Hannah Wilson

“We are meaningful as individuals only through our interconnections”

Alexander and Conrad (2022)

The “success” I experienced as a youth worker, a practitioner in a Pupil Referral Unit, and as a senior leader in mainstream schools has at times been credited to me or my leadership, and that often makes me feel uneasy.

Partly because I experience imposter syndrome on a regular basis. But mostly because everything that “I have achieved” only happened through collective efforts.

It was only achievable because a community of people pooled together their desire, commitment, skills and knowledge to make a difference to the lives of children.

And this is why I don’t believe in individual heroes or saviours.

It sounds like I’m being a little contrary, but I hope that when you get to the end of this post it will be clear that what I am proposing instead is so much more liberating, freeing us from the idea that success is a purely individualistic journey. I think the opposite is true, that the collective efforts are more empowering than the individual endeavours of one.

KEY INGREDIENTS

Most of my childhood and teenage years were spent on Studley Estate in Stockwell. And to this day, that time remains one of the most significant chapters of my life. And it is the sense of community I experienced there which has become an integral part of my identity. It influenced how I grew, how I socialise, how I make decisions, and where I feel a true sense of belonging. It is also where I worked out what my skills and qualities are and helped me develop a wealth of knowledge about my community.

Throughout my life, whether as a child on Studley Estate, a youth worker in the community, or as a senior leader within schools, there are three key ingredients that formed an active and healthy community which stood out for me. These three ingredients are: DISCOVERY, COLLABORATION and ACTIVITY

Let me share their significance using a personal example from my childhood.

THE PEN

The Pen, the football cage right in the heart of our estate.

Discovery

As a child, I discovered a community of children who played regularly in the Pen and shared the same passion for football. It became our meeting point after school and on weekends, it fulfilled our need for play and socialisation through football. The discovery of the Pen and our shared love for football became our major connection.

Within our little community of talented footballers, we recognised and celebrated our differences. Some of us supported different teams (I’m a lifelong Liverpool fan), but our shared passion for football forged a bond that transcended those differences. We had an instant connection, rooted in our passion and knowledge of football and our ability to play the game.

Each of us brought something unique to the table. I play as a defender, and that was a valuable asset in a team full of players who wanted to play in attack. We recognised the unique skills and qualities that every player brought which in turn helped us create a space where everyone felt safe, where a shared passion and a common purpose thrived. We discovered our purpose, to have fun through the medium of football.

Collaboration

Looking back, reflecting on us as young children, it was incredible how well we collaborated with one another. We organised ourselves into teams, we agreed on how long a game should be, and we always accepted the result of a game without any adult involvement.

The centre of the Pen became our arena for collaboration, where we waited until everyone who wanted to play had arrived before selecting teams. It was a joint effort, facilitated by everyone present in The Pen at that moment. We recognised that each person who joined us was not only a football player but also an active agent in creating the ideal space for play.

We understood, even at a young age, that leadership could emerge from anyone, regardless of age, background, or footballing ability. We acknowledged the leadership potential within us all.

Activity

And then, we played, we mobilised our assets into collective activity.

We acted collectively in our game, where there was fairness, equity and trust. And though the game was always competitive, we always prioritised fun. Without the intervention of adults, we treated each other with mutual respect, accepting the game’s outcome and naturally resolving any conflicts that arose.

This collective activity involved every single one of us, as we recognised that to play a game of football it required the collective participation of all of us.  

We discovered each other and our assets, collaborated in shaping teams, what type of game we would play, and engaged in the activity of the game in a way that was organic and purposeful. 

COMMUNITY 

These key ingredients can work for any community, including school communities.  

Discovery is at the heart of every strong community.  

It means discovering how and where people may have a sense of belonging, forming friendships, and feeling supported in their growth and development, discovering their own assets and capabilities. It’s about discovering spaces where people can come together, share their experiences, and provide a nurturing environment for children.  

Opportunities to discover spiritual connection, helping people to collectively share values, wisdom, their gifts and connect to much needed resources, services, and opportunities for personal and community development.  

When we foster genuine discovery which lead to connections among different groups, we create a tapestry of relationships that weaves us closer together. 

Collaboration is essential for community growth and progress.  

It means working together on projects, initiatives, and events that have a positive impact on people’s lives. Sharing skills, knowledge, and experiences, and creating a collective pool of wisdom and expertise. Collaborating contributes to the support of one another, exchanging ideas that work toward common goals addressing social issues to promote inclusivity, and create a sense of unity.   

When we collaborate, we tap into the diverse strengths of our community and achieve outcomes that are greater than what any individual or group could accomplish alone. 

Activity is about taking collective action and empowering every individual within the community to contribute to its well-being and success. It means staff, children and families being active participants in decision-making processes, having their voices heard, and realising their potential as change-makers. 

They can collectively act by engaging in volunteerism, advocacy, and community-building activities alongside the local community. Acting together can foster a culture of empathy, respect, and social responsibility within school communities. And in turn promoting social justice and supporting those in need by empowering them through their assets. Most importantly a school and local community taking ownership of their community’s future.  

When we act collectively, we create a sense of agency and shared responsibility, leading to a stronger, more resilient community. 

BY THE COMMUNITY

To be a community member is to care, to take responsibility, to acknowledge your collective power.  

To be a community member is to cultivate meaningful connection to the numerous relationships and institutions on our doorstep. 

So, I want to return to where I started.  

Our communities are shaped by our interactions, our relationships, and the wisdom we share with one another. When we achieve something, it is because we have worked with others, supported one another, shared resources and acted together.  

And this is why I don’t believe in individual heroes, whether they are people or institutions. Because it is the collective efforts of many that is heroic. It is our collective power that creates sustainable change.  

Not a single person.

It requires collective risk taking to effect change. It doesn’t happen overnight, it takes time, but it is sustainable. It is designed by the community; it is done by the community, and it is sustained by the community.   

If you are curious to learn more about Drawbridge and how we can help schools foster meaningful community engagement? Feel free to reach out to me at mohamed@drawbridge.org.uk.