I often think about my time at school and, while there were certainly elements of my experiences as a teenager I am very glad to have left behind, there's a lot I miss — to such a degree that I often find myself wondering if there is any sort of way one can get oneself into a situation, as an adult, that works similarly to school. A situation that isn't, like, prison or something.

I thrived in school — particularly secondary school. For the most part, I dealt well with the inherently predictable nature of a timetable — though I have recurring quasi-nightmares about being back at school and not having a clue what my weekly schedule is — and I didn't even mind having homework all that much. I did well in lessons, though I tended to be fairly quiet rather than the sort of person who was always the first to answer teachers' questions, and I ended up with good grades. Not perfect grades, mind, but good grades, nonetheless.

I'm not really sure what it is about the school experience — as opposed to, say, university — that I find so particularly appealing. Perhaps it's the inherent variety of things that you study, at least up until you start choosing "Options" for Years 10-11 and, if you're going on to do them, Years 12 and 13. There's definitely an element of that, because when I think back on some of my fondest memories of time at school, the visual part of the memories is very much associated with my "lower school" experience — Years 7-9.

That was the time when you study all sorts of things, with multiple subjects every day, and each and every day was packed with things to do. Sure, you didn't always like every one of those things you had to do each day — for me, Maths and P.E. were my particular bugbears — but you endured them, along with the things you actually liked, and sometimes you'd even surprise yourself with how well you ended up performing. I have zero achievements of note in P.E., but I did get an "A" in Maths at GCSE, which was pleasing.

Early secondary school is a time you get exposed to a lot of things you wouldn't have thought about studying, too. I remember being surprised how much I enjoyed language lessons — particularly German, which I liked more than French — and Science, although not a subject I had any intention of pursuing beyond a passing interest, was always full of interesting and unusual situations.

As you might expect, my biggest strengths were English and Music. In English, I relished the opportunity to write a lengthy essay about something we'd been studying — whether it was on the "language" or "literature" side of the fence — while in Music, I was often quite ambitious with my compositions, and in terms of performance I was considerably ahead of anyone else in my class thanks to the years of private piano lessons I'd had by that point.

It was nice to be good at something, and to have tangible proof that I was good at it in the form of good grades, certificates and, eventually, qualifications. I think that might be one of the things I miss the most in life as an adult — the simple knowledge and confidence that you can do something, and that someone is going to acknowledge that you are good at something, even reward you for it. It didn't have to be a big reward — I was a sucker for the "Merits" and "Commendations" we had at secondary school, and those were just little signatures on a page of our Journal and occasional certificates — but that little bit of acknowledgement that yes, there was something you were good at, and that gave you value as a human being, was pleasant.

I am not, obviously, advocating for modern employers to start implementing systems of "Merits" and "Commendations" for their employees, because I feel that most people would probably find the whole thing incredibly patronising. Interestingly, back during my brief period of time working for the shithole energy company SSE, I found myself thinking that a lot of the way the company did things was like how it was back in school — but in that situation, it was a negative thing. The difference? SSE wasn't interested in celebrating the successes of people and the things they were good at — they were, instead, obsessed with making themselves, as a company, look good, and specifically going looking for things they could reprimand their employees for.

Schools have to have a solid behavioural policy in place, of course, but I always found it pretty easy not to run afoul of it — and on the few occasions when I did, I knew it was a completely fair cop. SSE, meanwhile, would bollock you if you didn't hold the handrail when going up some stairs, for going under your desk to pick up a pen you'd dropped without wearing a "bump cap", and for not reporting the fact that you'd spilled a tiny bit of water from your cup carrying it back from the cooler to your desk — and all that absurdity meant that there was no time left to actually praise anyone for doing a good job.

So you can't just transplant elements of the school structure into a corporate environment without thinking about the things that make school good for those who thrive in that environment. I don't know what the answer is, and at this point I'm not even entirely sure what the question is any more either. I'm rambling. I'm tired. I'm a bit cold. So I think I'll leave that there and go to bed!

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