Interview with
Neil Henderson

What inspired you to become a teacher?

Over 25 years ago, I was visiting my parents after completing university. During this visit, someone mentioned a job opportunity at a local school working with young people with special needs. Despite not planning to seek employment at the time, I applied for the position on the very day of my return home. My background was in engineering and design, so it was unexpected to pursue a role in special education.

However, upon attending the interview and subsequently receiving an offer the next day, I accepted the job without hesitation. Since then, I have never looked back. Rather than stepping into a teaching role, I began my journey as a special needs assistant, working with individuals with conditions such as autism, ADHD, and ADD within a dedicated 'special needs' department.

Which subjects do you teach?

Currently, I teach design and technology at a school in Seoul, South Korea. I've been teaching this subject since I transitioned from the specialist department, and I absolutely love it. In addition to design and technology, I also serve as a CAS (Creativity, Action, Service) coordinator. Throughout my teaching career, I've also covered subjects like physics and PSHE (Personal, Social, and Health Education).

At one point, I worked as a youth worker, focusing on topics essential for life outside academics, such as communication skills, financial literacy, and understanding taxes. These are crucial aspects that students need to learn to navigate the real world. I delivered this curriculum in a high school setting, specifically within a British curriculum school.

How did you find out about The Earth Prize Competition?

Well, it was a couple of years ago when I started teaching at the Foreign School in Seoul. Some students approached me for supervision, and as I became involved, I realized it was a really cool initiative. However, I felt I might not have been the best fit for their project, so I referred them to a biology teacher who had a better understanding of their specific project. That's where I first heard about the competition. The school had already been participating for some time, and we've even had teams make it to the final stages.

How has The Earth Prize competition inspired you, challenged you, or helped you achieve your goals?

As a design teacher, sustainability is a key topic I teach. We cover sustainability, recycling, and upcycling in specific subjects. For instance, one project involves promoting sustainability within the school through a digital project. Students create projects where they upcycle and recycle materials, strictly avoiding new purchases. It's quite enjoyable to see them scouring the school for materials. They always manage to find a good audience or client for their projects. We even recycle old projects rather than letting them go to waste.

This approach was non-existent before my tenure at the school. I advocated for it, seeing it as a way to address waste and instigate change. It's become somewhat of a socio-economic issue. Parents initially might not like the idea of their children using waste materials, but when they see the final products, they're often amazed. We've made chairs, clothes, tables, and some students even design their own electric transducer shoes. We also conduct workshops for parents on this topic.

What value would you say The Earth Prize has brought to your students?

Since I don't personally teach the students involved in the competition, it's quite heartening that they approached me for guidance. Their projects focus on sustainability within the community, an area that aligns with my teaching ethos. For instance, one student explored biodegradable packaging made from mushrooms, inspired by a previous conversation we had. This interaction demonstrates how past student initiatives can influence current projects.

As for the impact on the school, the success stories from The Earth Prize competition generate curiosity among other students. Our school, being academically oriented, values such competitions as they enhance students' academic profiles and provide valuable learning experiences. Many students see it as an excellent opportunity for university applications. Furthermore, some students even integrate their Earth Prize projects into their extended essays, showcasing their dedication to sustainability and their enthusiasm for continuing their initiatives into the future.

What advice would you share with teachers in other schools who are considering participating in the next edition of the competition?

I find it very exciting, and I'm particularly fond of the diverse opportunities it presents. If a teacher from another school approached me asking about The Earth Prize, I would advise them to consider approaching it from a student-led perspective. Rather than pushing students to participate, present it as an opportunity for them to explore and potentially benefit from. For example, we advertised the competition and allowed students to express interest organically. This way, it becomes a choice for students rather than an obligation, making their involvement more meaningful. As for managing the teams, students formed their own teams and approached me for mentorship. I believe strongly in student agency, so I provided guidance but left the decision-making and responsibility to them.