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Revision should feel like going to the gym. Not comfortable. Not aesthetic. Not performative. Productive. When you leave a proper gym session, your muscles feel tired. There is strain. There is effort. You know you have worked. Revision should feel the same. If you can revise for three hours while checking your phone, replying to messages, watching a series in the background, making coffee and reorganising your desk, you have not trained your brain. You have just been near yo

I have always taught in structures because my brain works in structures. Everything fits into a category and has a logical place, and over time I have realised this is a significant part of why my students succeed. Over the years, educational trends have come and gone. Growth mindset, learning styles, discovery learning, various waves of pedagogical fashion. Many contain useful ideas and I have explored them thoughtfully. But I always return to the same foundation: students l

Every year, I work with high-achieving Year 12 students who are quietly terrified of one thing: the personal statement. Not because they cannot write.Not because they lack ability. But because they believe it must be perfect. So they procrastinate. Or they redraft it endlessly in pursuit of something that sounds “impressive enough.” Or they strip out their own voice trying to sound more academic, more intellectual, more Oxbridge. By the time they are finished, it no longer so

Over time, I’ve started to reflect on something interesting about the major schools of psychotherapy. Are they all trying to say the same thing, but in different ways? Attachment theory proposes that early relationships form internal working models, expectations about ourselves and others. Schema theory feels like the cognitive articulation of those same internal working models, enduring schemas of abandonment, mistrust or defectiveness. In many ways, an internal working mode