For most students, feedback does not feel like support. It feels like judgement. Somewhere along the way, feedback in classrooms became synonymous with red marks, rankings, and remarks that linger longer than the lesson itself. Students learn early that feedback often arrives only when something is wrong. Over time, even well-intentioned comments begin to feel personal, evaluative, and final. Yet, when we step outside the classroom and into life, an important truth becomes evident: life does...

As we step into 2026, many schools can confidently say they are well organised. Processes are defined. Policies are documented. Compliance is tracked. Timelines are met. And yet, beneath this efficiency lies a deeper question: Are our schools truly thinking organisations or simply well-managed ones? This question came sharply into focus for me in December, during an intense strategy meeting with the heads of our various education ventures and projects. For the first time in years, the agenda...

Socrates believed that learning begins in struggle, the kind of productive discomfort that stretches the mind. His method was never about presenting answers, but about provoking thought and allowing meaning to emerge through inquiry. Yet, in many of today’s classrooms, we seem intent on removing all struggle from learning. We simplify concepts, shorten lessons, and curate information until the thinking has been done for the child. With AI now providing instant summaries and ready-made...