to speak up, to listen to women, and to challenge other men.
Dr Jackson Katz discusses why all men need to be part of ending violence against women, and what they can do to help, listen to the podcast here.
Over time, we have seen the conceptualisation of resilience shift from being a trait – you either have it or you don’t – to a characteristic, something you can change over time that is very internally focused. Ultimately, resilience is a process one has to continuously cultivate. This was the message in Wellbeing lessons before half term.
Nutrition can help you build resilience, so you aren’t as affected by stress and are able to weather the storm when difficulties and struggles come your way. This is a good thing because it means that when it comes to using your diet to up your resilience, you can continually work to improve (and if you decide to have cake for dinner one night, it doesn’t mean you have failed!)
Often I hear students complain of fatigue, poor concentration, low mood, anxiety and sleeplessness; before exploring the wellbeing of their mind, we need to examine their food lifestyle. Potential deficiencies in vitamins and minerals (few adolescents are eating an optimal diet), what they are choosing to eat and drink (see food pyramid below), portion size and timings (breakfast is vital for teenagers) all affect mood, sleep, motivation and wellbeing.
Arming adolescents with nutritional knowledge and the self-awareness of how food affects their bodies and mind is key to building resilience and wellbeing. For further information on diet and nutrition for teenagers, I recommend following The Nutrition Guru, Tina Lond-Caulk. Tina has just released The Teenage Health & Wellness Guide. As well as tasty and nutritious recipes and advice, the book also includes recommendations such as encouraging teenagers to consume a daily quality multivitamin and mineral, and the importance of supplementing vitamin D, magnesium and calcium. The latest scientific research also strongly suggests a link between mind health and gut microbiome; Symprove is an excellent choice of daily probiotic.
If we focus on eating for wellbeing, realise that we can love and take care of ourselves and have self-compassion, and focus on what we’re consuming, we tend to be healthier in both body and mind.
The focus for wellbeing this term is on cultivating resilience, the cornerstone of which is self-awareness. This week, students have completed a wellbeing assessment using the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) to measure good wellbeing. The assessment was used to facilitate a discussion about how we need to be using our Wellness Jar to ensure we look after our mental health, which we hope will increase our scores on the WEMWBS when we complete it again in the coming weeks. You might wish to complete the assessment yourself as it could scaffold a reflective, sharing conversation. Access the WEMWBS here.
To aid introspection and develop self-awareness, Blocks 4 and 5 have been practising mindfulness. Jon Kabat-Zinn brought contemporary mindfulness to mainstream medicine and psychology through clinical intervention programmes such as Mindfulness-Based Stress Reduction (MBSR) and I trained in Mindfulness Based Cognitive Therapy (MBCT) at the University of Oxford. At Bedales, we are using meditations from Calm. Calm incorporates mindfulness practices from MBSR and MBCT without religious or spiritual discourse; it features meditation for sleep, anxiety, focus, motivation, self-esteem and gratitude, as well as gentle movement, stretching, nature panoramas and music designed to help you focus and relax. Calm provides the structure and guidance necessary to facilitate a daily meditation practice and mindful awareness. There is also an ‘Emergency Calm’ meditation that provides relief for feelings of being overwhelmed or stressed.
Students in 6.2 or Block 5 who are about to embark on a week of assessments may wish to consider using Calm’s ‘7 Days of Calming Anxiety’ course, which is available as a free trial on the Calm app. As we have been discussing in Wellbeing lessons, we must all take responsibility for maintaining our mental health and placing self-care alongside our other commitments. Key to resilience is self-awareness of stituations that may ignite stress and/or anxiety, and the actions we take (self-care) to manage them. The ‘7 Days of Calm’ series was a huge help to me and explained to me why we feel anxious, how to pause and feel those thoughts instead of pushing them away. It was insightful and, of course, calming.
In Wellbeing, we are taking the opportunity during online learning to delve into the practical strategies that we should all have in order to cultivate a resilient spirit. Resilience is at the heart of wellbeing. Over the coming weeks, Blocks 3-5 will be focusing on practising the five pillars of resilience; fostering healthy emotional and mental health strategies for life; learning to manage the uncomfortable and struggles in life; mindfulness practice; and connection and support.
All five pillars of resilience are crucial, but in the coming weeks we will focus on developing self-awareness, self-care and mindfulness practice in our Wellbeing sessions. This week, Bedalians have produced a ‘Wellness Jar’ detailing the activities they are going to do on a daily and weekly basis (plus emergencies and treats) in order to be resilient, thus developing healthy emotional and mental health for life. Have a look at my Wellness Jar below. Students have been asked to share the contents of the Wellness Jar with their loved ones.
Additional strategies for fostering resilience discussed in our Wellbeing lessons have included the importance of keeping routines going – including 9-10 hours of sleep, meal times, exercise, play, cognitively stimulating activities, work and relaxation – so that days have rhythm and structure and are not spent inactive. Endless time without structure, meaning and purpose is unhealthy for the body and mind.
There are a number of resources available for parents and teenagers for mental/emotional health issues. Young Minds has a free helpline for parents (0808 802 5544, available 9.30am-4pm, Monday to Friday), as well as a useful website. Helpful information can also be found on the Royal College of Psychiatrists website. Young people can access support from helplines, text lines and online chat services at any time – Childline (0800 1111), Young Minds Crisis Messenger (text YM to 85258) and the Mix (0808 808 4994).
Beginning in Block 3 with the theme ‘Empathy’, Bedalians are encouraged through the Wellbeing curriculum to develop emotional and cognitive empathy, whilst demonstrating empathetic practice through a healthy curiosity for the lived experiences of others. I hope the 6.2 Wellbeing speaker this week – the convicted murderer and columnist Erwin James – inspired students to embody such practice.
Erwin was released from prison in August 2004 having served 20 years of a life sentence. At the time of his conviction, he was an inarticulate and ill-educated individual with, in his own words, “massive failings to overcome”. From unpromising beginnings as a prisoner with bleak prospects, it was encouragement from a prison worker that inspired Edwin to embark on a programme of part-time education. Six years later, he graduated from the Open University with an arts degree majoring in history. Around the same time, he began writing for The Guardian, with the paper publishing his first article in 1998 and a regular column, ‘A Life Inside’, from 2000.
By Alistair McConville, Director of Learning and Innovation
Another way is possible. At Bedales we have long eschewed a narrow focus on preparing students for terminal exams. A nourishing educational experience must do much more than fill heads with knowledge for the sake of supervised regurgitation. We live out our Ruskin-inspired motto: “Head, Hand and Heart”. Every day at school should strike a balance between intellectual stimulation, creative work, and service to the community. We have recently re-structured our school day around this principle. There is choice about when to get up, since we know that autonomy is motivating, and that not all adolescents are designed for early mornings. Lots of students will opt to start the day with a co-curricular activity: meditation, feeding sheep, baking bread, a country walk; they might get into the kitchens to help serve and clear breakfast; others will choose a little more slumber before academic lessons and plan their activities for later. We know that an under-slept student is an inefficient one. Lessons start at 9.45. A full hour later than they used to be. We know that it’s refreshing for students to take breaks and to switch activity, so we have built a further blast of non-academic activity into the middle of the day. Music ensembles, drama rehearsals, service activities with local community partners, tending the vegetable garden, or a tennis lesson, for example. More lessons in the afternoon, followed by a final raft of optional activities in the evening. But, crucially, lots of choice about when to be active and when to rest. So, everyone chooses co-curricular activities, but by no means in every slot. It’s really important for young people to be able to opt for unstructured leisure, too, and they can choose when to get their homework done as long as they hit the deadline. No compulsory ‘prep’ times here.
We have baked our “Head, Hand, Heart” principles into curriculum and assessment. For a dozen years Bedales has been issuing the now famous ‘Centre Assessed Grades’ for its own GCSE-equivalent courses, the Bedales Assessed Courses (BACs). We have trusted teachers to report reliably and constructively on the broad range of work that students do, and so have universities. And we have been able to assess in a much broader way than GCSEs permit. As part of our Outdoor Work BAC, for example, a student’s ability to work in a team whilst renovating a tractor is as much a part of their assessment as writing about the process. Their ability to explain and defend their project to an audience counts towards their grade. This is ‘work that matters’ to paraphrase Ron Berger. We’re rolling out a Level 3 equivalent course in Living With the Land this September to teach students how to live in a radically sustainable way. Watch out for a proliferation of cob houses and hemp-clad foragers in the Hampshire hills!
We’re adopting a rigorous project-based learning approach in year 9, inspired by the Expeditionary Learning Movement and our friends at the XP School in Doncaster. Students will work on real-life enquiry questions and study across disciplines in order to respond practically to real-world issues. For example, we will look at the contemporary refugee crisis through the lenses of history, geography, religious studies and literature at the same time as planning practical responses to support our partners at the Rural Refugee Network.
It’s an enviable experience for our students and they know it, but we don’t want to keep it all to ourselves. We are eager to share this kind of rounded, enriching approach to education with others, knowing that far too many languish in an unfulfilling exam-obsessed rut. We’re working with a small number of independent schools to build a partnership with our innovative colleagues and friends in the maintained sector at Bohunt School, Gosport’s Key Education Centre, School 21 and the XP School to make the case for significant national assessment reform. Watch this space, but the time has never felt more ripe for a thorough re-thinking of the drudgerous, purgatorial treadmill of an education system obsessed with terminal exam results…
Quoting the German General Moltke rather than John Badley in a ‘beginning of the new school year’ blog might seem unusual, but given the exhaustive planning that has gone into re-opening the Bedales schools this week, an acknowledgement of the importance of planning and strategy seems appropriate. ‘No plan of operations extends with certainty beyond the first encounter with the enemy’s main strength’ is often represented in snappier form as ‘no plan survives contact with the enemy’. Having stepped unbidden into the role of senior mask monitor I share Moltke’s view. Day 1 of this much anticipated and much heralded term demonstrated the clash between plans and reality. Badley’s ‘work of each for weal of all’ has been prominently presented at all our beginning of term gatherings to underline how individual actions and decisions can have community wide resonance and consequence. With studied patience I say to an unmasked student squeezing their way through a crowded door, ‘Where’s your mask?’. To which they reply, ‘I don’t have one. I thought the school were supplying them’. Or rather, ‘Work of you for weal of me.’ I reach for my handy stash of disposable medical face masks and hope it might last beyond the end of the lesson.
The essence of the Bedales School rules are enshrined on a board in the corridor around the Quad that all Bedalians shuffle past on their way into the dining room. Badley’s stricture that whatever causes ‘Needless exposure of oneself or others to danger or infection’ has suddenly received extra historic resonance. Those rules pre-date 1942 and the development of penicillin by 40 years. Infection in 1893 could mean death, and the 1918 Spanish ‘Flu pandemic would not have left the Bedales community unscathed. There isn’t any direct reference to Bedales’ students losing their lives due to Spanish ‘Flu, but the fear of the spread of infection, as all seasonal winter ‘flu epidemics can spread, would have been very profound. ‘Coughs and sneezes spread diseases’ would have been as relevant and true then as it is now. So everyone in the Bedales School community: students, teaching staff and support staff across all three schools, some 1,300 souls all in all, have to safeguard and protect each other, from the immune to the vulnerable (who won’t necessarily know who they are).
Students, parents and teachers have had so much to endure since the end of March. The panicked decision to close schools and cancel exams, the A level results’ fiasco, and the uncertainty about when and how schools could re-open, were all caused by a dysfunctional government found wanting. At least now within our own school campus, re-imagined as a self-governed city state, we have the opportunity to return to that sacred exchange of teaching and learning that seeks to link ‘head, hand and heart.’
Block 3 have been prompted to reflect on ‘character’ from The Guardian article, The real Lord of the Flies: what happened when six boys were shipwrecked for 15 months. For centuries western culture has been permeated by the idea that humans are selfish creatures. That cynical image of humanity has been proclaimed in films and novels, history books and scientific research. But in the last 20 years, something extraordinary has happened. Scientists from all over the world have switched to a more hopeful view of mankind. As we are living through this unprecedented lock down and as our theme in Wellbeing for Block 3 this year is ‘empathy’ I felt this cross-curricular article would resonate with Bedalians. The real Lord of the Flies is a tale of friendship and loyalty; one that illustrates how much stronger we are if we can lean on each other, and that we should always look for what is good and positive in people. As a Block 3 student reflects: “I enjoyed reading this article a lot. I found it very interesting and I enjoyed the expectations vs reality of it all. Books make it appear as if people being trapped on an island together will lose all sanity. Good to know that isn’t necessarily true!”
For Block 4’s theme on identity this year we have been exploring self-awareness and acceptance. Dr Brene Brown’s research and teachings permeate the entire Wellbeing curriculum provision at Bedales, so it was opportune to task students with watching her two TED talks. Dr Brown is perhaps best known for TEDx talk, The Power of Vulnerability. Recorded at an event in Houston in 2010, the talk is one of the five most popular in TED history, with more than 60 million views. It summarises a decade of Brown’s research on shame, vulnerability and courage.