Stuart Meade, Acting Head of School

There is no doubt the Olympic and Paralympic Games add an extra dimension to our lives for the period of the competition. While the events are captivating, with the talents, skills and determination of the athletes on full display, the ‘back stories’ that emerge which provide the human element to the achievements we see on the screen (unless you are fortunate to be in the crowd at a venue in France), as well as the post-event interviews, are also worthy of our attention. Early this week, we saw one of Australia’s most successful swimmers (in terms of medals), Emma McKeon speak with emotion as she called time on her Olympic career. Her swimming journey, both pre- and during her Olympic career, has been inspiring and her humble outlook belied her fierce determination over an extended career.

Then there was Harry Garside, the Australian boxer who arrived at the Olympics with high hopes for a podium finish. He was defeated in his first round fight – Games over. His post-bout interview was gut-wrenching as he said he had failed and this would take time to get over. He eventually composed himself and spoke of the support of his family but the hurt and disappointment were laid bare.

We speak of character, and the development of one’s character as an important element of a school’s purpose. It is written in the mission of many schools and character education is a key element of the wellbeing/pastoral programmes in many schools. I like the simple definition of character as “who you are when no-one else is watching” and I believe the development of character is an important aspect of the building of culture in a school.

One example of character development was presented by Professor Michael Klimmel from the US when he spoke at an International Schools conference a couple of years ago. It involved the coach of the USA Olympic men’s swim team at the time. Apparently, when the swimmers were competing in a meet that did not have as much significance as Olympic trials, the coach would change their routine or upset their preparation – having the swimmers arrive late for their event, having the physio not turn up, giving them goggles which he knows would break during the event, etc. It was done to prepare the swimmer for the unexpected and to develop resilience and an ability to cope with setbacks. “Prepare for Chaos” was the approach taken by the coach. I am not entirely sure how this would work in the family home – some may suggest it already exists as a matter of course, but the idea is linked to the notion of letting children fail as a way to develop resilience as they grow. It is not a new idea but one worth considering.

As the Year 12s commence their exam block next week, I wish them well and I look forward to being part of the busyness of Cranbrook next week.

With good wishes

Stuart Meade
Acting Head of School