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Recently, I attended an event that left me thinking long after it had ended. At some point during the programme, a little girl, probably around four years old, walked over to where I was standing. She greeted me warmly, and as someone who genuinely enjoys being around children, I responded with a smile and a gentle pat on her back. Moments later, she drifted towards the chair where I had placed my handbag. Curious little hands began exploring the bag. Fortunately, I noticed what she was doing and gently stopped her before she could continue. She walked away and moved on to something else. Or so I thought. A few minutes later, I noticed her approach another adult. She greeted the person affectionately and, just as she had done with me, proceeded to open the adult's handbag. This time, however, the adult was not paying attention. I watched quietly. The little girl opened the bag. She reached inside. She pulled out a note. Not just any note. One of the highest denominations in the pur...

There is a kind of heartbreak that rarely gets talked about in education. It is not the heartbreak of a failed lesson. It is not the heartbreak of a difficult classroom. It is not even the heartbreak of a challenging learner. It is the heartbreak of watching a passionate teacher/school leader (educator) slowly lose faith in themselves. Not because they stopped caring. Not because they lost their love for children. But because life, disappointment, and comparison gradually convinced them that they were no longer enough. And honestly, many educators know exactly what that feels like. When We Stop Moving Towards a Dream and Start Running from Pain Most people think career transitions happen because people discover a new passion. Sometimes that is true. But sometimes people do not walk towards something new. Sometimes they walk away from something that hurts. There is a difference. A teacher attends interview after interview. Each conversation highlights what they do not have. A profession...

Someone once said: “ English is best in the speaker’s hands. ” And honestly, I understand the sentiment behind that statement. Language evolves. People communicate based on culture, exposure, environment, and familiarity. Sometimes, as long as the message is understood, many people feel the exact wording does not really matter. However, recently, I found myself reflecting deeply on this within the context of inclusive education. Because while language may be flexible, professional language still shapes professional understanding. And in inclusive education, that matters more than we realise. The Terms We Use So Freely Over the years, I have heard phrases like: “Special education needs training” “Special needs education training” “Special education needs teacher” “Special needs teacher” used almost interchangeably. In many conversations, people understand what is being said, so the phrases continue circulating without much thought. But the more I reflected on it as an inclusive educatio...

  Not every question is rebellion. Not every suggestion is disrespect. And not every request for clarity is a sign of distrust. Yet, many leaders struggle to separate feedback from personal attack. The moment people ask for structure, visibility, or explanation, emotions rise. Walls go up. Defensiveness enters the room. Suddenly, what should have been a healthy conversation becomes emotional tension. And honestly, this happens more often than we realise,  especially in schools, organisations, and virtual communities. The Leadership Trap Many People Fall Into A leader introduces an idea, launches a project, or coordinates a process. People engage. They participate. Then someone asks: “Can we clarify the process?” “Can there be more visibility?” “Can we create a system everyone can follow?” Simple questions. But insecure leadership often interprets those moments emotionally instead of objectively. Instead of hearing: “Help us understand,” they hear: “We don’t trust you.” And onc...

There is something I have noticed among many education professionals, especially those who run educational brands, or create educational content. A new idea comes. A colourful flyer drops. People engage immediately. Comments start coming in. “This is powerful.” “I can’t wait for this.” “This is needed.” Everybody is excited. For a while, the educator is everywhere: posting consistently showing up online speaking passionately building momentum Then suddenly… silence 🤐. The content series disappears. The webinar stops. The initiative fades quietly. And after some time, another flyer appears. Another fresh idea. Another launch. Another wave of excitement. Honestly speaking, many educators are caught in this cycle. And no, this is not about condemning innovation. Innovation is important. But there is something deeper happening beneath all of this. This is not just inconsistency From my work as a Neuro Linguistic Programming practitioner who coaches education professionals, I have learnt t...

 A teacher wrote this in a pupil’s communication book: “If not that the school said we shouldn’t flog, I would have punished your child…” Pause. Because that one sentence is not just a complaint. It is a window. Into the teacher’s mind. Into the school system. Into what many classrooms are quietly dealing with. What is really going on here? Many teachers were trained in environments where flogging was normal. So for them, discipline and flogging are closely linked. Take flogging away, and suddenly, they feel like something is missing. Like: “How do I control this class now?” So when a teacher says something like this, what you are really hearing is: “I don’t know what else to do.” Now, let’s add the full picture This teacher is: new in the school not up to two weeks joined in the third term That is pressure! The third term is not the time to be finding your feet. Everything is fast. Expectations are high. So what happens? When people are under pressure, they fall back on what they ...