After a decade teaching in a British state school, Adam Seldon embarked on a global tour of 80 schools across every continent to explore the qualities that define successful educational institutions. His findings highlight critical lessons that could help reshape the UK education system as 10 million students prepare to return to classrooms this autumn.

Seldon’s journey revealed four key areas where British schools and policymakers might learn from international counterparts. The first is the emphasis on teaching behaviour and character. While many UK schools focus on “behaviour management” to maintain order, this approach often prioritizes short-term control over long-term student development. In contrast, Japanese schools incorporate formal moral education lessons, covering topics from respect for the elderly to healthy living, with students actively participating in tasks like organizing lunches and cleaning up afterward. Similarly, Finnish schools operate on a principle of trust, setting high expectations while granting students autonomy and responsibility, highlighting the importance of cultivating soft skills vital for societal and workplace success.

The second lesson concerns the value of a well-rounded education. Seldon observed that British examination pressures can undermine efforts to provide a broad curriculum. In China, for example, students balance rigorous academic study with extracurricular activities such as orchestral performances that rival professional standards. Meanwhile, a girls’ school in Sydney has implemented a detailed wellbeing curriculum addressing mental health challenges with practical strategies like “digital guardrails” and “self-talk,” fostering resilience and emotional literacy alongside academic learning.

Thirdly, building a strong school culture emerged as a critical factor. Instead of relying solely on systems to address attendance and engagement issues, schools in South Africa and Thailand actively nurture a sense of belonging and student leadership. Near Johannesburg, peer-led sessions encourage accountability and community support, while in rural Thailand, students share leadership responsibilities ranging from running assemblies to managing school resources. Such approaches underline the importance of intentional cultural development over reactive measures.

Finally, Seldon highlighted the role of innovation and distinctiveness in successful schools. The UK education system faces intense inspection pressures and lengthy exam requirements, notably GCSEs, which average 31.5 hours of testing per student—the longest globally for such qualifications. This restricts curricular flexibility and narrows student specialization. By contrast, schools in Seoul and Newark, New Jersey, offer unique programs aligned with their missions, including courses in “maker and creation,” “visual design,” and emerging fields like artificial intelligence, enabling students to develop skills pertinent to future careers beyond standardized testing.

Seldon argues that UK schools often have ambitious mission statements but lack the systemic freedom to experiment meaningfully. He contends that while the broader education system must evolve, schools themselves can act as innovators within existing constraints. The greatest opportunity lies in reforming the examination framework, particularly GCSEs, to create space for a more holistic approach to education. He urges Education Secretary Lucy Powell to champion a comprehensive debate on education’s purpose, advocating for schools to take on the broader responsibility of nurturing lifelong skills and character alongside academic achievement.

Seldon’s insights offer a global perspective on education reform, suggesting that balanced, culturally aware, and innovative practices can help transform UK schools into environments better equipped to prepare students for the complexities of modern life.