Week 8. Dare to be Different

This week, I had a fascinating conversation with a close friend of mine about our shared experiences growing up in a lower socio-economic background. We spoke about the burden of being surrounded by people who, through no fault of their own, are only accustomed to living life in a predictable cycle, getting an ordinary job, socialising on weekends, and repeating the pattern indefinitely. The conversation developed into a realisation: many of us become trapped in this cycle, not because we lack ambition, but because no one ever tells us we are capable of more. The message we received, whether explicitly or implicitly, was that somehow we should be grateful for securing a minimum-wage job.

Where were the voices telling us that we were worth more? That we could aspire to greatness?

This is not to diminish the value of an honest day’s work, on the contrary, I spent many years working minimum-wage jobs and have a deep respect for those who do the same. However, I now recognise that the system around us often fails to nurture the potential within us. If I can achieve what I am doing now, why wasn’t this possibility made clear to me as a youth? How much further along could I have been if, at a younger age, I had been exposed to knowledge about finance, investing, law, or entrepreneurship? These thoughts are not unique to me, many others from similar backgrounds have questioned the relevance of what we are taught in school compared to the life skills we actually need to thrive (Hanushek & Woessmann, 2020).

The Socio-Economic Ceiling

Research consistently shows that socio-economic background significantly influences career trajectories. According to the Sutton Trust, young people from working-class backgrounds are notably underrepresented in certain industries, particularly in professions like law, media, and finance (Sutton Trust, 2021). Despite only 7% of the UK population attending private schools, a disproportionate number of leading figures in these industries hail from such institutions. For instance, 43% of top classical musicians and 35% of BAFTA-nominated actors were privately educated (The Guardian, 2024). These statistics highlight the systemic barriers that prevent many talented individuals from reaching their full potential.

The issue is not limited to the UK. In the United States, studies have shown that children from disadvantaged backgrounds often face significant challenges in accessing higher education and professional careers, due in part to the high costs of education and a lack of financial literacy (Dynarski, 2018). Without early exposure to financial management, investment, and economic self-sufficiency, individuals from lower-income backgrounds are often left at a disadvantage compared to their wealthier peers

The Education System: A Mismatch Between Learning and Life

The school system undoubtedly serves an important function in society, but it rarely equips students with the practical skills they need to succeed in adulthood. Subjects like finance, investing, law, and medicine, fields that affect everyone, are rarely taught in schools. Instead, students are often left to navigate these essential aspects of life on their own. The traditional model of education is still largely designed to produce workers for an industrial economy rather than innovators for a modern, knowledge-based economy (Robinson, 2016).

This lack of real-world education can have lasting consequences. A study by the OECD found that financial literacy rates among young people are alarmingly low, with many struggling to understand basic financial concepts such as interest rates, debt management, and investing (OECD, 2022). This knowledge gap can lead to long-term financial instability, particularly for those from lower-income families who may not have access to generational wealth or financial mentorship.

Breaking the Cycle: The Power of Friendship and Mentorship

One of the most powerful ways to break this cycle is through friendship and mentorship. It is often said that we are the average of the five people we spend the most time with (Jim Rohn, as cited in Tracy, 2013). If we are surrounded by individuals who limit their aspirations, it becomes incredibly difficult to think beyond those constraints. But when we build friendships with people who push us to grow, who challenge us to be better, and who believe in us when we don’t yet believe in ourselves, our entire trajectory can change.

Mentorship, whether formal or informal, is a key factor in personal and professional success. Studies have shown that young people who have mentors are more likely to complete their education, set higher career aspirations, and develop self-confidence (DuBois et al., 2011). The positive impact of a mentor can be profound, particularly for those who come from disadvantaged backgrounds. A mentor provides guidance, support, and access to networks that might otherwise be out of reach. They can offer practical advice, challenge limiting beliefs, and most importantly, help mentees see what is possible.

Friendship plays a similar role. A supportive friend can be the person who reminds you of your worth when you doubt yourself, who encourages you to apply for that job, pursue that course, or take that risk. A real friend will celebrate your successes and push you to achieve more, rather than pulling you back into old habits. Surrounding ourselves with people who uplift us, rather than those who reinforce limiting beliefs, is crucial in breaking free from a fixed mindset.

This week, I want to honour all those who inspire indifference, the mentors, parents, teachers, and role models who go beyond the ordinary to lift others up. The ones who show our youth that they are capable of more, who challenge them to dream beyond their circumstances, and who equip them with the belief that their potential is limitless.

Daring to be different is not easy. It requires courage, resilience, and a willingness to step outside the boundaries of what is expected, step away from everything you have ever known. But for those who do, the rewards are immense.

The world needs more dreamers, more innovators, more people willing to take risks and redefine the norm. And so, to anyone reading this, if you feel like you don’t quite fit the mould, if you have ever questioned whether you were meant for more, take this as your sign.

Dare to be different. The world is waiting for you to make your mark.

Lets go!

References

DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How Effective Are Mentoring Programs for Youth? A Meta-Analytic Review of the Evidence. Psychological Science in the Public Interest, 12(2), 57-91.

Dynarski, S. (2018). The gap between rich and poor students’ SAT scores has widened. Brookings Institution. Retrieved from https://www.brookings.edu

Hanushek, E. A., & Woessmann, L. (2020). The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225.

OECD. (2022). Financial Literacy and Inclusion: Results from the 2022 OECD/INFE Survey of Adult Financial Literacy and Inclusion. Paris: OECD Publishing.

Robinson, K. (2016). Creative Schools: Revolutionizing Education from the Ground Up. Viking Press.

Sutton Trust. (2021). Elitist Britain 2021: The educational backgrounds of Britain’s leading people. Retrieved from https://www.suttontrust.com

The Guardian. (2024). Young working-class people being ‘blocked’ from creative industries, study finds. Retrieved from https://www.theguardian.com

Tracy, B. (2013). Change Your Thinking, Change Your Life: How to Unlock Your Full Potential for Success and Achievement. Wiley.