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AI makes answers instant, but real learning still depends on systems, consistency, and judgement

Why Diagnosis Must Come First By Founder of Study & Learn

Motivation ≠ discipline

Selected bibliography American Academy of Pediatrics. “School Start Times for Adolescents.” Carskadon, Mary A. Research on adolescent sleep and circadian timing. Foster, Russell. Work on circadian neuroscience and sleep. Harvard Medical School, Division of Sleep Medicine. Resources on sleep, learning, and adolescent health. Panda, Satchin. Research on circadian rhythms and biological timing. Walker, Matthew. Why We Sleep.

Understanding the Shift in Educational Perspectives Generative artificial intelligence has transitioned from a novelty to a necessity in education. Discussions now encompass policy and integrity , as well as pedagogy and assessment . However, a common misconception persists: the belief that the primary value of AI lies in its efficiency. This perspective is understandable. Schools are bustling environments, and any technology that promises speed or automation is appealing. Yet, if we begin with efficiency as our primary focus, we risk overlooking a more crucial educational question: What kind of thinking does generative AI invite, and what kind of thinking does it require from us in return? The Nature of AI Outputs Generative AI does not create knowledge in a meaningful epistemic sense. Instead, it produces plausible language-based outputs shaped by patterns in existing data. These outputs often appear confident, coherent, and authoritative. This is precisely why they require careful evaluation. The danger lies not in AI “getting things wrong,” but in it getting things almost right . Such outputs can seem convincing enough to bypass critical judgment. AI outputs are only as educationally valuable as the thinking we bring to them. The Importance of Critical Thinking Critical thinking must remain at the forefront of our educational approach. When students and educators analyse, challenge, compare, and justify AI-generated material, learning is enhanced. Conversely, when these outputs are accepted, reproduced, or treated as final answers, the quality of learning diminishes. In this context, AI does not lower the bar for thinking; it raises it. Much of my recent work with schools and students has centred on this shift. We are moving from asking whether AI can help us work faster to exploring how it can assist us in designing tasks that require judgment. A well-structured curriculum and assessment should not merely ask students to explain or describe. Instead, they should encourage students to evaluate, justify, recognise limitations, and take responsibility for their claims. AI can support this endeavour by generating contrasting interpretations, surfacing assumptions, or modelling flawed reasoning, but it cannot replace the need for human judgment. The Question of Expertise in AI There is no final authority on AI, so who are the experts? Another claim I frequently encounter is the notion of the “AI expert.” While there are individuals with deep technical knowledge of machine learning systems, data structures, and computational models, this expertise is not as crucial as the media often suggests. In education, the rapid pace of development means that no one can credibly assert final authority over what AI is or will become . The technology evolves too quickly, the contexts of its use are too diverse, and the pedagogical implications are too varied to predict or control. In educational settings, humility is not a weakness; it is a professional strength. Acknowledging uncertainty, modelling responsible experimentation, and remaining open to revision are far more valuable than projecting confidence or control. There is no shame in saying “we are still learning”—in fact, it may be the most honest stance available to us. The Future of AI in Education As we approach the next phase of AI’s integration into education, the central message is clear: Generative AI will not improve teaching and learning by itself. However, when it is met with disciplined critical thinking, careful curriculum design , and professional judgment , it can enhance our educational practices. The quality of AI outputs will always reflect the quality of the thinking that surrounds them, and that responsibility remains firmly in human hands. The Role of Educators in AI Integration Educators play a pivotal role in integrating AI into the learning environment. They must guide students in navigating AI-generated content, encouraging them to question and critique these outputs. This process not only fosters critical thinking but also helps students develop a deeper understanding of the material. By facilitating discussions around AI, educators can help students recognise the limitations of these technologies. This awareness is crucial in a world where AI is becoming increasingly prevalent. Students must learn to discern between credible information and AI-generated content that may lack depth or accuracy. Designing Curriculum with AI in Mind Curriculum design must evolve to incorporate the capabilities of AI while maintaining a focus on critical thinking. Educators should create assignments that challenge students to engage with AI outputs thoughtfully. For instance, tasks could involve comparing AI-generated responses to human-generated ones, analysing the strengths and weaknesses of each, and discussing the implications of relying on AI for information. Such assignments not only enhance critical thinking skills but also prepare students for a future where AI will play a significant role in various fields. By integrating AI into the curriculum, educators can ensure that students are equipped to navigate a landscape increasingly influenced by technology. The Ethical Considerations of AI in Education As AI becomes more integrated into education, ethical considerations must be at the forefront of discussions. Issues such as data privacy, algorithmic bias, and the potential for misinformation must be addressed. Educators should engage students in conversations about these ethical dilemmas, fostering a sense of responsibility and awareness. By discussing the implications of AI, students can develop a more nuanced understanding of its role in society. This critical engagement will empower them to use AI responsibly and ethically in their future careers. Conclusion: Embracing the Challenge of AI In conclusion, the integration of generative AI into education presents both opportunities and challenges. While AI has the potential to enhance learning experiences, it is crucial that we approach its use with a critical mindset. By prioritising critical thinking, careful curriculum design, and professional judgment, we can harness the power of AI to enrich educational practices. As we navigate this evolving landscape, let us remember that the responsibility for quality education lies with us. Embracing the complexities of AI will ultimately lead to more meaningful learning experiences for students. Christopher Clyde G. for Verdant Consultancy Editor’s note The image accompanying this article shows an unfinished work by Keith Haring. Its incompleteness is intentional. Like generative AI outputs, it offers form and direction without closure. Meaning is not contained within the work itself but emerges through interpretation, judgment, and context. In 2023, an attempt was made to “complete” this unfinished work using generative AI. While technically impressive, the result underscored a central tension explored in this article: completion is not the same as understanding. The presence of an output does not resolve questions of intention, meaning, or value—those remain human responsibilities. Selected Reading International Baccalaureate Organization. Academic Integrity. International Baccalaureate Organization, 2019. International Baccalaureate Organization. Theory of Knowledge Guide. International Baccalaureate Organization, 2020. International Baccalaureate Organization. Guidance on the Use of Artificial Intelligence in the IB Programmes. International Baccalaureate Organization, 2023. Kahneman, Daniel. Thinking, Fast and Slow. Farrar, Straus and Giroux, 2011. Selwyn, Neil. Should Robots Replace Teachers? AI and the Future of Education. Polity Press, 2019. Bender, Emily M., et al. “On the Dangers of Stochastic Parrots: Can Language Models Be Too Big?” Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency , ACM, 2021, pp. 610–623.

Earlier this year, during the Coalition to Honour All Learning Conference , I found myself in a wide-ranging discussion with colleagues about the skills that underpin what's been called human flourishing . Grades or rankings didn't come close as talking points. We spoke about thinking, relating, managing pressure, navigating digital complexity, and building meaning in an increasingly interconnected world. That evening I found myself jotting down the first sketch of what would become the Whole-Child Competency Model (WCCM) . It wasn’t planned. It wasn’t a strategic initiative. It was simply the articulation of something many educators sense instinctively, but I wanted to solidify the ideas from the morning and capture it in a single framework. The model emerged from experience, dialogue, and a sprinkle of intuition. Afterwards, I went to work, mapped it onto research from UNESCO, WHO, and the Human Givens Emotional Needs Audit (ENA) to give it some balance. The pieces seemed to align. Whole-Child Competency Model (Verdant Consultancy) Why “Whole-Child”? The model is named for what it attempts to honour: Not just academic ability, but the whole constellation of competencies that shape a our growth. The framework rests on three interconnected pillars. 1. Cognitive Resilience Positioned at the “head” of the diagram, this refers to a student’s ability to think flexibly, stay composed, adapt, and recover from challenge. It includes: focus and attentional control task-switching and adaptability calm problem-solving the ability to revise a plan when faced with obstacles The Emotional Need Audit (ENA)  reminds us that when emotional needs such as security, autonomy, and belonging are met, the mind becomes naturally more resilient and creative (Human Givens Institute, 2023). Parents and teachers see cognitive resilience when a child restarts an assignment calmly, persists through difficulty, or considers new strategies independently. We can see this in educators, when they need to adapt a lesson plan to the ebbs and flows of the students in front, or next to them. 2. Interpersonal + Intrapersonal Competency This represents the “heart” of the model and aligns closely with UNESCO’s “transformative competencies”. These skills enable individuals to navigate change, build relationships, collaborate, and develop emotional self-awareness. This area includes: empathy communication emotional regulation understanding one’s inner world navigating conflict respectfully These competencies profoundly shape how students participate in learning communities. You can see them when a teenager regulates their anxiety before an exam, or when a student mediates group work with maturity, or when a teachers personalises learning. 3. Technology Competency Represented by the “hands,” this refers to digital literacy, not just technical skill but responsible, wise, and intentional use of technology. The WHO emphasises digital literacy as a protective factor in youth wellbeing (WHO, 2020). This section includes: healthy boundaries evaluating information critically digital organisation balancing online/offline activity ethical online behaviour Families often notice this when a student manages research independently or navigates digital tasks thoughtfully. Educators can show this by looking how responsible use of technology can lead to good . These skills are non-negotiables, not “extras,” not “soft skills,” but core predictors of confidence, wellbeing, and long-term academic and personal success. You hear it everyday, even from top tech companies - they are not looking for memorisers and drone bees, they're looking for doers, creators and thinkers. Where This Could Go: Admission,Schools, and the Future Many schools and universities are beginning to acknowledge that grades alone cannot capture a learner’s potential. Models like this and assessments such as the ENA or the learner passport could enrich admissions processes by highlighting self-management, emotional intelligence, adaptability, and digital maturity. Methods and tools that explore the whole student could help promote equitable and more ethical practices too. There are already seeing early signs: interviews focusing on reflection, portfolios that capture process, and competency-based admissions in innovative institutions. This model aligns with that future. Let's hope that this path is followed with stronger dedication from more traditional institution and admissions offices globally. Five Things Parents & Teachers Can Do Today Narrate your own decision-making.  Show children what thinking looks like. Create small choices.  Autonomy builds resilience. Use emotional vocabulary casually.  Make feelings discussable, not dramatic. Model digital discernment.  Compare sources, question online content, discuss your digital boundaries. Praise strategies, not results.  Shift value toward process and learning. Why Mentorship Is Becoming Essential These competencies develop best through reflective conversation, guidance, and structured exploration, not by chance. Mentorship provides the context in which young people integrate thinking, wellbeing, relationships, and digital literacy into a coherent sense of self. If you want a student to grow across all three domains, Verdant  provides guided, research-informed pathways for developing the whole learner. Bibliography Human Givens Institute. (2023). Emotional Needs Audit (ENA). UNESCO. (2019). Transformative Competencies for 21st Century Education. World Health Organization. (2020). Youth Mental Health and Digital Literacy. Coalition to Honour All Learning. (2024). Conference Proceedings.

"Sir, what do you think about what's happening in Gaza?" "Miss, what's your opinion about immigration?" "Why don't some people like Andrew Tate?"  "What do you think about Charlie Kirk?" Ever been in this situation? Kids want to know your opinions, your feelings, and your position. Its part of being in a modern classroom.  Teachers face a dilemma: do they stick to neutrality, and policies, or do they show their feelings and model civic discussion?  Or should they just stick to the lesson at hand? How do they achieve balance? Globally voices are being silenced, by violence. The killing of Kirk on a college campus shows that in 2025, having an iPhone and an opinion can make someone a target. At the same time, satirists like  Bassem Youssef,  and more recently Jimmy Kimmel, have been taken of the air. Which reminds us that speech can be suppressed not only through violence, but also through institutional cowardice and political pressure. In schools, for instance, we have seen many  progressive projects,   scaled back ,  challenged  and  questioned . When teachers discusses a sociological or politically-charged topic, there is a danger always looming behind. The danger of violence against them. The Rise of the Digital Influencer Clearly Kirk's political views were deemed deplorable by many , but he did not deserve to die due to them. Kirk's story, like the deaths of  María ,  Umm  and other internet stars is a stark reminder that today:  Influence is not tied to office but to reach .  Students have the capacity to start a riot from an online rant or a protest from a post, or from even telling a parent about a lesson, like in  Samuel Paty's case . For educators, these events, like Kirk's are not distant headlines. They raise urgent questions: What do we teach young people about freedom of expression when civic kindness itself is politicised?  How do we protect the next generation from believing that violence or silencing are acceptable forms of dialogue?  How can  progressive  initiatives like DEIJ be reclaimed or reformatted, and seen as shared civic practice, not an ideological battlefield? How can we protect the young people we teach, and ourselves from extremism? Political Violence: A Global Issue  Unfortunately, we have been here before. In  2016, British MP Jo Cox was murdered for her pro-EU stance . In 2007, Pakistani opposition leader  Benazir Bhutto  was assassinated at a campaign rally. Ecuador lost presidential candidate Fernando Villavicencio to gunfire in 2023. Students are witnessing violent protests - from the streets of London to US campuses to Hong Kong. Incidents of political violence globally increased by  28% between 2020 and 2023 , with sharp rises in Latin America and parts of Europe. A 2023 YouGov poll found  7% of citizens believed political violence can sometimes be justified .  In the U.S., around a quarter of respondents hold the same view . While still small,  these figures highlight a dange rous acceptance that violent means can be a politically legitimate means of expression.  The Generational Divide: Who Do Students Listen To? Traditional leaders are no longer the only voices shaping civic life. For younger people, content creators are role models, sources of truth, and sometimes substitutes for traditional civic education. Half of adults under 30 get news primarily from TikTok, YouTube, or Instagram  (Pew Research, 2023), while fewer than 10% of over-50s do the same. Figures like Kirk or progressive influencers such as  Hasan Piker  command audiences that dwarf those of many elected officials. This generational divide matters.   Follower count can be linked to credibility. For older generations, who rely more on newspapers or television, the dynamic feels alien and sometimes threatening. The result is a widening cultural and informational gulf. From Labels to Practice: Critical Thinking at the Core Labels are easy. As pattern seeking beings, humans feel comfortable (but not always safe) with labels. Frameworks with labels, like DEIJ, were created to safeguard, fairness, respect, and belonging. Yet, overtime, the language has been politicised and the acronyms can carry more heat than light. When kindness, listening or intercultural understanding are seen as ideological positions the essence of civility gets lost.  How do schools get back on track? Educators must step wisely .  Reform is needed, but also restraint. Teaching should be anchored around the subjects and supported by well-informed curriculum design. We know that kids love it when teachers go on tangents (I did!) but  facts, scholarship, and inquiry must come before opinion.  At the same time, education must prepare young people for  complexity : navigating religion, culture, migration, and global conflict requires the skills of critical thinking, not the slogans of one camp or another.  The challenge is balance,  which more complicated in an international school setting. Classrooms should not be pulpits for ideology, nor sterile zones of silence. Instead, every learning institution should provide structured, intergenerational forms for debate. When I worked with Institut Le Rosey this is what was intended through creating inter-religious dialogue with the "Co-exist" series, and through Culture Week. However, these spaces don't need to be super-curricular. There are plenty of ways to help in the classroom. These opportunities should be where all stakeholders can ask difficult questions and challenge perspectives, safely; a place for reasoning rather than ranting. In this light, labels such as DEIJ should be seen as one example of how a label can obscure a deeper understanding: that  human flourishing depends on our ability to live well with difference .  Those who benefit from labels are rarely those who are marginalised.  Therefore what matters is the practice: fairness, dignity, and courage in dialogue. As Kwame Anthony Appiah reminds us,  “Cosmopolitanism is about conversations across difference.”  Education’s role is not to erase disagreement, but to teach students how to think with balance - and to disagree without the fear of physical or psychological harm.  Practical Strategies for Educators Structured reflection exercises  Begin difficult discussions with short, private writing tasks where students process their thoughts. This lowers emotional tension and prepares them for dialogue. Dialogue over debate  Use protocols such as “circle dialogue” where each student must summarize the previous speaker before contributing. This reinforces listening as much as speaking. Global case comparisons  Present three cases (e.g., Jo Cox, Bhutto, Villavicencio) alongside Kirk. Ask: what conditions allowed violence to occur? What lessons emerge across contexts? Media mapping  Assign students to trace how a single story spreads on TikTok, YouTube, TV, and newspapers. Compare narratives. Discuss the impact of algorithms on what people see. Reframe EDI/DEIJ as civic practice  Embed small rituals of kindness: rotating peer shout-outs, collaborative projects across groups, and class charters co-written by students. Keep the language human, not bureaucratic. Safety protocols for speech  If your school hosts public speakers or student debates, establish safeguarding: security, codes of conduct, and debriefs. Protect the right to speak without fear. Keeping the Conversation Alive ". ..violence is an instrumental tool that can only destroy [power] and does not contribute to its legitimate creation" - H. Arendt Political violence is neither new, nor confined to one country. Yet, its extension to digital figures signals a worrying turn. For educators, the task is to ensure students understand both the fragility of dialogue and its necessity. Citizenship today is digital as much as physical. Students step into the public sphere through TikTok uploads as much as through voting booths. Maybe Schools need to catch up? In a world where young people increasingly look to content creators over traditional leaders, classrooms must model alternative ways of engaging: with empathy, with courage, and with a commitment to civic kindness. If we really want successful people to be come out of our educational institutions we need to care more about forming citizens who can think for themselves, than to fall in line. Our schools must remain to be where dialogue and democratic discourse can survive. Bibliography ACLED (2023).  Global Political Violence Data . Appiah, K. A. (2006).  Cosmopolitanism: Ethics in a World of Strangers . Ahsan, S. (2022)  Endless Distraction and Inaction ,  The British Psychological Society Arendt, H. (1970).  On Violence . Carnegie Endowment for International Peace (2023).  Polarization, Democracy, and Political Violence in the U.S. Nussbaum, M. (1997).  Cultivating Humanity . Harvard University Press. Pew Research Center (2023).  News Consumption Across Generations . YouGov Germany (2023).  Attitudes Toward Political Violence .

A Vital Conversation Several students that have graduated from high schools talk about the stress and mountains they have had to climb to achieve "success". Navigating the International Baccalaureate (IB) Diploma Programme, in particular, can feel like climbing a mountain, with its challenging academic demands. Ultimately, most see it as a worthwhile and rewarding experience, superseding other more exam focused courses, such as A-Levels. However, with increased pressure, it’s critical for students, to prioritise their mental health. Students cannot and should not be alone in this journey. Therefore even if non-IB schools, teachers, and parents adopt ideas from the IB's Approaches to Learning (ATL) , their students can boost resilience and develop effective coping strategies . How can we use practical strategies so the students can enhance their mental well-being at home and school during this intense time? Understanding ATL Skills Seemingly most non-educators do not open, let alone flick through the several PDFs/handouts received at the start of the post-16 welcome assemblies. Its understandable as usually they are a deluge of information. Who has the time? Let's break down what an ATL skill actually is and see how we can apply them. ATL skills include a set of important tools that help students manage both their studies and their emotional health. These skills are made up of self-management, social skills, communication, and critical thinking. Strengthening these skills allows IB students to better cope with stress and maintain a balanced lifestyle. Self-Management Skills Self-management means taking charge of your goals, time, and lifestyle. Here are some effective strategies for IB students to develop these skills: Create a Study Schedule : Design a timetable that includes specific slots for studying, relaxation, and social activities. For instance, reserving two hours each evening for studying while also dedicating weekends to leisure or hobbies can limit late-night cramming and significantly reduce anxiety. The American Psychological Association found that students who create structured study schedules experience vast decrease in stress levels. Practice Mindfulness : Integrate mindfulness practices such as meditation or deep-breathing exercises into your daily routine. Research shows that even 10 minutes of deep breathing can improve focus and reduce anxiety, leading to a more productive study session. A chilled environment for students to study in Social Skills Development A ex-colleague of mine was discussing the "Gen-Z" stare , with some ridicule. Unfortunately this "stare" could be caused by something we adults, never had to endure as young people in school : COVID. We need to cultivate a social culture in school. One not intergenerational competition, non-peer competition. Strong social connections are essential for good mental health, which could be the reason a lot of younger people (particularly young men) are struggling. The WHO states that loneliness is one of the biggest health threats currently. Encouraging students to interact with peers can provide invaluable support. Here are a few suggestions: Join Study Groups: Being part of a study group can create a sense of community. This could be online, but it would be more effective in person. Research from the University of Cambridge highlights that “peer learning has many benefits, from collaborative knowledge construction in formal settings to building a sense of community through discussion and peer-help outside of class” (University of Cambridge, 2024). Collaborating with classmates fosters both emotional support and shared solutions to mutual challenges. Communicate Openly: Help students feel comfortable sharing their feelings and concerns with friends, family, or teachers. Open communication can reduce feelings of loneliness and promote understanding. Research shows that even one simple communication with a friend in a day (asking how they are, joking, listening) is associated with improved daily well-being and lower stress by the end of that day. (Quality Conversation Can Increase Daily Well-Being, 2023) Critical Thinking and Problem-Solving Enhancing critical thinking skills empowers students to effectively address challenges. Here are ways to nurture these skills: Reflect on Experiences: After exams or major assignments, encourage students to reflect on what strategies were successful and which were not. For example, if a student finds they performed well when managing time effectively, they can apply the same approach to future projects. UNESCO’s Global Education Monitoring Report underlines that “reflecting on progress and shaping the future of education” is essential for improving learning outcomes and achieving more inclusive and equitable education systems. Seek Feedback : Encourage students to actively reach out for constructive feedback from teachers and peers. Receiving different viewpoints can spark growth and enhance understanding, leading to improved overall performance. Some teachers take umbrage when a student takes a second opinion. This action should be welcomed and communicated properly. Deepening trust will encourage self-esteem and non-risky behaviour. Students and parents can also get professional experience from us, and other decent educational groups. Parental Support Parents can significantly influence their child's mental health during the demanding IB journey. Here are some effective ways to assist: Encourage Balance: Remind students of the importance of breaks and engaging in hobbies beyond academics. For instance, dedicating time on weekends for sports or arts can enhance their overall well-being. Research shows that better sleep quality and a positive attitude toward exercise are significantly associated with higher happiness among college students (Li et al., 2025) and that people who report a sense of life balance tend also to report greater life satisfaction in large global surveys. Be Available: Foster an open environment where students can discuss their challenges and stressors. Being a supportive listener helps students feel less isolated. Surveys show that adolescents who report high levels of family support also report significantly better mental health outcomes compared to those who do not. (WHO/Europe HBSC survey, 2022). Teens have frequently complained that parents and teachers demand things and then ghosting when it matters. From Stress to Strength The IB Diploma can feel intense and overwhelming at times, but keeping mental health at the centre makes a real difference. When students and parents lean on ATL skills, like self-management, social awareness, and critical thinking, they build the resilience needed to thrive. Looking after well-being isn’t just about getting through exams; it’s about setting the foundation for a balanced and fulfilling life. Something that a lot of us should take note of. Take these strategies to heart, and remember: supporting one another is what turns the IB from a challenge into a rewarding journey. The IB isn’t just about grades, it’s about learning to manage stress, reflect, and grow. Focusing on wellbeing, communication, and resilience helps students come out not just with a diploma, but with life skills that last. And yes, ATL skills are more than just a mysterious IB acronym (no, it’s not “All The Learning” 😅), they’re the habits that make the journey sustainable. When we keep mental health at the centre, the IB becomes less about surviving, and more about thriving. Verdant specialises in guiding students through these pivotal years: from tailored academic support to wellbeing strategies that last a lifetime. A girl content, studying. Bibliography Chamdani, M., Yusuf, M., Salimi, M., & Fajari, L. E. (2022). The correlation of reflective thinking and student achievement: A meta-analysis. Educational Research and Reviews, 17(7), 219–229. https://www.eriesjournal.com/index.php/eries/article/view/735 Clarke, A. (2021). Helping adolescents to feel competent and purposeful, not just happy, may improve grades. University of Cambridge Research News. https://www.cam.ac.uk/research/news/helping-adolescents-to-feel-competent-and-purposeful-not-just-happy-may-improve-grades Li, Z., Jiang, X., & Chen, Q. (2025). The mediating role of exercise attitude and sleep quality in the relationship between physical activity and happiness among college students. Frontiers in Psychology, 16, 1421080. https://pmc.ncbi.nlm.nih.gov/articles/PMC11794275 Lim, M. Y., Hoe, J. T. T., Ong, S. J. M., & Tan, C. C. (2022). Reflective practices in public health higher education: A systematic review and meta-analysis. Frontiers in Education, 7, 938224. https://www.frontiersin.org/articles/10.3389/feduc.2022.938224/full Sandstrom, G. M., Boothby, E. J., & Collins, N. L. (2023). Quality conversation can increase daily well-being: Evidence from a 30-day ecological momentary assessment study. Communication Research, 51(3), 299–322. https://doi.org/10.1177/00936502221139363 UNESCO. (2022). Reflecting on progress and shaping the future of education. Global Education Monitoring Report. https://www.unesco.org/sdg4education2030/en/articles/reflecting-progress-and-shaping-future-education University of Cambridge. (2024). Peer learning. Cambridge Centre for Teaching and Learning. https://www.cctl.cam.ac.uk/enhancing-education/peer-learning WHO Regional Office for Europe. (2024, November 13). Rising school pressure and declining family support, especially among girls, finds new WHO Europe report. World Health Organization. https://www.who.int/europe/news/item/13-11-2024-rising-school-pressure-and-declining-family-support-especially-among-girls--finds-new-who-europe-report World Happiness Report. (2022). Insights from the first global survey of balance and harmony. World Happiness Report 2022. https://www.worldhappiness.report/ed/2022/insights-from-the-first-global-survey-of-balance-and-harmony

What does success look like at the end of high school? I have taught literally hundreds of students across many schools and curriculums. Ask them what success is and it seems to be seen as the same things. Many of them are now at top universities, high-flying careers or taking on ambitious projects. Successful, right? But no matter what they are doing now when they reach out to me, or reflect on their school years a common theme emerges: They don’t talk about what they learned. They talk about how hard they had to perform. At one graduation ceremony I recently attended the valedictorian's speech consisted of her complaining about wading through assignments and deadlines. The struggle is central; striving to standout: to outscore peers, to pad university applications with awards, internships, extracurriculars, and top grades seems to have replaced the joy of learning. I know its not all doom and gloom, but for many the school environment they often describe is tinged with rivalry, where the fear of falling behind overshadows curiosity. Seemingly the race never ends; it just shifts from school corridors, to lecture rooms, to global job markets. Very few mention the pleasure of discovery, the joy of a challenge, or the excitement found in intellectual discussion. In most traditional academic setups, learning has become transactional: you complete the task, you get the grade, you move on. But what gets lost is far more vital: meaning, connection, joy. This pressure-cooker model often produces students who appear steady on the outside - confident, articulate, seemingly invincible. Yet, they are usually walking a tightrope, with arms full of obligations, and a smile fixed for peers, teachers and parents. What the audience doesn't see is the fear of slipping, the strain behind the performance. The strain that can lead to silent depression. The Silent Success Evidently a lot of students in top schools often appear to be excelling with top marks, teeming with extracurricular awards, and poised for interviews. But when you speak to them honestly, in boarding houses, during break times, you begin to realise what's often unspoken: they're functioning, but not feeling. They describe moving from task to task - assignment, activities, exams - with little emotional returns. Even when they succeed, the feeling is rarely joy - its relief or nothing at all. You have seen this before. You ask yourself - why aren't they happy? The emotional flatness has a name: anhedonia - a key feature of high-functioning depression (HfD). Renowned psychiatrist, Dr. Judith, Joseph , explains that this exhaustion is common in high-functioning students, especially those who internalise pressure while appearing composed. Many are carrying more than school stress. They are balancing: Family expectations rooted in financial, cultural, or migratory sacrifice Social dislocation, often thousands of miles from extended support networks Language and identity pressures, which make it harder to feel seen or safe Relentless assessment cycles, where success is measured in deadlines, not growth Research from the University of Cambridge Faculty of Education (2023) found that students in academically-selective schools showed disproportionately high rates of perfectionism, self-criticism and symptoms consistent to dysthymia and anhedonia. Crucially these students often internalised distress, marking it as a by-product of success. It seems students are not asking for less ambition. They’re asking for room to breathe and maybe, to feel something again. How did we get to this point? Has it always been this way? How are schools unintentionally encouraging this culture? Many of our educational systems often reward the appearance of excellence. However, cultivating kind of this culture can produce negative impacts including: Valuing grades over growth: Merit is equated with output, not resilience or creativity Staff burnout: Teachers working through exhaustion may model silence and over-functioning Timetabling overload: Students juggle extended essays, internal assessments, CAS, exams, and university prep with little space for restoration or meaning-making This isn't about blame, its about capacity. Even the best educators, and counsellors are too often working under time-constraints and institutional pressures that prevent deeper support. Seeking Solutions Beyond School In recent years, most students, and parents are seeking support outside of school – but not for enrichment, or exploration. Instead, they are outsourcing what used to be typical provisions of a school: academic guidance, university preparation and emotional navigation. At Verdant and with from conversations with similar partners, we’ve noticed that young people are turning to private tutors, coaches, consultants, and mentors at an increasing rate not because they want to go further, but because they fear falling behind. Students are not trying to thrive. They’re trying to survive... Its no longer about enrichment. Its about triage. With overstretched guidance counsellors juggling hundreds of students and classroom teachers burdened by mounting administrative loads, and large classes, students are left to fill the gaps themselves. Those gaps include: In 2023 ISC Research found that over 58% of international school students used some form of external academic coaching or consultancy in their final two years of school. Of those, 72% reported doing so because they “didn’t feel sufficiently guided” by their school support systems. Students should not have to earn support. They should receive it as a basic part of their education. The Great Disconnect This month marked IB Results Day, with A-Level Results Day fast approaching. I remember receiving my results. We were all packed into the school hallway, receiving our transcripts; brimming with excitement and connection with each other. Once a communal rite of passage filled with shared tears of celebration or consolation, results day has become a lonely click on a computer screen. Students are now expected to experience life-changing news alone, refreshing a results portal on their phone before breakfast. This sterile experience mirrors anhedonia - the inability to feel joy from normally pleasurable activities. And it's spreading among students and teachers alike. High-functioning depression allows anhedonia to become the norm: attend class, takes notes, achieve results, without feeling nor meaning. Education is meant to inspire, not just instruct. But increasingly students and teachers report feeling disconnected from the purpose of what they do. At prestigious schools where rigour and reputation often take centre stage learning can become transactional. Grades are posted on promotional posts, but there's nothing about how the students or teachers felt. Curiosity is replaced with compliance. “Will this be on the test?” becomes the defining question. Some teachers, too, are struggling. Under pressure to meet targets, process grades/reports, and keep up with policy shifts. Many no longer have the space or energy to foster deep connections. Passion becomes protocol. Lessons are taught. Deadlines are met. But the spark what drew so many educators to the profession is dimmed. This disconnection from joy is not incidental. It is symptomatic of an overly quantified, outcome-driven system that rarely stops to ask what students (or teachers) feel during the learning process. In a recent survey conducted by the International Schools Network (2024), 74% of teachers said they felt “emotionally depleted” by the end of term. Among students aged 16–18, over 60% reported feeling that their learning was “not meaningful,” and nearly half struggled to identify a recent moment of joy or inspiration in their school life. Helping Students Flourish, Together At Verdant, we understand that academic success and emotional well-being are interconnected. We often work with students who are doing everything right on paper, but quietly struggling behind the scenes. Support should not be reactive or reserved for crisis points. So we consciously weave it into the learning journey encouraging not just achievement but resilience, confidence, and joy. We will continue to work in partnership with families, students and schools to gently reintroduce balance: Mentor Matching – Pairing students with trusted guides who combine subject expertise with emotional insight - people who listen as much as they teach Partner Support – Offering tools that may help educators spot early signs of HfD (as other mental health concerns) and respond with care, not pressure. Parent Collaboration – Supporting families as they navigate expectations, communication, and the emotional realities of modern educational systems. Services like ours don't want to replace any school or a school’s mission - we want to help enhance and expand it. By working together, we can ensure that students not only succeed, but feel seen, supported, and whole. A Call for Balance The presence of high-functioning depression in schools must no longer be the hidden cost of excellence. It is time to ask not just how well are our students performing? but also how well are they living? Academic References Cambridge University Faculty of Education (2023). High-Achieving Students and Mental Health in International Contexts Joseph, J. (2022). “The Silent Struggle: High-Functioning Depression in Teens.” Panel at the American Academy of Child & Adolescent Psychiatry Brown University School of Public Health (2022). Adolescents with Masked Depression in Academic Settings: A Longitudinal Study Harvard Graduate School of Education (2021). The Cost of Perfectionism in High-Performing Schools World Health Organization (2021). Adolescent Mental Health: Key Facts Are You Experiencing High-Functioning Depression? Take this confidential screening tool from Mental Health America to reflect on your experience: https://screening.mhanational.org/screening-tools/depression Helplines for Students and Teachers United Kingdom Samaritans (24/7): 116 123 | www.samaritans.org YoungMinds Textline: Text YM to 85258 Teachers’ Support Line (Education Support): 08000 562 561 | www.educationsupport.org.uk International Befrienders Worldwide (international helpline database): www.befrienders.org International School Counselors Association (ISCA): www.iscainfo.org UNICEF U-Report Mental Health Resources: ureport.in