Key insights

• Adversity affects biology, not just behaviour (pp9–14). The ACE research links early trauma with later health and social outcomes. The stress system fires like a fire brigade to every alarm, which overloads the HPA axis. The problem is the response, not the stimulus, so buffering relationships and predictable routines are protective.
• Executive functions drive classroom success (pp16–20). Stress undermines attention, working memory, and self-regulation, which directly harms learning. Improving executive function is a route to closing the gap, since lower allostatic load predicts better outcomes even in poverty.
• Attachment is a resilience engine (pp27–36). Like Meaney’s rat studies on licking and grooming, responsive parenting and secure attachment buffer stress and predict social competence. Early caregiving quality alone predicted later success with striking accuracy.
• Character can be taught and measured (pp58–75). Strengths such as grit, self-control, and optimism are malleable. KIPP’s work and Seligman’s research show schools can define, teach, practise, and track these traits with clarity and transparency.
• Motivation plus volition beats IQ alone (pp64–73). Simple incentives shift effort for some learners, but durable gains come from conscientiousness and sustained effort. The coding speed test predicted income as well as cognitive measures because it captured willingness to work hard.
• Habits and metacognition change outcomes (pp91–94). Techniques like MCII and if-then plans convert intentions into action. Rules and routines act as scaffolds when willpower runs out, which is why classroom routines and clear plans help pupils act on their goals.
• Stretch, support, and high standards build identity (pp117–133). People grow when they stretch in safe conditions. The magic mix is high standards, assurance, clear direction, and real support. The promise is learning, not easy success, and that shift in identity sustains effort.

Links to the 54 behaviours

• C1. Hold High Standards. Character teaching works when expectations are clear and consistent, and when adults model them.
• C3. Establish Routines. Predictable routines reduce cognitive load and buffer stress, which supports executive function.
• C5. Celebrate Successes. Recognise milestones in character and effort to reinforce identity and motivation.
• C8. Create moments. Mark transitions and peaks so pupils remember the journey and feel seen.
• L1. Lead by example. Model self-control, optimism, and deliberate practice so staff and pupils see the standard.
• T6. Be wonderful to work with. Build responsive, caring adult relationships, since attachment-like safety underpins learning.
• T10. Embracing accountability. Make character goals visible, define indicators, and review them with pupils and teams.
• Y5. Organise for Clarity. Use simple systems for behaviour, routines, and parent partnership to reduce stress for pupils.
• Y9. Build Habits That Last. Teach if-then plans, habit tracking, and small wins so effort becomes automatic over time.

Potential actions for school leaders

• Introduce a simple character curriculum with clear definitions, success indicators, and weekly practice, linked to routines and recognition.
• Train tutors in MCII and if-then planning and use it with pupils on academic and behaviour goals.
• Build an attachment-aware culture, with staff training on predictable routines, warm strictness, and responsive check-ins.
• Use a behaviour and character dashboard, track effort, attendance, and character milestones, and celebrate progress publicly.

Why it matters

This book reframes the achievement challenge as a character and conditions challenge, as well as a curriculum challenge. It shows that relationships, routines, and habits can lower stress, strengthen executive function, and unlock effort, especially for disadvantaged pupils. It aligns closely with Everyone Succeeds by translating research into daily behaviours leaders can teach, coach, and measure.

Favourite quote

“Marshmallow test works when child knows the reward. Difficult when the goal is in the future and abstract.” (p64)

Buy the book

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