I am about to do something insane. In two weeks’ time I have chosen to stop doing something I love and start doing something that I have yet to learn very much about.
So why on earth am I doing it?
For the past year I have been working in a secondary school, supporting students academically who are not in lessons. I arrived at the job after teaching in a prison. In prison I had discovered how much I love working alongside individuals with behaviour we call “challenging.”
It has not been an easy role. I calculate that probably once a fortnight something or someone makes me emotional to the point of tears. Sometimes it’s a privileged/horrifying glimpse into an individual’s circumstances – I thought prison had made me unshockable, but these are kids – or it’s occasions such as the morning after a young student had told me to f*** off, when he brought me a new poster he had made.
His poster said, “Sorry Mrs Lafosse” across the top and the name of the room where I teach, in different colours. In the corner, he’d drawn a bright yellow sun, inside which he’d written the word ‘Happy’ in purple pen.
“What does that mean?” I asked. “Are you saying you’re happy when the sun shines?”
“No,” he said. “It’s because that’s how I feel when I’m in this room.”
This is a boy totally without guile, who has seen more than any child should have done. He struggles with his temper. I told him I loved it, then bustled him off to his next lesson as quickly as I could. A tearful teacher rather loses authority.
The thing is, I’m not a teacher. I have huge admiration for my colleagues who manage large classes and have to account for the regular progress of hundreds of students. I teach small groups and one-to-one and the aspect of this I find most fascinating and rewarding is when a light bulb goes on and I can see how that person ticks, what motivates them, the way experiences affect their attitude to the world in general, and to learning in particular. I love them all and particularly those that push me. I suppose because it’s obvious they’re the ones that need it most.
So why am I leaving? I supposed the answer is tied up in the reason as to why am I doing a job for which I am patently untrained in the first place. I have a French degree and my “career” pre-children was in sales and language work, for crying out loud. I guess the answer is I would never have ended up doing this work if Juliette had not died, and the reason I’m leaving it is the same.
Call it courage or recklessness, but I am acutely aware that life is too short to wonder if you might have been good at something, or whether you should have tried a different path. Degrees of fear used to control my decisions, but when my own child has faced death itself, how can I find excuses to lurk in my comfort zone?
Almost twelve years after I lost my beloved girl I’m about to begin four years of study. A one year MSc in Psychology at the University of Essex, followed by three in London on an Educational Psychology course – if I’m lucky enough to get a place – and I’m going to work bloody hard to make sure I will. I am scared – this is Science, and my brain embraces literary flights of fancy, not cold, hard facts and numbers. That challenge thrills me.
It’s not exactly leaping off a cliff with a dodgy parachute but to someone as naturally cautious as me, it is a risk. However not taking a risk feels like deciding not to live, and deciding not to live when Juliette was denied the chance, feels like letting her down. Twelve, ten, even eight years ago, I wanted to curl into a ball and admit that Juliette’s death had defeated me. Now, I won’t let it. I am changed because she died, and I’m pretty sure that somewhere she is proud of me.