City Living or Countryside Living?

Moving from the vibrant, fast-paced teaching environment of London to a small countryside school can feel like stepping into a time warp. It’s as if you’ve been transported back to the 1990s, where the world seems to move at a slower pace, and the challenges you face as an educator are both familiar and entirely different.

The London Teaching Experience: Dynamic and Diverse

Teaching in London is an experience like no other. The city’s schools are melting pots of cultures, ideas and energy. The classrooms are filled with students from diverse backgrounds, each bringing their own unique perspectives. The teaching environment is dynamic, often influenced by the latest educational trends, government guidance, and an unspoken race to innovate. Colleagues, though often exhausted by the demands of the job, typically share a sense of camaraderie and a collective push towards improving outcomes for all students.

In London, the challenges are numerous, but so are the opportunities. You’re constantly pushed to adapt, to embrace new methods, and to engage with a wide range of learning needs. The pace is relentless, but there’s a certain thrill in keeping up with the latest educational practices, participating in regular professional development, and feeling part of a broader, ever-evolving educational community.

The Countryside: A Step Back in Time

When I decided to move to the countryside, I expected a change of scenery and a slower pace of life. What I didn’t anticipate was the stark contrast in the teaching environment—where it feels like time has stood still.

Upon arriving at my new school, nestled in a picturesque village, I quickly realized that the progressive energy of London was a world away. Here, the education system seems frozen in the 1990s, with little desire to move forward. The curriculum, teaching methods, and even the school culture seem stuck in a bygone era, resistant to change and wary of outside influence.

One of the most striking aspects is the resistance to implementing new government guidance. In London, such directives are often met with a mix of anxiety and determination, as schools strive to meet the latest standards. In contrast, my countryside colleagues view these updates with suspicion, often dismissing them as unnecessary or overly complicated. There’s a strong preference for sticking to what’s known, even if it’s outdated, rather than risking the upheaval that comes with change.

A Culture of Competition and Isolation

What surprised me most, however, was the underlying culture of competition. In a small school, where you might expect a close-knit community, I instead found a surprising lack of empathy among colleagues. Everyone seemed to be competing for the same limited resources and recognition, creating an atmosphere of tension rather than collaboration.

In London, despite the competition, there was usually a shared sense of purpose—teachers helping one another because the success of one often benefited all. In the countryside, however, the smaller, more insular community seems to foster a zero-sum mentality. Everyone wants to be at the top, and there’s a palpable fear that someone else’s gain is their loss. This competitive spirit, coupled with a reluctance to change, makes it difficult to introduce new ideas or foster a supportive teaching environment.

The Challenge of Adapting

Adapting to this new environment has been challenging. The slower pace of life is certainly appealing, but the professional stagnation and lack of collegial support are difficult to navigate. It’s disheartening to see how resistant the school is to embracing new ideas, particularly when you know that change could bring about significant improvements.

However, this experience has also been a lesson in patience and perseverance. While it’s tempting to try and force change, I’ve learned that in such a resistant environment, progress must be gradual. Building relationships with colleagues, finding common ground, and slowly introducing new concepts are all strategies I’ve had to adopt.

Moving Forward

Moving from London to the countryside has been a journey not just across physical space, but across time as well. It’s a stark reminder that while some areas of education are rapidly advancing, others remain firmly rooted in the past, reluctant to move forward.

The challenge now is to find a way to bridge the gap between the dynamism of London’s educational scene and the tradition-bound approach of the countryside. It’s about finding a balance—honouring the strengths of the old ways while gently nudging the system towards the improvements that modern education demands.

In the end, this experience has underscored the importance of adaptability and empathy in teaching—no matter where you are. And perhaps, with time and patience, even the most resistant of environments can begin to embrace the changes that will ultimately benefit everyone involved.

You can find more about Sheetal’s journey in her book, ‘Trapped in Education’.

This is an extract taken from her book:

‘The hum of the city was a constant companion for me. Born and raised in the lively neighbourhoods of West London, I thrived amidst the multicultural society and how I loved the pace of urban life. My classroom at a bustling London primary school was filled with students from diverse backgrounds, each bringing their unique stories and perspectives. I loved teaching in London. The children were ‘street-wise,’ ‘tech-savvy’ and I loved the fact that they knew a bit of hip-hop! I loved the dynamic energy, the challenge of teaching and the sense of purpose that came with shaping young minds. Yet a desire for change after having a child, a yearning for tranquillity and the attraction of a simpler family life had driven me to make a momentous decision—to move to the English countryside.’

The author

Sheetal Smith-Batish

Sheetal is an experienced education leader in the Primary education sector. She has worked in a variety of settings in London in different leadership roles and has completed programmes such as the National Qualification for Headship. She has been responsible for many curriculum areas including English, RSE and Assessment and is currently working as an Assistant Headteacher in a secondary school and is interested in becoming involved in Further Education. As well as promoting diversity, equality and mental health, she has always been invested and successful at driving school improvement, curriculum design and achieving the best pupil outcomes through Carol Dweck’s growth mindset approach. She now lives and teaches in Oxfordshire.