This morning, as I arrived at school, I was greeted by the sound of our Pipe Band playing — their tunes drifting down the driveway, and across to The Forest and Castle Gates. It was a wonderful and genuinely inspiring way to begin the day.
There was something deeply uplifting about hearing that music carry across the campus first thing in the morning, and it filled me with a real sense of gratitude — gratitude for the talent and commitment of our pupils, but also for the traditions, spirit and sense of community that make this such a special place to work and learn.
It also prompted a wider reflection that has stayed with me throughout the week: how much our experience of the world is shaped not simply by what we see, but by how we choose to see it. Increasingly, I find myself reflecting on the idea that disconnection is often rooted not in reality itself, but in misperception — in assumptions made too quickly, intentions misunderstood, or moments interpreted without sufficient curiosity or context.
I was reminded this week of the words of Khalil Gibran: “Between what is said and not meant, and what is meant and not said, most love is lost.”
It is a powerful reminder of how easily misunderstanding can emerge when we lose the habit of listening carefully, thinking generously and seeking first to understand. In schools, where relationships matter so deeply, this feels especially important. How we interpret the actions of others shapes how connected, supported and understood we feel. Often, the difference between conflict and connection lies in our willingness to pause, remain open-minded and assume positive intent before rushing to judgement.
Before reflecting on the week just gone, I very much hope that weekend leave provided an opportunity for families to spend some quality time together — to reconnect, recharge and enjoy a pause after what has been a busy and purposeful first few weeks of term.
On the academic front, the examination season continues apace, with GCSE examinations now underway, Higher examinations continuing, and A Levels fast approaching. There is a clear sense of purpose and focus around the school at present, and it has been encouraging to see the commitment
and determination with which pupils are approaching this important period. We wish all those undertaking the challenge of public examinations the very best in the weeks ahead and very much hope that the hard work, preparation and resilience they have shown bear fruit.
Academic enrichment has also continued apace. Fostering and nurturing a genuine love of learning sits at the heart of our school’s why, and this week provided several excellent examples of that in action.
Twelve pupils from the Lower Sixth, all studying A Level Chemistry and/or Biology, attended the University of Edinburgh to take part in an undergraduate laboratory experience. The opportunity was facilitated by a former pupil currently undertaking a PhD at the university, and we are very grateful to him for giving our pupils such valuable insight into life and study beyond school.
During the visit, our pupils completed a second-year undergraduate practical, extracting and analysing a protein using sophisticated laboratory equipment, including UV spectrometers, to characterise their samples. They also toured the department and had the opportunity to see the mass spectrometry and NMR instruments many are currently studying as part of their courses. Experiences such as these are enormously valuable — not only in extending academic understanding, but in helping pupils connect their current learning to future pathways and possibilities.
Also, this week, our GCSE Shell geographers spent a day exploring the Lyne Water, a tributary of the River Tweed, measuring its channel characteristics as part of their coursework. It was wonderful to see pupils applying their classroom learning outdoors — such an important and distinctive aspect of geography as a subject. With fair weather on their side, the pupils embraced the opportunity to bring their learning to life in the field, developing both practical skills and a deeper understanding of the processes they have been studying in the classroom.
Meanwhile, four pupils travelled to the University of Edinburgh on Friday to take part in the National Chinese Speaking Competition. Such opportunities demand not only linguistic ability, but confidence, cultural understanding and the willingness to challenge oneself beyond the classroom. We wish the boys the very best and look forward to hearing how they get on.
This week in Whole School Assembly, we continued our summer-term theme of Connection by exploring the “liking gap” — a fascinating insight from social psychology, explored in The Laws of Connection by David Robson.
Rather than beginning with a traditional talk, pupils were invited to step beyond their usual friendship groups and spend a few minutes in conversation with someone they did not know particularly well, sharing what they had most enjoyed this term, something they were currently working to improve, and what brings them enjoyment beyond school.
The research behind this exercise suggests that people consistently underestimate how positively they are seen by others — a phenomenon psychologists now describe as the “liking gap”.
We explored why this matters so much within school communities. Often, the barrier to connection is not rejection, but misperception. Many people hold back socially because they assume others are less interested in them than is actually the case. We notice our own awkwardness, hesitation or uncertainty far more than others do, and as a result, conversations that might have developed further are often cut short before they properly begin.
Earlier this term, pupils explored the notion that culture is “the air we breathe” — something shaped collectively through everyday interactions. This week’s assembly built directly on that theme. If large numbers of people within a community are all holding back slightly — speaking a little less, risking a little less, leaning away rather than leaning in — then the atmosphere of a school can quietly become more cautious and disconnected than it needs to be.
The pupils were encouraged to recognise that small shifts in thinking can lead to meaningful changes in behaviour — and, over time, in culture itself. The practical challenge for the week was therefore simple but intentional: to “close the liking gap” deliberately — starting a conversation, asking one more question, or continuing an interaction they might otherwise have allowed to end.
Assembly also provided an opportunity to celebrate a number of outstanding pupil achievements.
We recognised the continued success of the Golf Academy following another excellent performance at national level, with the U15 team finishing runners-up in a highly competitive schools’ tournament at Powfoot Golf Club. The result moves the Academy up to third in the UK Schools Rankings ahead of next month’s National Finals — a tremendous achievement.
Particular recognition was also given to pupils who competed in the Royal Society of Chemistry’s UK Chemistry Olympiad (UKChO), widely regarded as the leading school-level chemistry competition in the country. The UKChO is intentionally demanding, requiring pupils not only to apply their existing knowledge, but to think creatively and solve unfamiliar problems under pressure. To achieve a silver award while still in Lower Sixth — in a competition more typically undertaken by Upper Sixth students — was highly impressive. Equally, a gold award achieved by one of our Upper Sixth pupils placed him within the top 6% of over 15,000 participants nationally, and represented only the third gold award achieved by Merchiston pupils in the last decade. What stood out most was not simply the attainment itself, but the intellectual curiosity, resilience and willingness to embrace challenge that achievements such as these represent.
At the end of assembly, we also heard from six pupils representing political parties in this year’s mock election, each delivering a short overview of their manifesto and encouraging the community to support their campaign in the lunchtime vote. My thanks go to Mr Thompson and Mrs McDiarmid for creating this opportunity for the boys.
There has rarely been a more important time to foster political awareness, critical thinking and respectful dialogue among young people. Equally important is helping pupils recognise that they have agency — that their voice, their judgement and their engagement with the world around them genuinely matter.
The assembly also included a thoughtful address from our Captain of School, who reflected on the importance of making the most of ordinary school days and recognising that many of the habits and standards that shape us are built not in exceptional moments, but in routine ones. What stood out was the simplicity and maturity of the message: that progress, whether academic, sporting or personal, is rarely built through dramatic gestures or last-minute effort, but through consistency — doing small things well, repeatedly, and taking pride in the ordinary aspects of school life.
There was something in this that connected strongly to the wider themes explored throughout the week. Strong communities, like strong habits, are often built quietly — through everyday interactions, through how we speak to one another, support one another and carry ourselves when there is no particular spotlight attached to the moment.
We have certainly been treated to something of a cricket extravaganza this week, with fixtures taking place across multiple age groups and a huge amount of excellent cricket on display.
On Monday evening, the 1st XI’s Scottish Cup journey came to an end against a strong George Watson’s College side. Having enjoyed memorable success in the competition in recent years, there was naturally disappointment, particularly for those pupils in their final season representing the school.
What was particularly pleasing, however, was the response. On Tuesday, the 1st XI bounced back impressively to secure victory over Fettes in the opening match of a three-game series. In difficult conditions, the boys showed resilience and composure, combining disciplined bowling, sharp catching and intelligent running between the wickets to get over the line in the final over. There was further success across the age groups, with victories also secured by the U15s and U14s.
Wednesday saw another enjoyable afternoon of cricket as the Pringle 1st XI, Pringle U11As and U9 Forest sides hosted Ardvreck. The annual Pringle 1st XI fixture proved a particularly close contest, eventually won by Merchiston by just four runs. It was also wonderful to see the U9 Forest side playing their first ever fixture — embracing the occasion with enthusiasm and taking a huge amount from the experience.
On Thursday evening, the 1st XI produced another excellent performance, defeating a strong XL Club side made up of experienced former club cricketers, many of whom are competing for selection for the Over-40s World Cup in Ghana later this summer. The boys bowled and fielded superbly throughout, holding several excellent catches and continuing to show real progress in their work in the
field. Particularly pleasing was the positive feedback received from opposition players regarding the conduct, attitude and spirit with which the team played the game.
Attention now turns to tomorrow’s trip to Sedbergh — another excellent opportunity for our pupils to test themselves against strong opposition at one of the outstanding school cricket grounds in the North of England.
As I have reflected on the week as a whole, I keep returning to the idea that many of the strongest aspects of school life are built not through grand gestures, but through small moments repeated consistently over time.
A conversation continued rather than avoided.
A challenge embraced rather than stepped away from.
A pupil willing to contribute.
A team responding positively to disappointment.
A young person choosing curiosity over assumption.
Perhaps that is why the idea of the “liking gap” feels so important. So often, the barriers we perceive are far greater than the barriers that actually exist. We imagine judgement where there may be encouragement, rejection where there may be warmth, or indifference where there may in fact be openness and welcome.
As Seneca observed: “We suffer more often in imagination than in reality.”
Schools at their very best help young people see themselves — and others — more clearly. They help pupils recognise that they are more capable than they assume, more supported than they realise, and more connected than they perhaps sometimes feel. And, perhaps, that is one of the most important reminders for all of us.
The world is not simply shaped by what we experience, but by how we interpret those experiences — by the lens through which we choose to view one another and the generosity with which we approach the world around us.
Wishing you all a wonderful weekend,
Huw
