Charlie Kruse

I myself got on only fine at school, both primary and secondary. I didn't particularly like or dislike my experience. My assumption was at the time that: we get taught, we learn, we go home. It wasn't until much later in my adult life that I realised I'd sort of slipped through the cracks of education. I understand what it is to be one of those children who feels vacant and un-seen. To be able to recognise and help those children who are just 'fine' or struggling even more-so is my greatest goal. It wasn't until having a child of my own who requires additional help both socially and physically, that I realised I'd got it wrong and that there are teachers and support staff whose job isn't just to teach curriculum and move on, but to build these children up, both socially and personally. I've gained an additional level of empathy and understanding seeing how my daughter has been helped thrive in her school setting has made me want to have to opportunity to be in a position to give that kindness and help to other children who may be in a similar position.

As an adult, who went back to education later on, I see how a genuine love for learning can have a knock on effect on whomever you may be teaching it to. I also see now, as an adult, how vital people in these roles can be in regards to positively impacting a child's morale and sense of self-worth.