The best way I can describe our approach is that it's an invitation, a whisper in the ear, an opportunity to try it out and see the benefits.
My journey
Meditation has been part of my lived experience since my childhood. I first learned what this meant from my dad as I watched in particular how he navigated his 'mid-life'. Many years later when I entered this phase of my own life, I started to draw strength from all he had modelled and so started to explore the ancient wisdom and modern psychology that had been so important to him over the years.
Thus began my journey into mindfulness and the importance it began to assume in my life and more explicitly in my work as a school leader. I studied for a Diploma in Mindfulness and began practicing. I had a dawning realisation that for me, the purpose of mindfulness was to enable my most authentic self to meet the world. As a result, the application of my practice flowed into my work almost unconsciously.
Applying my experience
At the same time I was coaching many of our wonderful school leaders at REAch2 and it seemed to me that so many of the issues they were facing were those where mindfulness had something to offer. They were coming to me struggling with their inability to switch off, they felt they were connected to work mentally, or physically 24/7. They were overwhelmed by the demands on the them and the multiple distractions in their day to day work. As a result, they were becoming depleted and debilitated. They were living with a busy mind that constantly ruminated on problems. They were experiencing feelings of foreboding on a Sunday evening when they looked at the week ahead and doubted their ability to do the job.
This all felt so familiar to me, and I was convinced that mindfulness, with its emphasis on curiosity, compassion and kindness could help them. I knew the simple practices that had helped me to train my attention, to skill-fully focus and work with the mind so it became my servant and not my master. I had also learned the importance of being kind to myself at times of challenge and uncertainty. My experience had shown me that a mindfulness-based practice is a strong foundation for personal and organisational change.
Working with school leaders
As a result, I wanted REAch2 to become a mindful and compassionate community. I knew we couldn't achieve this by bolting on mindfulness sessions for children, teachers or leaders. I didn't want it to be seen as the 'next new thing'. We can't and we won't force this onto an already jam-packed school timetable.
The best way I can describe our approach is that it's an invitation, a whisper in the ear, an opportunity to try it out and see the benefits - then grow the conversation with others.
We decided to offer the invitation to learn about, practice and apply mindfulness first to leaders, then teachers and then with children. We began with the 'To Be and To Lead Programme' initially offering a series of 3 short overnight residentials. Time is a precious resource in schools and we designed it so that the actual time on the programme was relatively short but the ongoing commitment to practice between the sessions with support was significant.
We worked with Sunderland University to set up a pre and post programme questionnaire for the first cohort and the results were both humbling and gratifying with the biggest changes to the leaders who took part were;
“Being able to switch off get a good night sleep whatever the day I've had.”
“No longer beating myself up when I don’t live up to my own high expectations.”
“More present and focused when at work.”
Having this objective evidence was important - it allowed us to extend the invitation to others, showing the tangible benefits their colleagues had experienced.
During Covid all our work with the REAch2 leaders has been online. This has made it more difficult to create the safe, experiential environment and the direct support of the group that the residential cultivated, but it has allowed for more members of the REAch2 community to take part. During the height of the pandemic we had in excess of 100 people attending the sessions, which we offered flexibly; in the school day and in the evenings.
REAch2 as a mindful and compassionate community
I know that in order to continue to be a Trust that is characterised by strong core principles, that values its people and gives children the very best learning experiences we can, mindfulness and the cultivation of compassion needs to be at the heart of our work. Even though I have this clear strategic intent, it will always remain invitational, it cannot be forced or mandated.
I am working on and am open minded about how we define success. I am also committed to the long term. It's easy for mindfulness, and well-being more generally to quickly become 'yesterdays' thing', I am determined that will not be the case.
I am very clear. Mindfulness will remain at the heart of a suite of principles and practices that REAch2 stand for. We will be compassionate. We will lead in a way that simultaneously gets things done and makes sure our people are OK. Put simply our culture is enriched by our mindfulness and our mindfulness is enriched by our culture.
As I take up the role of CEO in REAch2 I know my own mindfulness practice will become even more important to me. I started my own personal journey into these practices many years ago as a way of helping my authentic self to show up in fully in the world, so I could do the best work I was capable of. I firmly believe this is the way as a CEO I can now help all members of the REAch2 community to thrive and flourish and I am committed to it.
For now, that feels like a good place to be.