Nicholas Bevington is an award-winning educational leader with over two decades of experience, including 18 years as a head. As Head of Junior School at Dulwich College (Singapore), he leads one of the world’s most successful international schools, celebrated for academic excellence, a holistic approach, and innovative curriculum design. A First Class Honours graduate from Keele University, he began his career on the British Airways Graduate Programme before retraining at Newcastle University and becoming a Head at just 34. Under his leadership, Town Close School won the 2020 TES Prep School of the Year Award. Passionate about student wellbeing, educational technology, and ethical leadership, Nicholas continues to shape international education while mentoring aspiring leaders and speaking at global forums.
In this conversation with the K12 Digest, Nicholas shares his insights on blending innovation with deep human connection. He discusses the role of AI in learning, the urgency of prioritising student wellbeing, the cultural nuances of global education, and the essential leadership qualities needed to navigate an increasingly complex landscape.
What drew you into education, and how have your early experiences shaped your approach to school leadership today?
Although I didn’t set out to be a teacher, the clues were always there. From a young age, I enjoyed working with children: babysitting, helping younger relatives, and seeking out responsibility at school. At university, I volunteered in a local primary school and spent four summers leading at a US summer camp. These experiences subtly shaped my desire to work with young people.
Still, I pursued a corporate career, joining the British Airways Finance Graduate Programme, attracted by travel and challenge. But during a placement managing costs at Heathrow, I found myself gazing out the window at a school on a nearby hill, wondering what it would be like to teach there. It became clear that my passion lay not in spreadsheets and budgets, but in working with young people and making a difference.
Leaving that programme to retrain as a teacher was the best decision I ever made. Training in Newcastle and taking up my first post in Berkshire, I was immediately struck by the deep responsibility and fulfilment of the classroom. That feeling, that this work matters, has never left me. My leadership today remains rooted in those early experiences: clarity of purpose, care for people, and an unwavering belief in the power of education to transform lives.
What have been some of the most defining challenges you’ve faced, and how did they help you grow as a leader?
Leadership came early in my career, often unexpectedly. From leading summer camp teams in the US to stepping into roles others had vacated, I learnt through experience, sometimes by getting it wrong. Becoming a Deputy Head at a young age, I quickly realised that driving improvement required far more than energy and ideas; it meant listening, building trust, and navigating complexity with care. I still remember my first courageous conversation with a colleague, which felt so daunting at the time, but showed me the value of honesty grounded in respect.
My first headship was a turning point. The school faced financial pressures and overstaffing, compounded by the global recession. At first, I questioned whether I was the right person to lead. But through small wins, clearer communication and a growing connection with staff and parents, we turned things around. Five years later, I chose to send my own son to that school, a quiet affirmation of what we had achieved.
Later, leading Town Close School to the 2020 TES Prep School of the Year Award was a proud moment, though it was followed almost immediately by the pandemic. Navigating lockdowns, hybrid learning and key worker provision tested every part of our leadership model. It was a reminder that resilience, empathy and adaptability are non-negotiable. Those lessons continue to guide me today.
What key academic or pedagogical trends are shaping the future of junior school education globally?
We are witnessing an unprecedented acceleration of change in education, particularly driven by AI. The arrival of generative tools has reshaped our understanding of teaching and learning. AI offers the potential for immediate personalised feedback, efficient lesson preparation and a reframing of how we assess progress. But far from diminishing the role of the teacher, it places an even greater premium on human connection, creativity and emotional intelligence. Core skills such as collaboration, presentation, ideation and discernment in prompting and appraising AI-generated work will be essential. As educators, we must ensure that emerging technologies support rather than replace the deeper learning that happens through relationships, curiosity and real-world exploration.
What do you see as the most urgent priorities for school leaders today?
While AI and digital transformation dominate much of our thinking, the well-being of our children remains the most urgent concern. Many young people today face a perfect storm of social media influence, reduced independence, online harm and post-pandemic disconnection. We are seeing rising anxiety, addictive behaviours and loss of real-world engagement.
Putting students first means creating school environments that prioritise connection, imagination and resilience. We must also guide and support parents, many of whom feel ill-equipped to manage the digital realities of their children’s lives. For school leaders, this is about more than reacting to change; it is about actively shaping it, always through the lens of what will best serve our young people.
How are you preparing students for a rapidly changing world? Are there specific practices more schools should adopt?
At Dulwich College (Singapore), we immerse students in a broad, concept-led curriculum that blends academic rigour with creativity, inquiry and play. In Junior School, we focus on core skills, especially reading, writing, numeracy and Mandarin, while also offering a wealth of experiences across music, art, drama, engineering, sport and dance. Our two-week timetable allows for depth, flexibility and balance. We consciously do fewer things better, protecting space for play, imagination and wellbeing. Alongside this, we lead the way on digital literacy and AI integration, ensuring students and staff use tools wisely, not excessively. Schools should continue to assess and track progress, but they must also value what is harder to measure—resilience, relationships and joy in learning.
What differences have you encountered across cultures in educational values or student engagement?
Teaching children from diverse cultures has taught me just how much unites us. Yet the shift from the UK to Singapore has been eye-opening. Singapore places a strong emphasis on aspiration, personal responsibility and clear expectations. Foundational values like “no one owes you a living” underpin much of its educational ethos.
Inspection in Singapore is collaborative rather than punitive, with a shared focus on continuous improvement. One notable difference is the approach to diversity and inter-cultural understanding; in the UK, the starting point is often celebrating difference; in Singapore, unity is promoted more through shared purpose and community. This emphasis on common ground has left a lasting impression on me.
What advice would you give to aspiring educators or school leaders?
School leadership is not for the faint-hearted, but for those who care deeply, it is the most rewarding profession imaginable. My advice would be to embrace complexity, trust your values and surround yourself with great people. Everyone feels like an imposter at times–– even experienced heads.
Listen more than you speak, make time for small personal connections and always ask what is best for children. Don’t fear making mistakes; learn from them. Above all, remember that leadership is not about knowing all the answers but about asking the right questions and nurturing collective strength. If you love education and working with young people, there is no better job in the world.