Like many teachers, my career didn’t begin with a single, clear moment of inspiration. It was a gradual journey, a series of small but significant moments that reaffirmed my belief in the power of education. Looking back, my decision to enter the profession was driven by a deep desire to contribute meaningfully to society and to nurture the next generation. I was drawn by the chance to shape young minds and unlock potential, motivated by the amazing teachers who had inspired me as a child.
My heritage is Indian, with my Punjabi Sikh roots tracing back to my father’s origins in Jalandhar and my mother’s upbringing in Handsworth, Birmingham. My parents’ marriage, arranged with deep cultural significance, ultimately ended in divorce when I was sixteen due to cultural differences. The difficult and challenging nature of my home life at that time cast a long shadow, but it also illuminated the importance of another place: school.
During this period, school wasn’t just a place for learning; it became my sanctuary. It was where I felt happiest, and crucially, where I found a profound sense of belonging. It was not just an escape, but a community. On the sports field, in the corridors, and in certain classrooms, I found structure, camaraderie, and a sense of purpose that rooted me during a turbulent time. The friendships I forged and the respectful interactions with staff made me feel seen and valued for who I was, not just my grades or athletic abilities.
It was during this time that the importance of compassionate teachers truly became clear. I was particularly inspired by Ms Whybrow who created a sense of stability and Normality that I craved. Her dedication went far beyond the curriculum. She picked me up from home at my dad’s insistence and took me to county hockey fixtures on Saturdays. Without her, I would surely have not made the team who consisted of mainly middle class grammar students. Mr Middlemast, my form tutor, encouraged me to play football when girls didn’t play, let alone Indian ones. I could be observed as a lone female playing football with the boys at lunchtime. With his support, we launched a girls’ football team in the school.
My school provided an environment where students could thrive, regardless of gender, ethnicity or what was happening outside the school gates. Empathetic support is what many of my teachers demonstrated through actions that recognised and valued a student’s strengths and potential, rather than focusing solely on their challenges or perceived disadvantages. It involves actively creating opportunities for growth, believing in a student’s capabilities, and providing the resources needed to overcome obstacles, thereby empowering them to succeed on their own terms. This contrasts with pitiful support, which might offer assistance out of sympathy but without necessarily fostering independence or acknowledging the student’s inherent worth and ability to achieve. These experiences have forged a deep-seated belief within me: schools must be a place where every child can find safety, a sense of belonging, and the support to overcome their personal challenges.
The years spent in the classroom have been incredibly rewarding, and as Head of Science, I have been driven by the same ethos of empowerment that shaped my own youth. My most rewarding accomplishment was leading outdoor learning experiences that connected students from our urban area with the environment. I saw firsthand how these trips, such as kick-sampling for freshwater invertebrates in Worcester, served a greater purpose than just curriculum delivery. For many students who had never left their local district, these experiences provided a powerful new context for belonging, mirroring the sense of purpose and community that I found on the sports field. By developing a strong STEM-inspired curriculum, we not only increased sixth-form recruitment to 60% but, more importantly, raised the aspirations of many students who may have felt disconnected from these subjects.
A key challenge for educators is distinguishing between empathy and pity, especially when supporting students from disadvantaged backgrounds. Pity can unintentionally lower expectations, signalling to a student that their circumstances—rather than their effort and potential—are the primary determinants of their success, thus cultivating a sense of learned helplessness.
This realisation was a turning point for me. It taught me about the power of authentic learning experiences and what happens when you give students genuine ownership over their work. It deepened my understanding of how a community can be a classroom, too. This work was informed by my own experiences, making me acutely aware of the needs of students for whom school is more than just a place to learn. My career trajectory is a testament to the powerful influence of the diverse mentors who guided me, both personally and professionally. Alongside drawing strength from my Indian Punjabi Sikh heritage and the resilience instilled in me by my family’s journey, I have had the privilege of learning from many people who saw my potential. Their belief helped me to move beyond my own childhood struggles, transforming my school experience from a sanctuary into a professional calling.
Today, as a leader, my journey from a challenging home life has shaped my approach. This trajectory to the forefront of educational leadership allows me to serve as a relatable role model. I openly discuss my own path, using my story not just as a narrative of success, but as a blueprint for navigating challenges, inspiring young people from diverse backgrounds to believe that their circumstances do not define their potential.
Joining the Chartered College was a logical and essential next step in my professional journey. For years, my work has been driven by a deeply personal passion, shaped by my own experiences of finding belonging and resilience. As Head of Science, I successfully channelled that purpose into tangible results and raised student aspirations, particularly among those from disadvantaged backgrounds. My career has already demonstrated what is possible when authentic experience informs effective practice.
Yet, this is just the beginning. The College provides the evidence-informed framework and collective network needed to transform my personal mission into a systemic one. My aim is not simply to repeat my past successes, but to use these resources—from robust research to professional learning pathways—to develop sustainable, school-wide strategies that actively dismantle systemic inequalities. By engaging with this wider professional community, I can ensure that all young people, particularly those who identify with my own diverse heritage, receive the tailored support and equitable opportunities they need to achieve genuine success. My FCCT status signifies not an end point, but a new chapter in my ongoing commitment to empower, not to pity, the next generation.
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