Carrots

I recently grew carrots for the first time. Now, technically, they’re “organic,” which could explain why they look so unimpressive compared to the plump ones in the supermarket (see the picture for a laugh—can you guess which carrots are mine?).

But let’s not sugar-coat it. My carrots are pitiful!

Before the seasoned gardeners jump in with advice, here’s a rundown of my process. I planted these carrots 16 weeks ago. I prepped the soil with rich organic fertilizer (good old horse manure), watered them every day, thinned the seedlings a little, and ensured they got plenty of sunlight. So where did I go wrong?

Why am I even talking about carrots anyway? Because they illustrate a critical point about education. My carrots are a product of the conditions I created for them—and so is every child’s learning experience. Like gardening, education is about fostering growth. As educators, we create and shape the environment where that growth takes place.

Like it or not, children learn in spite of us. That’s the amazing thing about humans, we are incredibly resourceful. But when the conditions are right, their growth is remarkable.

Recently, the team from Vivedus visited several schools, gaining an outsider’s perspective on how different environments impact student learning. Some schools were doing inspiring things. I’ve been asking all the schools a simple but essential question: “What is the value-add your school offers to the students who walk through your doors?”

Like my carrots, which grew as best they could, every school provides some foundation for learning. But imagine the difference if we actively created the ideal conditions for each child to thrive. In schools, this “value add” is about more than curriculum; it’s about cultivating an environment where students and teachers feel safe, empowered, and eager to grow. This starts with leadership—building a culture of trust and encouragement, where people are willing to take risks because they know they’re supported. Risk taking generates the most powerful learning.

Creating the right conditions also means fostering student agency. When students have a say in their learning, they become more engaged and motivated to succeed. The days of passively “receiving” education are over; today’s learners crave and deserve a level of ownership and purpose. Education shouldn’t just be something we deliver; it should be something we co-create.

Just as my carrots needed the right nutrients at the right time, students and teachers need the appropriate support to grow. For students, this is often about a teacher understanding the exact pedagogy that will resonate best with each learner. For teachers, it’s about having the resources and encouragement to develop professionally and maintain their well-being. As school leaders, are we truly aware of where strong teaching practices thrive and where support is most needed?

My carrots had much more potential than what I achieved for them, and they’re a reminder that optimizing conditions for growth is complex yet crucial. In schools, this challenge is complex, but knowing where to begin and focusing on incremental improvements can transform the learning landscape. Just as a skilled gardener could break down what went wrong with my carrots, a thoughtful approach to leadership and learning conditions can cultivate extraordinary outcomes in schools.

So, fellow educators, here’s the question: are you content with small wins, or do you want to cultivate growth that’s truly exceptional? If you’re aiming for “carrots larger than life,” ViVEDUS can help. We’ve spent decades tackling these challenges and are ready to partner with schools looking to maximize their impact. Why not start a conversation and see what’s possible?