Do you know what happens when you apply strain to healthy human muscles? They grow stronger.
Do you know what happens when you put stress on healthy human bones? They grow stronger.
Do you know what happens when you put stress on a healthy human immune system? It gets stronger.
Do you know what happens when you put stress on a wine glass? It breaks.
That’s because a wine glass is fragile. Humans are antifragile.
Antifragile is a term coined by Nassim Nicholas Taleb to describe the properties of an object, system or being that gets stronger – more resilient, when exposed to moderate stressors.
And because resilience is such a foundational element of wellbeing, it would be negligent of educators and parents to deprive students of the chance to fail, or to shield them from healthy doses of guilt, fear, frustration, disappointment, sadness, and loss.
Because we are antifragile, these experiences tend to make us stronger – in the long run.
Of course, it’s natural to want our children and students to be safe and happy – all the time. But ironically, the more we try to protect them, the more we may risk doing them harm – in the long run.
Last summer, my friend and I built a wooden play house for my kids. Somewhat surprisingly, seven months later, it’s still standing and getting lots of use.
I noticed today that a couple of the nails fixing the weatherboards (clapboards) to the frame are bent over 90 degrees near the head – they weren’t hammered in straight. They look a little bit shabby compared to the other nails and I was tempted to pull them out and replace them with straight nails.
But I checked, and they’re holding firm. In fact, they’re just as effective as the straight nails. They’re not perfect, but they’re doing their job perfectly well.
When we hold ourselves to high standards in our work or home life, sometimes it can be difficult to remain focussed on the bigger picture – on what really matters. Our lives can easily become full of little tasks and errands and seemingly-important repairs while the most important things become neglected. We can end up fixing nails that don’t need fixing, and miss out on playing a game with our kids.
It certainly feels good to hit the nail on the head doesn’t it! Bang. Straight in. We can stand back and admire the beauty and bask in the sense of achievement. But sometimes, it’s enough to hit the nail near the head. Whoops. A little bit wonky. But fine. Effective. Enough. Go play.
How many people will you engage with today or tomorrow? 5, 10, 100, more? How many of them are close friends or family members, and how many of them are merely acquaintances?
One study conducted at the University of British Columbia in Canada, found that adults over 25 years of age directly interacted with an average of 6.7 close ties and 11.4 acquaintances daily.
Interestingly, not only did the number of interactions with close ties predict wellbeing and belongingness, but even the number of interactions with weaker ties predicted a person’s sense of belonging
The simple act of engaging meaningfully with another human helps us feel connected to our larger community.
So, imagine this.
What would happen if you and each person in your community was just a little bit kinder tomorrow? What would happen if everyone just conducted one additional, simple act of kindness with each of the 18.1 people they interact with tomorrow? What if you just complimented them on the cool shoes they’re wearing or picked up a dropped pen or asked about their recent vacation?
This is what would happen…
In a school or organisation with 100 colleagues, there would be nearly 2,000 additional acts of kindness tomorrow. And if that was maintained over the week – just one simple act of kindness per interaction – we’d have 10,000 additional acts of kindness. And in a school year, we’d have close to half a million extra acts of kindness. Imagine what that could do for the wellbeing of a community…at zero cost.
And here’s the thing. Kindness is highly contagious. When you smile at a friend, colleague or acquaintance tomorrow, when you choose kindness, you might just make their day. Or you might trigger an unstoppable cascade of kindness. Who knows?!
We are hardwired social beings. As such, our lives are enmeshed with the lives of the people around us. Our fate is only partly in our own hands. Our inner social circle affects not just the trajectory of our lives but the way with live it and who we are in it.
One of the great 19th century American education reformers, Elizabeth Peabody, once wrote in a letter that:
“No being of a social nature can be entirely beyond the tendency to fall to the level of his associates.”
And so, perhaps we do become the average of the people with whom we most associate.
Look around you. In spaces and lounges in which educators gather in our schools, we see the temptation to cling to people who see the world the same way that we do, or who applaud the same things, or who reflect and amplify a shared sense of injustice. And that’s fine. Or maybe it’s not. It all depends on how you are intending to ‘turn up’ every day and who you hope to become.
There’s a well understood convention in baseball whereby the fielder who is in the best position to catch a ball that is high in the air yells: “Mine, mine, mine!”. It is a signal to the other fielders to relax because their team mate has taken responsibility for the catch. Mine, mine, mine is an acknowledgement that something important needs to be done and that a single person is taking responsibility.
This protocol also helps mitigate one of the risks of team sport – diffusion of responsibility. There’s nothing worse than the ball landing on the ground between us because I thought you were going to catch it and you thought that I was.
And there’s nothing worse than a student in need slipping between the gap because I thought you were going to catch her and you thought that I was. Unfortunately, it happens in schools – often when we’re so busy trying to do our part for the team that we lose touch with the bigger picture or we lose touch with each other.
We can’t be expected to catch every ball. And it’s certainly not about solely ‘owning’ a problem. That’s what a team is for. But we need to keep our eyes up. And when we are in the best position to do something to support a student in need – to coordinate a response, to provide resources, to refer to an expert, or even just to check in – be loud and clear: mine, mine, mine.
“Lighthouses don’t go running all over an island looking for boats to save; they just stand there shining.”
Students learn so much from the way a respected teacher goes about their life as an educator. Of course, we need to keep our eyes open for any signs that a student might need overt support. But in living well, in role-modelling wellbeing, we help define and create a culture that illuminates a pathway forward for our students.
Their wellbeing is directly affected by our wellbeing. There will be cloudy and foggy days when we’re not quite as bright, but it is our obligation to shine.
The children we teach are young – new to the world. But they have brains that are running two-million-year-old software.
Long before we had written or even spoken language, our ancestors relied on emotional interaction, eye contact, posture, facial expression, and body language to communicate and to catalyse and sustain our connection to our tribe.
These days, we have written and spoken language to help shape our students’ learning and their educational environment. But our students’ sense of safety, connection, and their emotional, physical and neurological state remain heavily affected by our ancient programming that instinctively scans more primeval forms of communication.
We should be careful, planned and deliberate with our words. They matter.
And so do all the many other forms of communication at our disposal.