Back in October. Four sessions. Live online or in person (Brixton). Challenge deficit thinking, change daily routines, build whole-school culture. Flexible times (day/evening/weekend). £35/month. Comment FOUNDATION to get the link.
bell hooks once said, “The classroom remains the most radical space of possibility in the academy.”
We believe that goes beyond the academy — and it starts with telling the truth about the system we’re in.
Our first report, An Argument for Possibility, is out now.
It’s bold.
It’s uncomfortable.
It’s hopeful.
And it’s calling for something more than reform — it’s calling for a reimagining.
Comment possibility below, and we’ll send you the link to read it.
Comment PAULO for the link.
Is it possible to teach young people without harming them?
Our answer has to be yes.
But saying yes means more than denying harm. It means asking what our schools teach, normalise, record and protect.
This blog is our Class 13 retelling of Chapter One of Paulo Freire’s Pedagogy of the Oppressed, brought into the behaviour log, the seating plan, the corridor and the staffroom conversation.
A pedagogy of humanisation asks us to go further than kinder management.
Comment PAULO for the link.
Comment a ❤️ for more information, or tag the perfect candidate below.
We’re hiring a Secondary Equity Teacher-Practitioner at Class 13.
This is a full-time, school-based role for an experienced secondary teacher who can work alongside staff to support deeper reflection, surface harmful patterns, and help create more equitable ways of teaching, relating and responding.
It is not a traditional classroom teaching role. It is relational, thoughtful work for someone who can hold honesty, complexity and trust.
Lambeth, Greater London
£52,500 | Full-time | 1-year contract
Closing date: 7 May 2026
Please share with someone who should see this.
Comment a ❤️ for more information, or tag the perfect candidate below.
Exam season is here. And so is the same script.
"Stay calm." "Dig deep." "Be resilient."
It sounds caring. But what we're actually doing is asking young people to cope better with a system designed to sort them into winners and losers.
As Dr Bettina Love puts it, we want to do more than survive. So why do we keep building schools around survival mode?
Our latest blog unpacks how deficit ideology shows up in exam season, why we keep creating the storm, and what it looks like to protect young people's humanity instead of just pushing them through the system.
Comment STRESSTEST and we'll send you the article.
Comment Concerns for the link.
Trigger warning: abuse
When serious harm comes to light in schools, people often ask whether there were signs.
Our latest blog asks a harder question: what if people did notice, but what they noticed was named in a way that made it sound small enough to live with? “Low-level concerns” were meant to support safeguarding culture. But what happens when the word low starts minimising humiliation, intimidation and boundary crossings?
Low-level is not low impact. This blog is about safeguarding culture, normalised harm, and why the language we use can either sharpen our attention or soften it.
Comment Concerns for the link.
Comment CHANGE below and we'll send you the full blog 📚
We can all point out what's wrong with education. The critique isn't the hard part.
The hard part is what comes next.
How do you make sure the changes you fight for don't just reproduce the same systems in different clothing?
Dyar Hussain from @youththegap joined our Foundational Learning sessions and wrote about what shifted for him: moving from critique to praxis. From paralysis to a framework he can actually use.
"How can we be so sure that the changes we make don't reproduce more of the same, dressing up the same systems in increasingly colourful clothing?"
That question matters and it's where Dyar is focussing his action.
Comment SIXYEARS for the link.
School exclusions aren’t admin. They’re a decision about who gets kept close, and who gets pushed out, with consequences that show up in health, safety, housing, and life expectancy.
This month’s blog is called School exclusions: the six-year cost of permanent exclusion. It connects the economic “buckets” we all recognise to what they really mean in human terms, and it includes a simple task using your behaviour points system.
If your school has ever said “we had no choice”, read this.
Comment SIXYEARS for the link.
#nomoreexclusions
Comment BLOGUARY for the link.
BLOGUARY Day 13 of 13.
Sometimes “defiance” is just what resistance looks like when you’re on the receiving end of power.
This blog traces a pattern: how systems have used diagnosis to turn people’s fight for dignity into something “wrong” with them — from drapetomania to the medicalisation of homosexuality to the racialised framing of schizophrenia to labels like “oppositional” in schools.
Thank you for reading BLOGUARY with us. We’ll keep going.
Comment BLOGUARY for the link.
BLOGUARY Day 12 of 13.
A colleague wondered why 18-year-olds weren't critically engaged, even in subjects they'd chosen. We've all had that thought.
But critical engagement isn't a switch. It's a muscle that either withers or flourishes depending on what happens in classrooms long before then.
This blog is about the banking model that kills curiosity, creating radical spaces where young people feel safe to question, and why trust can't be rushed.
Comment BLOGUARY for the link.
Comment BLOGUARY for the link.
BLOGUARY Day 11 of 13.
If your workload feels like it’s snowballing, you’re not imagining it, it’s not just “more”, it’s faster. And when we’re overwhelmed, we start looking outward for somewhere to put the weight.
This blog is about the shift back to your sphere of influence, the places where you still have agency, meaning, and room to act.
Comment BLOGUARY for the link.
