When I became a doctoral researcher 14 years ago, one of the first steps to examine my ontological and epistemological assumptions. Sorry, what now? The big words were initially utterly overwhelming as well as being entirely unfamiliar, as well as a little intriguing… Was I an interpretivist? A phenomenologist? An existentialist?? Who knew. All I knew was that I was a sleep-deprived newish Mum who’d embarked on this crazy academic journey alongside a middle-leadership role, and my imposter syndrome was in full carnival mode. I was in the midst of a (quite literal) identity crisis when I stumbled, to my relief, against the academic concept of pragmatism; my favourite kind of academic concept – one founded in common-sense. To this day, I unashamedly describe myself in life and work as a pragmatist.
What does that mean in practice? It means I don’t align myself with the fiercely fighting education camps on social media. These days, I observe such debates with a wry amusement. Let’s take children and toilets. There’s a time to say, ‘if you’re still desperate for the toilet in five minutes, let me know. Otherwise, get on with your work’ and a time to let that child go – now. It’s about knowing the child.
Pragmatists do what works, and that’s what I love about it. Pragmatism is about caring less about the things that matter less (like a messy house, in my case) and channelling attention and emotional energy to the things that matter most.
I’m open to debate and discussion, and I have no issue with people challenging me or the ideas I share. Some of my best ideas come from being challenged. For example, I once asked a group of policymakers from Central Africa and Eastern Europe about staff wellbeing in their schools. One of them politely but firmly said, “I think first you should ask us why should we care?” That powerful question is one I now often open my sessions with.
My identity as a teacher, researcher, writer, and speaker is closely tied to being a pragmatist. This means I listen—really listen – using my coaching skills to those who come my way. I constantly collect gems of wisdom and share them with others in education to enable as many people as possible to be the best versions of themselves.
A Pragmatist’s Approach to Wellbeing
Wellbeing differs for each of us. I talk with a mix of amusement and frustration about how I can’t bear to be ignored when I greet someone in a school corridor or give an instruction to a class. But someone once said, “That person might not have even seen you.” Their head might have been elsewhere – and it made me review my approach and remember that it’s very rarely about me… I also refer to my rather casual approach to possessions and my tendency, if I’ve seen a new glossy stapler on someone’s desk, to nip in and borrow it, then forget I’ve done so.
Pragmatism is an antidote to the FOMO many of us feel. ‘You do you,’ as my teenagers would say. Carve your path and make your way forward. Pragmatism also means that very few approaches are wholly right or wholly wrong. I’m wary of silver bullets; the allegedly brilliant ‘solutions’ to all that is wrong in education that some brandish as if they’re the only ones to have found the Holy Grail.
Small Changes for Big Impact
When I work with my coachees and wellbeing delegates, on mindsets and beliefs that are holding them back, like perfectionism or an urge to apologise, it’s not about changing people. It’s about asking, “How has this belief benefitted me so far, and why is now the time to tweak my approach?” All the work I do is about small changes, not radical transformations.
Ultimately, what do you want your legacy to be? What works for you and your self-care? Is it long lie-ins, reality TV, walks with the dog, or a spa day? Whatever works for you, as long as it doesn’t hurt anyone else (as a wise person said when I first became a sleep-deprived parent), that’s absolutely fine. We all need to feel appreciated, whether it’s through bells, whistles and certificates or a quiet word, but be clear – and talk about – what works for you.
Pragmatism is also about being philosophical when things don’t work. The approach I take to all of my work is ‘iterative’ (another lovely common-sensical academic term. You keep with your approach until you find something that works, and when that stops working, you find another approach. Or, put more bluntly, you keep making it up as you go along..
In education, it’s about doing the small things that allow you to live a happy, fulfilled, productive, and meaningful life. That’s what I aim to help others achieve.
If you’d like to talk more about my approach to wellbeing, effectiveness, and stakeholder engagement, please get in touch.