From silence to spotlight: Empowering students through their stories

External speakers are valuable and can be brilliant. We’ve had a fair few truly inspirational guests, but students often don’t see adults as having the same lived experiences as them. When a young person shares their vulnerabilities, fears, and advice, pupils listen, and they remember. Students also talk to one another after the event, and it’s here that I’ve found real resonance. Staff in academic lessons and in houses have fed back that the engagement and conversations following these talks are always thoughtful and reflective.

I call these talks our Bright Spots. Not only do they brighten the day for us all, but they also shed light on issues that are often not discussed or at least not usually shared by students. My long-term plan is for contributing to a Dauntsey’s Bright Spot to become the norm at our school — something everyone can aspire to be involved in. My medium-term idea for September 2025 is to hold an afternoon or evening of mini Bright Spot talks, where students share not just personal stories of their life experiences, but also their interests, hobbies, and cultures.

Of course, the nature of these talks is quite sensitive. Often, students share experiences relating to physical health, mental health, gender identity, and neurodiversity. Ensuring pastoral and academic support is in place beforehand and that parents have agreed to the talk is crucial. We plan the speeches and talks together; students are meticulous in this. They time themselves to the second, triple-check their slides and the provenance of information, and whether presenting on Teams or face-to-face, they meet with me for a few final run-throughs. Our IT and Tech departments are also involved to ensure the smooth running of presentations, and everyone in our community comes on board and helps where they can. It is a truly inclusive experience. Our counsellors are involved and made aware, attending presentations when possible. Support for our storytellers comes first, and at any point in the process, they can choose to withdraw.

A few examples of what we’ve done include a speech in the Headmaster’s assembly for World Cancer Day, delivered by a student who was diagnosed at ten years old. This student, then in Upper Sixth, was in her final year with us. It was almost as if she had been waiting to tell her story, and by doing so, she helped so many students in the room that day.

In November, to raise awareness for Movember, two Sixth Form boys and our Head Boy, all First XV rugby players, delivered speeches focusing on male mental health. One of the students spoke at length about personal struggles, both physical and mental. It was a hugely brave thing to do, and the impact it had on students was immeasurable.

This April, a student delivered a speech ahead of Mental Health Awareness Month in May. She spoke about body image, and as one of our school’s principal dancers, her words deeply resonated with our community. She also addressed the dangers of unrealistic online portrayals of perfection and offered advice on overcoming anxieties around body image. Staff reflected afterwards on the utter silence and focus from over 900 pupils — something we don’t often get on a Monday morning!

One of the most memorable events for me was a TED-style presentation by a student in June for Pride, on the history of drag. It was fun and informative, and our student spoke openly and honestly about his experience of drag, how the online community helped him accept himself, his identity, and his neurodiversity. It was a hugely powerful afternoon, especially as many of his boarding house peers were present. I remember that day vividly. The then Headmaster was unable to attend and asked for the talk to be filmed, which I set about organising. On the afternoon, however, there was a mix-up with the filming equipment, and we didn’t manage to record it. That little glitch was possibly the best thing that could have happened. After the presentation, the room erupted in such lengthy, loud applause that I realised we had all shared a moment we would remember forever. There were tears from both students and staff, high-fives, and hugs — reactions that perhaps wouldn’t have happened in the presence of a camera. See an article from Aaron Luk, titled ‘Drag: A lifeline’, adapted from his presentation here.

If we allow our students the opportunity to tell their stories, and if we give them the platform and tools to do so, listening happens, and that’s the most powerful thing we can do for our students: teach them the value of listening.