Beyond Sedbergh: The Qualities That Shape Careers
What do the qualities we develop at school mean when we enter the world of work? And which of those qualities will prove most valuable as our careers progress?
These are questions that matter to Sedbergh pupils as they begin to consider their own futures. As part of his role, Sam, Sedbergh’s Pathways Prefect, helps to represent the interests and questions of fellow pupils, encouraging conversations about the opportunities, decisions and challenges that lie beyond school.
Recently, Sam put forward a question for a series of interviews with Old Sedberghians pursuing careers across different professions:
What are the most useful qualities and attributes that you learned from Sedbergh, and how have they helped you progress in your career?
Understanding the relationship between education and the workplace is an important part of preparing pupils for life beyond Sedbergh. Academic qualifications and career choices matter, but so do the personal qualities, relationships and experiences that help individuals navigate challenges, recognise opportunities and adapt to change.
By hearing directly from Old Sedberghians, pupils can explore how the experiences that shape their school years might influence their lives long after they leave.
We put this pupil-led question to four Old Sedberghians whose careers span journalism, architecture, broadcasting and law. Their answers reveal different perspectives, but also some shared themes.
Megan Kenyon
Political Correspondent at The New Statesman
Carus House, 2013–2016
“The top one is resilience, for sure. Sedbergh really puts you through your paces. There were definitely times when I thought, ‘Oh my goodness, this is so tough,’ because they pack activities into every minute of every day. I learned to keep going, and to try things that might be outside my comfort zone. I need resilience in my job today. Journalism can be tough, and things can take a long time. I’ve taken from Sedbergh the sense that anyone can do anything. The opportunities are open to everyone, and if I’m determined and give something my best shot, I can do it.”
Maria Mendoza
Architect, Communications and PR
Lupton House, 2013–2017
“When you go to a boarding school like Sedbergh, you’re living with your peers all the time, so you become very tolerant of other people and used to being around different personalities. You don’t go home to your parents and siblings in the evening; you’re living with people constantly, managing relationships and learning how to get along with everyone. I think that becomes really helpful later on in the workplace, particularly when it comes to establishing lasting relationships with people throughout your career and building a successful network. That’s something you definitely learn from living in a boarding house with 60 other girls for at least four years.”
Nigel Barden
Broadcaster, Food Writer and Culinary Ambassador
Powell House, 1972–1977
“If you ask people questions and really listen to their answers, you’ll learn a lot more about life. Rather than talking about yourself all the time – and men can be particularly good at that – take an interest in what other people do. As you get older, the six degrees of separation become more like one and a half or two. There’s nearly always some common ground, and it’s not necessarily anything to do with school.
I’m a food and drink journalist, and everything tastes better with a good backstory. But the same is true of people. Lots of people end up doing something they never originally set out to do. The joy of this day and age is that you can take transferable skills from one job to another, or move from one career to something completely different. That wasn’t something our parents necessarily did. You were often a lawyer, a doctor or worked in textiles, perhaps because that was what your parents had done.
Sedbergh pupils are prepared to go out into the world, and I’m constantly impressed by some of the ideas and ventures Old Sedberghians have come up with. We look at the media and sporting worlds, but there are also some incredibly creative OS out there. I think the important thing is to be curious, find out about the world and be adventurous. That’s something Sedbergh teaches you.
If you’re shy and retiring, Sedbergh might not always be easy, but hopefully it will bring you out of yourself. It can give you confidence and put a spring in your step, allowing you to go out and ask interesting questions. But you only really learn if you listen to what people say.
For me, that’s particularly important in radio. I’ve worked with Simon Mayo for around 16 years, first on Radio 2 and now on Greatest Hits Radio. He’s a brilliant interviewer. When Bruce Springsteen comes to the UK, he wants Simon to interview him because Simon listens and responds to what Bruce, or whoever he’s talking to, actually says. He doesn’t just work through a list of questions by rote. He really listens and lives in the moment.
That’s what I would say: concentrate, listen and make the most of what people say to you. It’s something I try to do with my old school friends, too. When we get together, it’s about enjoying the moment rather than thinking about what we have to do in an hour or two.
Some of the great chefs I work with are wonderful at this. When Michel Roux Jr speaks to you, his attention is completely focused. You feel that you have his full attention, and that’s a real gift. So, whether at Sedbergh or later in life, take the time to concentrate, listen and engage with the people around you.”
John Fisher
Solicitor and Author
Powell House, 1965–1969
“I’d say self-confidence and resilience—or, as I prefer to call it, mental strength. Those qualities helped me carry on through challenges and try to overcome obstacles.”
Learning from those who have gone before
From resilience and self-confidence to curiosity, tolerance and the ability to build relationships, these reflections highlight the value of qualities that are developed through everyday school experiences.
For current pupils, the answers provide a useful perspective on their own education. The challenges they overcome, the people they learn to live and work alongside, and the opportunities they choose to embrace can all contribute to the skills and attributes they carry into adult life.
Through pupil-led initiatives such as these interviews, Sedbergh’s Pathways programme encourages pupils to look beyond immediate decisions about qualifications and university destinations, and to consider the broader qualities that will help them navigate their futures.