When medal mania strikes

What turns a healthy motivation to excel into a toxic desperation to achieve?

Paul Valler

Paul Valler is an executive coach and mentor. He is a former chair of the London Institute for Contemporary Christianity.

A defeat fencer, withour a mask, turns angrily and roars.

Sandro Bazadze loses and loses it.

The brilliance and joy of medalists in the Paris Olympics is incredible to see. Their discipline and sacrifices in training pay off in mesmerising displays of excellence and moments of pure elation. Yet for there to be winners, there also must be losers, and there have been revealing moments of crushing disappointment which are never nice to see. Sadly, Sandro Bazadze, world number one in fencing, could well go down in Olympic history as ‘the distraught loser who lost it’ in a furious rant at the referee as he was eliminated in the last 16 of the men’s sabre. What is it that makes some people explode like that? What is it that changes a healthy motivation to excel into a toxic desperation to achieve? What is it that changes a human being who is fully alive into an anxious person, so driven to succeed that they cannot bear to fail?

That is likely why Bazadze erupted. When he was denied success, he was denied who he thought he was.

Few of us will achieve Olympic greatness, or the media recognition that redefines an athlete’s profile by forever linking their name to their achievement. But we all have an inner tendency to believe that our value is based on what we can achieve. We live in a culture that continually sends us the message that approval and worth depend on your results. Many of us believe it, and then fall for a life of continuous intensity - a ‘cycle of grief’ as we fiercely strive for results, but mourn the loss of our inner peace. And this cultural message of acceptance through achievement becomes really toxic when we begin to believe the lie that our identity is based on our performance. That is likely why Bazadze erupted. When he was denied success, he was denied who he thought he was. “The referees have killed me”, he exclaimed.

It’s not just athletes who are at risk from this. Think about how our education system sends the same message about grades. Thousands of teenagers suffer anxiety and mental illness as they face exams, because they believe their self-worth depends on their marks. As GCSE results are published this month, thousands will be congratulated, but some will become depressed from failure.

I know many workplaces where ‘performance management’ has become so oppressive that it leads to drivenness, perfectionism and burnout. Even retirees can feel driven to complete their ‘bucket list’ before they die or become infirm. So, people in all walks of life easily become addicted to the treadmill of ‘performance-based living’ and feel tired, trapped and troubled. Labouring under the false belief that self-respect depends on achievement. If you believe that, you cannot fail or even be ill without feeling deficient.

There is a deep peace in that. A freedom and resilience that makes it possible to compete without fear of failure.

There is a better way. We can choose to renounce that pernicious lie of a performance identity and affirm the deep truth that our real identity and significance is found in who we are as God’s much-loved children. We can anchor our emotions in the security of that true identity. If Bazadze had really understood and internalised this, he would still have been disappointed with the judges decision, but not destroyed by it.

It is possible to decide to face up to the mania for results and our culture of continuous intensity. That is what Sabbath is about – an act of resistance against a world dominated by the need for success. God knows we need a break, not only to rest, but to recentre our hearts and minds on the truth. We are loved unconditionally and don’t need to strive to achieve in order to be accepted and significant to God. There is a deep peace in that. A freedom and resilience that makes it possible to compete without fear of failure. In the Bible, the word excellence is never applied to achievement, only to character, and the most excellent way is defined as love. The Christian worldview celebrates great performance, but avoids making an idol of it, because that leads to a destructive obsession and to insecurity.

Being secure in God is not about avoiding competition or pressure. It is learning to pursue outstanding attainment free from any sense of our identity being stolen by our grades, or jobs, or whether other people approve of us or award us medals. Top quality performance is superb and we should give our best with all our heart whatever we do. But God is a God of grace, who loves, accepts and dignifies everyone unconditionally, including those who didn’t even qualify for the Olympics, just as much as those who were on the rostrum.

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Education

15 May 2023

5 min read

Why the RE teacher recruitment crisis is a problem

In the week that over a quarter of a million young people sit their GCSE Religious Studies exam, Paul Smalley analyses the crisis in religious education -demand for which is rising.

Paul Smalley

Paul Smalley is a Senior Lecturer in Religious Education at Edge Hill University and a Local Missional Leader in the Diocese of Liverpool.

Credit: Get Teaching

I could have laughed at Nick Gibb, the Minister of State for Education recently – but unfortunately, I don’t think he was trying to be funny. What caused my outburst of hilarity was a written answer he had given to a parliamentary question. The question had been asked by Catherine West, a shadow minister, and was enquiring about what steps the government was taking to ensure that recruitment targets for religious education teachers are met. As the daughter of a headmaster and a practising Quaker, it seems reasonable that she might take an interest in such matters; she is clearly aware of the recruitment crisis that is threatening the teaching of the subject in schools up and down the country. This awareness seemed to be lacking in the Minister of State’s response.

The first part of his answer was to report that the number of teachers remains high. And of course, he is correct – the number of Full Time Equivalent Teachers in England has remained fairly steady at around half a million for the last few years. What he didn’t mention is that there are over a quarter of a million more pupils now than there were five years ago. The pupil to teacher ratios in secondary schools has risen each year since 2013. Every teacher needs to teach more pupils. Last year the recruitment target for teachers was missed by some way and will be only slightly better this year.

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis.

But the question was about RE teachers specifically. And again, Nick Gibb chose his answer carefully, choosing the one year (2020/21) in the last ten when the recruitment target for RE teachers was exceeded – the year that the target was substantially reduced. In 2022/23 the recruitment target was missed by 25 per cent. On average between 10 and 12 per cent of RE teachers who train leave the profession within five years of training. This is higher than the average across all subjects.

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis. Teacher recruitment for all subjects is down 22 per cent from last year. However, RE stands out, being down a third of applicants from the last recruitment cycle.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them.

Why does it matter if there aren’t enough RE teachers?

Religious Education is the only subject which every state school must provide for all of its pupils. It has been this way since 1944 – but the subject has changed beyond recognition in that time.

It is a popular and increasingly important subject for our young people to study. Over the last five years entries to the GCSE have stood at around an average of 250,000 with entries to the full course GCSE rising by 30 per cent over the last decade. It is a subject which helps young people navigate the complex and dynamic nature of our multi religious, multi secular world. It has never been more important, recognised by wider society as vital for preparing students for life in global Britain.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them. It is a space where ultimate questions are discussed. Big questions such as: ‘Why do people suffer?’, ‘Is death the end?’, and ‘How should we behave in the world?’. In an increasingly secular world, young people need a space where they can explore these questions, gain insight into how Christians, members of other faiths and non-religious people respond to these issues and develop their own understanding of their place in the universe.

I wouldn’t go as far as some in saying that RE is an opportunity to de-indoctrinate young people against a prevailing secularising agenda, but RE is a curricular space where pupils can come to realise, that whatever their own personal background, someone’s belief or worldview, shapes and influences how they engage with and interpret the world around them. For some people these beliefs are fundamental; there is no place of neutrality on such matters – nobody stands nowhere. Pete Greig reminds us (in the book How to Pray: A Simple Guide for Normal People) that even those who state that they are not religious will often pray: there is a spiritual side to life, even if people fail to explicitly recognise it. If children are growing up in non-religious households, school may be the only place where spiritual matters are discussed openly and objectively.

High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history.

Teaching young people is a demanding job, and as someone who has been training people to teach RE in high schools since 2006, I know that teaching RE demands a particular skill-set. RE is multi-disciplinary, so it requires a teacher who understands how to think like a theologian, and a historian, a philosopher and a social scientist. It requires academic skills such as ethnography and literary analysis, but also the people skills to act impartially, empathetically and sensitively when discussing important and controversial issues. And all that on top of the skills required of any teacher – to manage behaviour, plan lessons and monitor progress for example.

However, such is the level of crisis that all too often RE is being taught by non-specialists, simply because there are not enough trained RE teachers. High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history. Of those who teach RE in secondary schools over half spend most of their time teaching another subject (compared to only 13 per cent of those who teach English and 27 per cent of those who teach Geography). These same pressures contribute to many schools’ RE provision simply not being good enough.

What can be done?

The first step for the government to take is to acknowledge that there is a problem – with teacher recruitment across the board. The teaching profession as a whole needs a boost – to show that teaching is an attractive career. Significant workload reductions and pay increases will help this perception.

But there is a specific problem with RE recruitment. Postgraduate teacher training attracts a bursary to teach Geography of £25,000. RE trainees receive no bursary. I have heard of well qualified humanities or social science graduates who have chosen Geography over RE simply because of this. In years when there has been a bursary available to train as an RE teacher, then recruitment has risen significantly.

But what might really make a difference is a properly funded National Plan for RE to ensure it is properly resourced and taught by professionally trained teachers.

For more information about becoming an RE teacher or supporting the campaign, visit: Teacher Recruitment - Culham St Gabriel's (cstg.org.uk)