When the quiet ones roar: The strength behind the silence

In any school corridor, you’ll hear them first—the confident, the exuberant, the vocal students who bring their energy up the stairs and through the door, sometimes even before they have entered a classroom. They are the ones chatting away to you, sometimes with questions (mostly with declarative statements), putting their hands up, signing up to lead their team in an international debate, chairing the Medical Societies, and owning the stage with their soliloquy on ‘Opening Night’. And rightly so—schools should be places where enthusiasm, confidence and courage are celebrated.

I want to pause for a moment and reflect on a different kind of presence in our schools and classrooms: the quiet student. The one who listens more than they speak, taking it all in. The one who may not raise their hand but whose written work is extraordinary. The one who prefers the one-to-one conversations to the group discussion, and who might never put themselves forward—but is deeply capable, highly observant, and crucial to the collective strength of the school.

As leaders, it’s vital we make space for them too.

Noticing Hidden Strengths

Quiet students often possess strengths that flourish in spaces where they feel safe and supported—places where their strengths are not only noticed, but respected. At WIS, we have seen students emerge as exceptional writers, artists, coders, and peer mentors in our ‘Big Brother, Big Sister’ programme. Some of the most emotionally intelligent and empathetic students I’ve met have been those who speak least in group settings, but whose insight into the feelings of others is deeply thoughtful and reflective.

We also try to broaden and challenge the definition of what leadership looks like. Not every leader commands the room with charisma, and that’s fine by me. Some lead quietly through example, by supporting their peers behind the scenes, or offering a calm voice in a moment of youthful disaster. These are the leaders who may not seek the spotlight—but whom others naturally gravitate toward.

A Partnership with Parents

We also know that parents of quietest children often worry: should I be encouraging them to speak up more? To join more? To push themselves socially? The answer, I believe, lies in balance. Encourage, yes—but don’t equate quietness with inadequacy. Confidence can look different for every child. The key is not to push a student to become someone they are not, but to create space for them to become fully who they are. Strength does not always come from the loudest voices.

Listening Between the Lines

One of the fundamental principles of excellent pastoral care is not confusing silence with wellbeing. The most visibly distressed child is often easy to spot—but the quiet student, whose struggles are may be masked by compliance or calm, can too easily slip beneath the radar.

At WIS, we’ve made a conscious effort to embed systems and train our teams to ensure quieter students are seen, supported, and valued. This takes both a quantitative and qualitative approach. Using PASS outcomes and academic outcomes, such as NGRT, we identify our ‘Fragile Learners’ – the children who may not always regard themselves in the same way their peers or teachers do. Combined with this, our pastoral programmes aren’t just reactive; they are proactive. We train our teachers to notice patterns of withdrawal or silence, a change in behaviour, and to build trust through an approachable and consistent presence rather than lots of questioning.

I have to admit: it’s taken time for me, too, to learn how to fully appreciate quiet strength. In an age of constant noise—both literal and digital—it’s more important than ever that schools remain places where all kinds of voices are heard. And sometimes, hearing those voices means embracing silence, giving time, and noticing what others might miss.

What often surprises—and delights—us is just how profound an impact quiet students can have on the school community. Their influence isn’t always loud or visible, but it’s meaningful and enduring. These are the students who offer thoughtful contributions in student forums, who support peers without seeking recognition, and who lead with quiet consistency and care. In many ways, they challenge the old idea that young people should be “seen and not heard”—because when we truly take the time to listen, we realise their presence speaks volumes.

At WIS, we remain committed to seeing every student. Not just the ones who shine in the spotlight, but also those whose strength lies in their stillness.