As a young student with a pronounced stammer, I never imagined I would become a teacher, let alone the principal of a leading international school.
Yet here I am, with more than 30 years of teaching experience and more than a decade as a school leader.
My journey is a testament to the power of perseverance, support and mentorship, and I hope a beacon for anyone considering a career in teaching but worried by a stammer.
Early struggles
My stammer first emerged when I was four, but it didn’t significantly impact my life at primary school, mostly due to the support of one teacher, Miss Bowes. She became my mentor and, most importantly, ensured that my first public speaking engagement - as Henry VIII in a school assembly - was a success.
However, on my first day of senior school, eager to make a good impression, I found myself unable to pronounce my name. It took an excruciating five minutes to get the words out, with the entire class watching.
This scene repeated throughout the week as I met new teachers, each time wanting to make a positive first impression but struggling with my speech.
I survived the rest of my school days, supported by some understanding friends and teachers, by avoiding any opportunity to read aloud or speak in public.
Overcoming doubts
As I prepared to leave school, some classmates doubted my career prospects, saying: “What are you going to do for a job? You can’t even talk properly!” Even my careers adviser suggested a quiet clerical desk job where I wouldn’t have to speak to anyone.
However, a few friends recognised my potential as a teacher. Encouraged by their belief in me, my career in education began as a geography teacher and then as an assistant headteacher in two state schools in southeast England.
Most of the time I was able to manage my stammer, although some students felt I spoke in a “funny way”. It was a decade into my career before I felt sufficiently confident to run an assembly - and even then, my students did most of the talking.
Professional growth and challenges
Seeking to broaden my experience, I joined the London-based Specialist Schools Trust (now the Schools, Students and Teachers Network, or SSAT) in 2002. This role provided nine years of professional development, during which I visited hundreds of schools, worked with exceptional teachers and school leaders, and collaborated with renowned professors.
A significant challenge arose when my colleague Sue Williamson, now CEO of the SSAT, asked me to lead its national conference.
While it was a scary request, her belief in me meant I decided to go for it, so I went off and practised my public speaking skills and was soon addressing 2,000 school leaders - and did so for another four years in a row.
Leadership and achievement
Then, 13 years ago, I was appointed principal of the British School Muscat. The school has received numerous accolades during my time there, including reaching the finals of the International School of the Year awards in 2022.
I also regularly coach and mentor school leaders worldwide, am invited to speak at conferences in the Middle East, the UK and globally, and host the Educator’s Corner podcast. I was also acknowledged as one of the Top 10 Global Educational Influencers of 2021 and 2022.
I hope all of this underlines that even if you have a stammer - and whether you are considering teaching or are already in the sector - it is not something that should hold you back. My experience can be distilled into these three pieces of advice:
- Believe in yourself: we all have difficulties to overcome, but with perseverance, hard work and support from others, we can achieve things we once thought impossible.
- Seek mentorship: sometimes we need people to believe in us, especially when we don’t believe in ourselves. Find mentors who can guide and support you. Trust others’ belief in you. If multiple people believe in you, trust their judgement.
- Take risks to grow: embrace discomfort. Instead of trying to build confidence before taking a leap, build confidence by taking the leap. Put yourself in situations that challenge you.
In conclusion, your struggles can become your strengths. Your unique experiences and capacity to empathise with those who may be struggling can be invaluable in the classroom.
My journey from a stammering student to a school principal demonstrates that with determination, support and a willingness to challenge oneself, it’s possible to overcome significant obstacles and achieve success in the field of education.
Your voice, regardless of how it sounds, has the power to inspire, educate and lead.
Kai Vacher is principal of the British School Muscat
For key school and trust leadership insights delivered every month, sign up for the Tes Leaders’ Briefing newsletter
