I left teaching because I knew that tutoring would allow me meet the needs of teenagers with more creativity and joy- particularly those who have so much potential but, within the school-system, it felt that we were trying to fit square pegs into round holes. I had felt this frustration myself as a child and teenager- managing my anxieties and emerging sense of self alongside my deep sense that things were not quite working. I thought I was just indignant, idealistic- but teens often have the most astute insights don’t they?

I studied English Language at the University of Leeds, and was fascinated by the power of language- it has a huge impact on society, whether it is about propaganda, the media, or language as a tool for reclaiming identity. These are themes and ideas I use to underpin my curriculum design. I then completed my MA in Educational Leadership (distinction), exploring the question: “Are we teaching students what to think or how to think?” Critical thinking, literacy and empowering young people has always been at a key motivator behind my work.

Despite some of the challenges along the way (namely some bouts of burn out), I had truly found my passion- supporting vulnerable but capable students to believe in themselves, and enjoy the subject that I loved. How fantastic- I could spend my days talking about interesting ideas and learning from the fresh perspectives of teenagers.

Except that wasn’t the reality for me- I spent years trying to make the profession work: I moved schools and took on leadership responsibilities, got involved in teacher mentorship and curriculum design, instigated school-improvement initiatives, moved abroad, and (last but not least) found a loving partner (now husband) who makes me feel grounded- and whilst things had improved, I was relentlessly exhausted by the constraints of the education system. With the best will in the world, and with every effort to maintain a sense of balance, I couldn’t seem to do it in a way that felt healthy for me or fair to the kids.

So January 2025 I took the plunge- and whilst I am still moving through these stages of freelancing, and learning a whole new skill set of business development/marketing/branding etc, I don’t have any regrets. Not one. My experiences have given me invaluable skills and I can confidently speak to what works in education; particularly from experience of teaching countless students with a range of SEND and individual needs, I have a clear sense of how to support them and help them feel seen; and finally I have the mental headspace to be able to prioritise them.

And also to prioritise my own health and wellbeing, by working on projects that I am passionate about and where I have the autonomy to grow, in a way that aligns with my values of patience and inclusivity, whilst maintaining high aspirations for the teens in my care.

Does any of this resonate with you? Do get in touch if you are a professional who has had a similar journey, or if you are looking for tailored support that speaks to the same values of slowness and wellbeing alongside academic rigour.