She Leads Because She Can

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In this episode, we sit down with Nicola Nelson, Head of Primary at Garden International School, Kuala Lumpur, for an honest and inspiring conversation about what it means to lead authentically.
Nicola opens up about identifying as an introverted leader — someone who listens carefully, processes deeply, and is intentional about the space she occupies in meetings and conversations. Rather than viewing introversion as a limitation, she has built a leadership style around it: distributing leadership across her team in a sustainable way, and carving out the quiet time she needs to recharge, reflect, and show up fully for others.
She speaks candidly about navigating imposter syndrome, sharing the self-talk strategies she uses to push through moments of self-doubt, and reflecting on how grit and determination have shaped the leader she is today. Modelling healthy, sustainable leadership isn't just a personal priority for Nicola — it's something she believes all leaders have a responsibility to demonstrate.
Nicola is also deeply committed to supporting other women in education, serving as a network leader for WomenEd Malaysia and as an active member of the Women in International Schools Empowerment community — driven by a desire to offer others the mentoring and coaching she didn't always have access to early in her own career.
She leaves us with three powerful pieces of advice:
Don't wait until you feel 100% ready — take the leap and grow into the role
Lead through relationships, with confidence, care, and courage
Look after yourself, so you can lead in a healthy and sustainable way for the long term

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Guest: Vivienne Porritt OBE
Co-founder & President, WomenEd
 
About the Guest

Vivienne Porritt OBE is a global pioneer in women's empowerment and a leading advocate for equity in the workplace. Her career in educational leadership spans roles as a Secondary Headteacher, Vice-President of the Chartered College of Teaching, and Director of School Partnerships at the Institute of Education, University College London. She is also a school consultant, coach, published author, keynote speaker, and holds several governance roles, including membership of the Eko Trust in East London. She will be attending the Commission on the Status of Women 70, UN Women UK in March this year, to contribute to the priority theme on justice for all women and girls and the ongoing theme of women’s safety and their participation in public life 

What We Discuss

•        The founding story of WomenEd — how and why it was established, and its rapid growth into a global networking community for school leaders, providing connection, support and advice in safe spaces where women and their male allies can share their experiences.
•        WomenEd Ambassadors — supporting isolated women who have been unable to build a localised WomenEd group, connecting them into the wider network so that no one is left alone
•        Why WomenEd's campaigns remain vital today — addressing the under-representation of women (and women from diverse backgrounds) in senior school leadership, the gender pay gap, and the need for more flexible working conditions.
•        Progress and what's still needed — Vivienne shares research and data showing where headway has been made, and where more work remains.
 
Key Takeaways

Vivienne leaves listeners with a sense of optimistic responsibility — encouraging small, intentional actions within our own contexts, for girls and boys alike. Her message is both clear and powerful:
“Keep being 10% braver. Tell other women to be this too. Own your own worth and don’t be shy.”
She also calls on educators to look out for the quiet, thoughtful, studious, and ambitious girls in classrooms and social settings — to elevate them and allow their voices to be heard.
 
About #WomenEd

#WomenEd is a global grassroots community connecting aspiring and existing women leaders in education. Since its founding, it has grown rapidly across the world, championing gender equity, flexible working, fair pay and equal representation at all levels of school leadership.

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This episode features Dr Reham El Shamy, Head of the Senior School at Beech Hall School Riyadh in the Kingdom of Saudi Arabia. Reham shares her personal journey as a female leader, drawing on the influence of her mother and a lifelong commitment to learning and development. Her story explores how leadership can evolve across generations, cultures, and contexts.

About Beech Hall School Riyadh

Beech Hall School Riyadh provides a balanced, inclusive education to international students from a wide range of backgrounds. The school places the values of Saudi Arabia at the heart of its approach, while offering diverse pathways to meet individual student needs — including Arabic and Islamic studies, delivered using the same high standards as the international curriculum.

Key Themes

Listening and Curiosity
Reham encourages her staff to truly listen to students and ask powerful questions, maintaining genuine curiosity about how young people interpret and experience their world. Dedicated time is built into the school timetable to allow these meaningful relationships to develop and deepen.
Reflective Leadership
Reham models reflective practice by learning alongside her staff and students. She also invests in keeping up with the latest research on teenage development, ensuring that her leadership is grounded in both lived experience and current thinking.
Embracing Technology Together
Rather than approaching technology as a challenge to manage, Reham advocates for learning alongside young people — letting students lead in teaching staff about the platforms and language they use. This collaborative approach builds mutual trust and helps the school community embrace present and future opportunities together.

Key Takeaway

Reham’s episode is an inspiring reminder that inclusive, intergenerational communities are built on listening, reflection, and shared curiosity. By closing the gap between staff and students — and between generations — schools can create environments where everyone learns, grows, and thrives together.

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Join us for an inspiring conversation with Liz Smith and Hajra Abbasi, an exceptional teacher and teaching assistant partnership from The British School Al Khubairat in Abu Dhabi. Working together in a Reception Class, they share the secrets behind their successful collaboration and what makes their professional relationship thrive.

In this episode, Liz and Hajra discuss:
• How they established a strong foundation by sharing their vision for students from day one
• The importance of clearly defining roles and responsibilities in the classroom
• Maintaining open and honest communication as the cornerstone of their partnership
• Mutual respect, equality, and supporting each other through the daily challenges of school life
• Keeping perspective and finding joy in the everyday moments with young learners

Beyond their classroom collaboration, discover how these educators channel their Early Years expertise and passion for child development into creative projects. Their latest venture is a published children's book that combines storytelling, illustration, and practical activities to help young children navigate emotions, worries, and doubts. It's an essential resource for teachers and parents alike.

Learn more about their book "The Best Version of Me": https://www.amazon.co.uk/Best-Version-Me-Pentalogy-Development/dp/9948701518

Whether you're an educator, teaching assistant, or parent, this episode offers valuable insights into building effective partnerships and supporting children's emotional development.

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Collaborative Recruitment Practices

This episode features a remarkable conversation with Jessica Delgado, Maki Nishihara, and Julie Villers, who transformed a competitive senior leadership interview process into a collaborative and supportive experience.
The Story
Three candidates found themselves competing for the same senior leadership position at a school. Rather than viewing each other as rivals, they chose to embrace a "Better Together" philosophy, supporting and encouraging one another throughout the entire recruitment process.
This collaborative approach allowed each candidate to show up authentically and perform at their best. The candidates demonstrate how transparency, fair planning, and clear communication from the interviewing school created an environment where this support was possible. They emphasise that interviews are a two-way process: candidates assess whether the school will help them succeed and grow, while the school evaluates the best fit for their community.
What Happened After
The collaboration didn't end with the interview. The three candidates formed a professional support group that continued long after the hiring decision was made. Now working as leaders in schools across different parts of the world, they lean on each other for clarity, perspective, and strength as they navigate the challenges of their new roles.
Their connection evolved into honest, reflective dialogues built on empathy and care. They developed what they call a "friendcabularly"—the ability to share openly about their evolving lives, acknowledge lonely moments, and help each other recognise things to be grateful for in their respective situations.
Impact
This powerful triad demonstrates how collaborative recruitment can create lasting professional relationships that extend far beyond a single job opportunity. The group provides a safe space where each member can seek help, develop resilience, re-centre themselves, and lead from their humanity.
Three Key Takeaways
Lean in and collaborate. Whatever situation you find yourself in, building networks and supporting each other is the way forward. You are better together.
Honour those who came before you. Remember that you're standing on the shoulders of role models who paved the way. Appreciate what others have done to help you reach where you are today.
Share the experience. We perform better in recruitment processes and challenging situations when we share the experience with others. Reach out, provide support, and encourage each other to show up authentically.