Integrating Military Leadership and Lazlo Bock: A Framework for Inclusive Education

Introduction

On 12 November 2024, I contributed to the Indonesian Neurodiversity Conference held at Anglia Ruskin University. I delivered a presentation about inclusive educational leadership and its role in fostering collaboration among stakeholders concerned with meeting the needs of students and colleagues in educational contexts. My research into UK military leadership structures, alongside insights drawn from the workplace cultural values outlined by Laszlo Bock, has significantly influenced my thinking in this area. This article summarises these reflections, exploring leadership models and their application to supporting neurodiverse learners.

Leadership in the UK Armed Forces

Leadership in the UK Armed Forces is grounded in the principle of mission command, which emphasises decentralised decision-making and empowers individuals to act autonomously within a shared intent (Ministry of Defence, 2016). This approach is underpinned by trust, clear communication and adherence to core values, including integrity, loyalty and respect.

The adaptability inherent in mission command enables leaders and their teams to respond effectively to evolving circumstances, a characteristic equally valuable in education (Chin, 2020). These principles foster an environment of accountability and collaboration - both of which are essential for addressing the diverse needs of students.

Bock’s Values-led Leadership

Laszlo Bock, a former leader at Google, highlights the importance of psychological safety in creating successful teams. Psychological safety ensures individuals feel secure in expressing ideas and acknowledging mistakes without fear of judgement (Edmondson, 2018). Bock also emphasises autonomy and goal alignment, arguing that organisations perform best when leaders empower their teams while providing clear objectives (Bock, 2015).

Bock’s approach embeds values into organisational culture, ensuring leadership aligns with empathy and inclusivity. These principles challenge traditional hierarchies and support collaborative practices.

Shared Principles: Leadership Lessons for Inclusive Education

Trust and Psychological Safety

Both the UK Armed Forces and Bock prioritise trust as a foundation for leadership. In inclusive education, trust and psychological safety allow neurodiverse students to feel secure and engaged in their learning. Predictable routines and open communication are crucial for cultivating a sense of security (Spillane et al., 2004).

Mission and Goal Alignment

The Armed Forces’ emphasis on mission alignment complements Bock’s focus on goal clarity. Educational leaders can adopt similar practices by aligning institutional objectives with individual learning goals. For example, Individual Learning Plans (ILPs) can be used to balance curriculum requirements with the unique needs of neurodiverse students (Mitchell, 2014).

Values-led Leadership

Both leadership paradigms stress embedding values into daily practice. In inclusive education, this involves promoting a culture of equity and respect. Leadership grounded in values significantly enhances engagement and outcomes for neurodiverse learners (Robinson, 2017).

Adaptability in Leadership

Adaptability is critical in both military operations and education. Leaders must be responsive to evolving needs, whether arising from students or broader systemic changes. This necessitates ongoing professional development and the implementation of innovative strategies (Goodall, 2019).

Compassionate Leadership

Emerging perspectives on leadership theory emphasise compassion. Compassionate leadership in education involves addressing the barriers faced by neurodiverse learners through collaboration with families and the wider community (Goodall, 2019).

Leading Inclusive Education: Practical Applications

1. Building Psychological Safety Leaders should create environments where neurodiverse students feel safe and valued. Predictable structures and consistent routines reduce anxiety and support participation (Mitchell, 2014).
2. Fostering Autonomy Providing choice and flexibility in learning tasks enables students to develop autonomy. Differentiated activities aligned with individual strengths allow neurodiverse learners to engage in a way that is meaningful and avoids tokenism (Armstrong, 2012).
3. Championing Equity Embedding inclusion in school ethos ensures policies and practices reflect a commitment to equity. Colleague training is essential for meeting the needs of neurodiverse students (Robinson, 2017).
4. Embracing Adaptability Leaders must respond proactively to the changing needs of students. Professional development equips staff to address neurodiversity effectively (Goodall, 2019).

Conclusion

The leadership principles of the UK Armed Forces and Laszlo Bock provide a framework for inclusive education. Trust, autonomy, values, adaptability and compassion create a foundation for supporting neurodiverse learners. By adopting these principles, educational leaders can foster environments where all students thrive, ensuring education is both inclusive and equitable.

References

Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.

Bock, L. (2015). Work rules!: Insights from inside Google that will transform how you live and lead. John Murray.

Chin, E. (2020). Leadership in the British Army: A practical guide. Defence Studies, 20(3), 220–235.

Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley.

Goodall, C. (2019). Understanding and supporting autistic students in mainstream schools. Routledge.

Ministry of Defence. (2016). Army leadership doctrine. Crown Copyright. Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.

Robinson, K. (2017). Inclusive leadership in education: Developing ethical and transformative leaders. Bloomsbury Academic.

Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Distributed leadership in practice. Teachers College Press.