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This guest blog by David Rowsell, Associate Director at High Performance Learning, looks at HPL and the post-lockdown school

This will look different in every country and context in which we, as HPL, work.

Despite my knowledge of the HPL framework and many of our schools, I would not presume to tell you how best to serve your communities at this challenging time. In particular, I am not about to hold forth about the vital health and well-being issues that all of your staff, students and families will face. If I know HPL schools, I know you will do this brilliantly with intelligence, compassion and purpose.

I do, however, present a range of questions which might stir debate around the longer-term “lessons of lockdown” and how the positives of this challenging period might be built upon in the coming months.

The pandemic has exposed some truths and disrupted some thinking about the education world of the last 20 years – in terms of developing the mindsets, thinking, systems and routines some of which will enable staff and students to truly achieve the high levels of performance of which research suggests they are capable.

Five debates for the post-lockdown High Performance Learning school


How does High Performance Learning help?

The HPL philosophy, framework and culture is ideally placed to help our family of schools with these emerging opportunities.

Our framework makes explicit – through its accent on ways of thinking and behaving – the necessity of a holistic view of education, developing young people for excellent outcomes, via deliberate practice and real enterprise, adaptivity and empathy so that each of them has the vision, capacity and wherewithal to lead a full, rich and purposeful life.

This also applies to our approach to the development of all staff within our schools, honouring their experience, skills and values through coaching and validation, and encouraging authentic collaboration with parents and communities.

As a result, HPL schools will become civic entities; genuine activists, pioneers and system leaders in their communities, nations and the world of education.

The dreadful tragedy of the last few months notwithstanding, could there be a more exciting, purposeful and worthwhile challenge and a more treasured legacy for the courage and vision displayed by educators the world over these last four months?

David Rowsell HPL Associate, June 2020