Togetherness is critical in schools where All Children thrive. The value of Togetherness supercedes the concept of tolerance, which is not about ‘tolerating’ per se, but about co-existence of idealogies and beliefs that are different – and sometimes directly in opposition to one another. There is a place for celebration of difference and a place for deep acceptance of otherness. There is a place for modelled togetherness in schools: of the need to directly oppose another person, to be able to resolve conflict, and to enable space for one another’s views.

Togetherness is a threat to some, because strength in diversity does not fit all worldviews. Togetherness can be considered in itself to be an act of defiance, a form of activism. When a community Iftar happens in a school during the period of Lent and on the day of Passover, celebration of this coexistence is powerful and flagrant, something of which we should be proud.

There are times when togetherness is deeply tested and in schools the concept must win out. It must be modelled and taught. It will find its way into our behaviour systems and our review of student behaviours and prejudices, and it is a critical element of conflict and communication that must be allowed and enabled to be taught. In terms of societal benefit, togetherness may be the most important HEART value, as it brings into being young people and young leaders who are able to engage in and navigate difference, otherness, conflict, fear, acceptance, coexistence and celebration. Our understanding of, and use of, this concept must deepen and grow as adults alongside the children we educate. Some of the most powerful learning moments in a school are those that follow conflict. Taking the opportunity to teach tolerance and togetherness to young people is a critical step in achieving equity for all. Deep togetherness leads to a greater and deeper understanding of the difference in need between one young person and another – through each other’s eyes. When children demand fairness they do not always demand the same thing for all – they demand action for all. Children often know when other children need support. They show the kind of tolerance we need to amplify when they recognise that ‘his/her consequence for a behaviour choice may not be the same as mine, but I can see that s/he does have one…and I know s/he needs different support to me.” When we model and articulate this with children, we help them to understand the other values we espouse.

Togetherness does not mean sameness, and it doesn’t necessarily denote harmoniousness. We can be together and disagree; we can be together and be different. In fact, coming together in our difference is the most powerful act and one which demonstrates to the world what can be achieved when we allow space for diversity of thought, of experience and of being.