Seth Wilkins at researchED Warrington: The Golden Thread That Builds School Culture

Seth Wilkins, Mindset and Culture Lead for the Fylde Coast Academy Trust, recently spoke at the latest researchED Warrington event, hosted by the Great Schools Trust at King’s Warrington Leadership Academy.

Seth’s session, entitled ‘The Golden Thread That Builds School Culture’ was centred around the work of the Arbinger Institute and the international research they have conducted on mindset. Seth is passionate about the significance of mindset; he is responsible for the facilitation and coaching of Arbinger’s Outward Mindset within a range of schools and leadership teams across the trust, as well as supporting the development of outward mindset in education nationally.

Seth began his researchED session by emphasising that how people see each other is one of the most significant aspects of any organisation. Sharing gripping stories from his own classroom experience, he illustrated how school culture is built not through rules and routines alone, but through how we perceive and treat one another.

Seth’s talk was focused on the main concept of Arbinger’s research - the distinction between an inward and outward mindset. An inward mindset is self-focused, often unconsciously reducing others to obstacles, vehicles, or irrelevant figures in the pursuit of personal success. An outward mindset, by contrast, is built on an awareness of others and a commitment to shared goals.  Seth stressed that the objective isn’t to entirely avoid an inward mindset, but to recognise it and adjust our behaviour accordingly.

To illustrate this, Seth referenced the 19th-century physician Ignaz Semmelweis, who identified the link between poor hygiene and increased patient deaths. Despite his findings, Semmelweis faced resistance from colleagues unwilling to believe they were contributing to the problem. This example highlighted the human tendency to overlook our role in issues and resist behavioural change.

Seth also discussed Arbinger’s SAM model, a framework for applying an outward mindset. The model begins with ‘See Others’ – understanding what others are working on, what barriers they may be facing and how their goals may align with ours to contribute to school success. The next step is ‘Adjust (Optimise) Efforts’, which involves adjusting and optimising our efforts to support shared success, based on our understanding of others’ goals and challenges. Finally, ‘Measure Impact’ encourages regular communication to check that our adjustments are having a positive effect. The SAM model enhances self-awareness and can help organisations, including schools, to create a positive culture of mutual respect.

Seth’s session was a fascinating examination of how shifting mindset can lead to behavioural adjustments and stronger school cultures. Attendees gained valuable insights into evaluating their own mindset and applying these ideas in their classrooms and wider school communities.