As Headteacher of North Bridge House Canonbury, I spend a great deal of time talking to students and families about aspirations, achievement and success. Yet increasingly, I find myself reflecting on something else: the growing fear of failure among young people.

Set in the leafy heart of Islington, North Bridge House Canonbury is a close-knit independent school community with a distinctive approach. We are proud of our strong academic outcomes, but what makes us different is that we are a high-support school where every student is known as an individual. We believe that young people thrive when they feel confident enough to make mistakes, take risks and learn from experience.

In a world where young people are constantly exposed to carefully curated versions of success, many arrive at secondary school believing they must get everything right the first time. They can become reluctant to put themselves forward, worried about making mistakes, or fearful of being judged by others. Yet the reality is that resilience, confidence and personal growth are built through challenge, not perfection.

As mentioned by The Times, a recent study published by the Psychological Bulletin, surveyed nearly 83,000 university students in Britain, Canada, and the United States between 1988 and 2024 about different forms of perfectionism. When these university students were asked how to rate their anxiety around making mistakes, researchers found scores were 30 per cent higher in recent years than the 30 years previous. They also note steep increases in concerns over mistakes and “doubts about actions” or adequate performance.

The world and how students interact with it has changed, and how we educate needs to change as well. For this reason, creating an environment where students feel safe is one of our most important responsibilities as educators.

At Canonbury, our pastoral culture is built on relationships. We see ourselves as a community school where staff, students and families work in partnership throughout a child’s journey from Year 7 to Year 13. By truly knowing our students and maintaining strong communication with families, we are able to provide the support, encouragement and challenge that each individual needs.

When young people know they are supported, they are far more willing to step outside their comfort zone.

This philosophy also shapes our academic approach. Rather than expecting every student to fit into a predetermined pathway, we seek to understand who they are before they even join us.

For example, a student with a passion for textiles will be given opportunities to deepen and extend that interest through tailored learning experiences, exposure to new artists and techniques, and opportunities to develop their creative voice. Likewise, students with strengths in mathematics can access additional challenge through Further Mathematics and Extended Mathematics qualifications, while also exploring the careers, industries and opportunities that connect to their interests.

Our aim is not simply to help students achieve excellent grades, but to help them discover what excites and motivates them.

One of the advantages of being a small school is that opportunities are accessible. Students are not waiting on the sidelines hoping for a chance to participate. They are often taking centre stage.

Whether that is securing a lead role in a school production, captaining a sports team, leading a charity initiative, mentoring younger students or representing the school community, our students are encouraged to step forward and contribute. These experiences allow them to develop confidence, leadership skills and a sense of responsibility that will stay with them long after they leave our school.

Importantly, they also learn that trying something new does not always mean succeeding immediately. Sometimes it means learning, adapting and trying again.

That lesson is perhaps more valuable than any examination result.

Of course, we are proud of our academic achievements. Every year, our students secure places at universities and destinations that reflect their talents and ambitions. However, our success is measured by far more than outcomes alone.

We want students to leave us as resilient young adults with high self-esteem, strong values and the confidence to navigate an uncertain world. We want them to understand the importance of community, service and contribution. We want them to know what it feels like to take a risk, face a challenge and discover that they are capable of more than they thought possible.

In many ways, the role of a school is not to protect young people from failure. It is to provide the support, guidance and encouragement that allows them to experience challenge safely and grow from it.

When students know that the adults around them believe in them, they begin to believe in themselves. And that confidence, especially in a world of growing perfectionism and risk aversion, becomes the foundation for everything that follows.

Charlotte Tassell-Dent
Headteacher