This year’s Global Be Well Day was a celebration of “Giving,” with our schools contributing over 500,000 hours of service as part of the Be Well Impact Hour. Lizzie Varley, School Improvement Partner Middle East and Chair of the Global Student Wellbeing Network (pictured above, visiting students at Repton Al Barsha, UAE on Global Be Well Day 2024), reflects on how the concept of giving intersects with leadership in education, offering a thought-provoking perspective on nurturing trust and collaboration while maintaining high standards of excellence.

This year’s Global Be Well Day celebrations centred around the theme of “Giving,” creating a ripple effect across our Cognita schools. With over 500,000 recorded hours of service across our network, the ‘Be Well Impact Hour’ was a huge success. Students, staff, and parents engaged in diverse activities: from raising awareness about the challenges facing the Amazon rainforest, to raising funds for The Sparkle Foundation in Malawi, to staff members donating blood. It was both humbling and inspiring to witness the hundreds of initiatives our schools took part in, each one a testament to the power of giving.

As Chair of the Global Student Wellbeing Network and a School Improvement Partner for the Middle East, I had the privilege of helping plan the theme and resources for our annual event. However, I found myself reflecting more deeply on the idea of “Giving” and how it intersects with leadership, particularly in the context of school improvement. We frequently discuss leadership approaches, building culture, and the critical balance between trust and maintaining accountability. But the concept of “Giving” as a leadership approach is less commonly explored.  I believe it should be given more attention.

Adam Grant’s “Give and Take” provides an insightful framework for thinking about how different leadership styles—givers, takers, and matchers—play out in professional settings. Grant’s research challenges the traditional belief that success comes only from self-interest or assertiveness. He shows that givers—those who prioritise the needs of others and contribute without expecting immediate returns—can actually achieve remarkable success in both personal and organisational settings. In the context of school leadership, this approach feels particularly relevant.

Giving as a Leadership Approach

Leadership in schools is often framed around setting high expectations, creating cultures of excellence, and holding people accountable. Yet, “Giving” can—and should—be a core component of how we lead. Giving in leadership does not mean ignoring accountability or lowering expectations. Instead, it emphasises supporting, empowering, and investing in others in ways that enable them to thrive.

In my work with leaders across the Cognita network, I’ve seen firsthand how “giving” leaders—those who generously share their time, expertise, and encouragement—tend to nurture the strongest cultures of collaboration and innovation. These leaders often build deep trust within their teams, which in turn enhances the collective capacity to achieve shared goals.

Building Cultures of Giving in Schools

Grant’s work also speaks to the importance of creating environments where “giving” is encouraged and recognised. In schools, this can translate into encouraging a culture where staff and students feel supported, where collaboration is prioritised over competition, and where individuals feel empowered to contribute their unique strengths. Leadership then becomes about more than just managing performance; it becomes about cultivating an environment where everyone has the opportunity to give and receive in ways that enrich the entire school community.

Research from positive psychology, particularly Martin Seligman’s work on wellbeing and flourishing, supports this idea. Seligman’s PERMA model (Positive Emotions, Engagement, Relationships, Meaning, and Achievement) suggests that wellbeing is not just about personal gain but about contributing to the wellbeing of others. This concept of flourishing aligns well with the idea of “giving” in leadership. Leaders who give create environments where their staff and students can thrive—emotionally, intellectually, and socially.

The Balance Between Giving and Accountability

While “giving” is essential, leadership also requires a balance. In school improvement, it’s important to hold staff accountable to high standards and to ensure that outcomes for students are maximised. “Giving” leaders achieve this balance by being supportive but also by being clear about expectations and responsibilities. They offer guidance and resources while empowering others to take ownership of their roles. In this way, “giving” leadership is not about being permissive or soft; it is about building a culture where accountability is promoted through trust and mutual respect, rather than through fear or coercion.

Moving Forward

As we reflect on the theme of Global Be Well Day and the success of the Be Well Impact Hour, I am reminded of the power of “giving”—not just in the actions we take as individuals, but in how we lead and shape the environments in which we work.

By embedding a culture of “giving” within our schools, we can ensure that leadership is not just about achieving outcomes but about nurturing the growth and potential of every member of our community. This, ultimately, is the legacy of true leadership—one that gives generously, builds sustainably, and leads with purpose.

References 

Grant, A. (2013). Give and take: A revolutionary approach to success. Viking. 

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press. 

Find out more about Global Be Well Day on our website here or watch our 2024 Highlights Video here.