Confidence
the greatest 'gift'.
Thoughts and musings
Confidence. A concept, a skill, a character trait. Certainly a theme which has been bubbling to the forefront of my mind recently. Undoubtedly influenced by ongoing conversations which are currently taking place as the findings from England’s Curriculum and Assessment Review Final Report1 begin to shape the updated National Curriculum2.
Yet, this concept around confidence being a teachable skill (one that we have the responsibility to nurture and grow as educators) is one that I have always been aware of. Perhaps not always explicitly. Certainly always as an anchor as I have formed and developed my educational ethos.
Making the notion explicit came about recently as a result of reading Martin Illingworth’s enlightening and thought-provoking book, ‘Forget School’. Shaped by conversations with young self-employed adults, this collection of considerations around which skills really matter within our current educational climate is certainly a book with ideas which demand to be considered. How can we deny the voices of those who are reflecting on their experiences of their education as they embark on their own lives out in the real world?
Illingworth uncovers an array of concerns and hopes, which were arose through answers to a series of carefully considered questions. These range from perceptions around happiness and well-being, connection building, decision making and creativity - and of course, confidence. I would highly recommend giving ‘Forget School’ a read for yourself, it provides a highly practical, evaluative framework which certainly is of the upmost importance as we travel through academic terms amidst much educational evolution (not ‘revolution’).
Ideas and practical suggestions
So, how might the concept of confidence be nurtured within our school environments - for both the teachers and their pupils? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as intentional considerations as you reflect upon your curriculum offerings, both in conversation and in action.
1. Nurturing confidence within our pupils
Forming the focus of Chapter 1 of ‘Forget School’, confidence was highlighted by interviewees, ‘as being very important, and the main thing that their schooling has not provided them with’3. With so much of education feeling pressured by objectives to be taught and assessments to be undertaken, it can be easy to lose sight of the integral life-skill building which is afforded to us as educators. Illingworth goes on to make the point that, ‘Confidence and self-belief are surely foundational building blocks for success and achievement’.4
So, how can we ensure that we are intentionally building opportunities for children to feel more confident?
Provide more opportunities for talk. Later in the chapter, interviewees share that despite the fact that speaking aloud in front of peers can be daunting, having the opportunity to practise this skill is in fact incredibly important. With a new oracy framework in England on the horizon5, it is recognised that talk is integral in developing pupils’ academic, social and emotional success. Combine these aims and we are certainly providing opportunities for pupils to increase their self-confidence.
Consider: how often pupils have the opportunity to share their ideas during lessons and the form that this talk takes.
Review: when pupils are asked to speak with a more formal audience and purpose. This may take the form of a presentation or through sharing ideas to an agreed audience (another class, parents and carers, members of the SLT or governing board).
Reflect on opportunities which are available to build agency. So much conversation around children’s dis-engagement with reading and writing is pointing back to the idea that they may be lacking the ability to choose. At times, this may be due to a lack of support being provided to help them to choose. It is an interesting, and important point to consider, that perhaps the arrangement of curriculum may not be allowing pupils to become confident with decision making. A curriculum which may feel more like it is being ‘done to’ pupils rather than something which can belong to and benefit them.
Consider: the choices available to the children you teach across the week. These may take the form of outcomes or the direction which the next stage of learning may take.
Evaluate: how confident children feel to make a choice when given this option. If this is lacking, how can what is being curated within curriculum choices seek to develop this skill?
For more practical ideas and suggestions, you may be interested in reading:
2. Feeling confident in your professional role
This one is not easy. We may well agree with many of the points made within ‘Forget School’ when reflecting on our own experiences of education. I certainly feel I could have been better equipped to have been a more confident adult through a number of changes to my own schooling. Yet, as demonstrated by the young people interviewed, we may also be left with a quiet determination to continue to better ourselves. As educators, we also have the privilege, and responsibility, to make better choices for the pupils we teach.
A call to action from Illingworth, which certainly set my glimmers alights, invites us to:
‘put confidence as an aim at the very heart of the curriculum. We need to make it an explicitly teachable part of what we do. Curriculum content needs to be reviewed for opportunities to support children to develop their senses of agency and autonomy.’6
So, how can we dig deep to find the confidence in our own professional roles and responsibilities to elevate the importance of creating curriculum choices which in turn invest in the confidence of our pupils?
View decisions through the lens of confidence building. If today’s glimmer speaks to you, you may already be reviewing and evaluating decisions made in your classroom or your school which build confidence. As with all good change-making, to commit to longevity just the smallest of shifts can have a big impact. Confidence does not need to become the next buzz word. Instead, it may be a concept you feel called to reflect on alone or with colleagues. It could be an addition of…., or a focus on…, perhaps an increase of…
Have the confidence to speak up. As decisions about curriculum continue to be made and refined, know that your voice matters. This is about your own confidence in what you bring to the profession. The difference you are committed to making. Your ideas and observations may not always be in-line with colleagues or leaders. That is not to say that they are wrong. Questioning the rational behind decisions, being professionally curious. These are traits which should be celebrated. These are times where you are stepping into your own confidence.
For more practical ideas and suggestions, you may be interested in reading:
Forget School - Martin Illingworth, page 9
Forget School - Martin Illingworth, page 9
Forget School - Martin Illingworth, page 26
Confidence is a vital skill in education, not just about following instructions, but about fostering ownership and self-belief. By providing opportunities for students to speak, make choices, and take responsibility, we build their confidence and agency. For educators, developing confidence in decision-making and advocating for curriculum changes is equally important. Confidence should be a core aim in education, empowering both students and teachers.
The focus on talk and choice is key. When students have chances to speak, decide, and take ownership, confidence starts to grow. And it applies to teachers too—professional confidence shapes what’s possible in the classroom.