Finding your Flair: Clothing Choice in School and Work

September 1, 2025

It’s the first of September and I am going to start the school year with a post that may be seem a little off beat for me. It’s about clothing. Specifically, it’s about the attire that we wear to school or to work.

When I was a young girl, after my parents separated I moved with my Mum back to her homeland of the UK where she could be closer to her family. I have written about this time in my life elsewhere, as it was formative in so many ways. I was enrolled in elementary school near where we lived. Like so many British and colonial schools, wearing a uniform was compulsory.

God, how I hated that uniform! It was comprised of a grey tunic dress, a while button-up shirt, and a tie.

I was a chubby kid and school uniforms are not meant for kids like me. It never fit properly and there was no way to fix that, at least not as far as I was told. It was scratchy, like a burlap sack. Being clumsy and uncoordinated, the worst part of the whole thing was the tie. I had to stand in front of the mirror for hours practising the sailor’s knot that I had to learn to do by myself. God, it was awful.

My mother let me know in no uncertain terms that I was not to complain about the uniform. She worked hard to be able to send me to a good school, and even though it may not have been the very best school, she sacrificed a lot so I could wear that prickly and irritating garb that I hated so much.

Even the labels had to stay because bits of the uniform had to have our names on them. That made it even worse. At least with “home clothes” as we would call them, Mum would carefully remove the sewn-in labels with a small pair of scissors. She did the same for her own clothes. The truth is, neither of us were very good at tolerating them. Oh, how clothes felt so much better without labels!

I spent most of my childhood wearing clothes that were chosen for me. Being a “chunky” girl meant there weren’t as many clothing options available to me. Besides, my clothing choices almost never met with approval because what I liked was too weird or I made choices based on how the clothes felt to me, rather than how they looked. As a result, I was usually told what to wear and there was no discussion about it.

As I grew up and moved through my teen years into my twenties, I started making my own decisions about what to wear. I would almost always gravitate toward black clothes. Not because I was into the goth movement or wanted to make any kind of particular fashion statement, but because they were practical. Firstly, black goes with everything. Secondly, being clumsy means that I spill things on myself far more than is socially acceptable and black clothes seem easier to clean.

I remember being told things by well-meaning folks such as, “But dear, navy would look so much better on you!” Or ‘Black is just so depressing!”

I resisted, in part because I could. I had spent years following other people’s rules about what was and was not acceptable to wear. When I could choose, I gravitated towards soft black clothes without labels or with labels that I could remove easily. To this day, my closet is filled with mostly black, with the odd bit of colour here and there.

When I was an assistant professor, I recall the start of one school year where a previous administrator said to me, “Well, summer is over now. We have to start dressing professionally again.” The ‘we’ in her commentary wasn’t a collective ‘we’. She was directing her comment at me specifically, since I was the only one in the room at the time. The ‘we’ was said in that righteous dowager Countess way that let’s you know that she did not approve and was giving me instructions.

Looking back, there was nothing at all wrong with my summer attire. My clothes were always clean and I was appropriately covered, but you see, that particular officious bureaucrat liked jackets… One always had to wear a jacket to be considered professional. Of course, the occasional twin set was acceptable, but only if it was some typically feminine shade of blue or pink, or maybe violet. I had spent the summer in short-sleeved shirts and trousers, which is pretty standard for me in the summer.

I don’t mind jackets and in fact, I wear them often. What I objected to was someone telling me, yet again, that my clothing choices were inadequate. That I was inadequate because of what I chose to wear… that in order to be successful, one needs to conform.

Well, let me tell you, wearing a uniform as a six-year old didn’t make me any better of a student in elementary school, just as wearing mostly black as an adult most of the time doesn’t make me depressing. I spent years, decades even, trying to accept that if clothes didn’t feel good that it was somehow my fault and I should just learn to live with it.

Now that I have achieved some modicum of success in my career, let me share a secret… I do my best work when I’m comfortable with what I’m wearing. When I don’t have to fuss with ill-fitting clothes, sharp labels or irritating seams, I’m less distracted. That frees up my mental, emotional, and physical energy to do my best work. Maybe you feel the same way? Let me be clear: clothes matter, but they don’t matter in the same way to everyone

This school year, I invite you to do two things. First, wear the clothes that make you feel good, whatever that means for you (without breaking any decency laws, of course). Second, when it comes to others’ clothes, keep your opinions to yourself. Bite your tongue and just don’t talk about it… not to the person’s face and not behind their back. Just get on with your own business. Say to yourself, “My job is to accept and appreciate others for who they are.” Full stop. Unless someone asks you for fashion advice, then keep your mouth shut. Maybe, just maybe, that person’s clothing choices are part of what helps them bring their best self to work or to school. If you let them be, you might just be helping to create an environment where they can thrive.

I intend to bring my best self to school this year and I’m going to do it with my own kind of flair. You’ll probably see me roaming around campus in wearing mostly black most of the time. Whatever I wear is going to soft and cozy free of those instruments of torture known as labels. Dress for success? Damn right I will. It’s going to be glorious!

References

Eaton, S. E. (2020). Challenging and critiquing notions of servant leadership: Lessons from my mother. In S. E. Eaton & A. Burns (Eds.), Women Negotiating Life in the Academy: A Canadian Perspective (pp. 15–23). Springer Singapore. https://doi.org/10.1007/978-981-15-3114-9_2 

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.


“Math Wrath”: Are parents pushing for a return to tradition?

January 13, 2014

Recently, Canada’s national newspaper, the Globe and Mail, published, “Math wrath: Parents and teachers demanding a return to basic skills.” The article talks about a movement by some Canadian educators and parents to put greater emphasis on developing concrete math skills such as addition, subtraction, multiplication and division and less focus on discovery and creative strategies.

I find myself fascinated by this debate. I have long wondered about “creative strategies” in education. At the very beginning of my teaching career I took the Gregorc learning styles test. I came out perfectly balanced between all four quadrants: concrete, abstract, random and sequential. Apparently, that’s not particularly common. What it means though is that I can see and appreciate a variety of different learning styles.

Over the past 20 years or so (about the length of my teaching career), I have noted a distinct shift away from concrete sequential learning. Order, logic, learning to follow directions and getting facts seem to have diminished in value, while experimentation, risk taking, using intuition, problem-solving, learning to work in teams and focusing on this issues at hand all seem to fit with the creative learning strategies that have become popular in recent decades.

There has been a notable shift away from valuing sequential learning, structure, learning to follow precise directions and memorizing. In decades past, educational structures and systems may have favoured the concrete sequential learner. Today’s educational systems favour a more random or exploratory approach.

The debate has become almost vicious in some educational circles. Those who favor teaching methods that are concrete and sequential have been poo-poo’ed or dismissed by colleagues who insist vehemently on the random nouveau. I have known colleagues who have been quietly yet unapologetically exited from their teaching jobs because they continue to insist that their students follow directions, do activities in a particular order or memorize.

I worry a bit about the defiant horror expressed by some educational experts and parents at the idea of memorizing. While I agree that rote learning may not employ the highest levels of our cognition, memorization has its place. Learning to say, “Please” and “Thank you” are largely memorized behaviours. Learning to stop at a red light and drive on a green light is also a memorized response. Memorizing how to do CPR could save someone’s life.

Don’t get me wrong. It’s not that I believe that we need to go back to the days of corporal punishment for an incorrect answer based on memorization. What has always puzzled me though, is how quickly methodological fashions change in education. When a new way of learning or teaching is introduced, old ways seem to be immediately, unequivocally and vehemently dismissed. Really good teachers whose background are more traditional than fashionable are thrown out along with their teaching methods.

Do we need to take a step back and look at models that integrate and value a variety of approaches? Would it be wise to hesitate… just a little bit… before we denounce traditional methods as being heinous and abhorrent, with only newer and more fashionable ones as being worthy?

I wonder if the obsessive focus on creativity, exploration and problem-solving might be doing some harm that we can not yet predict? Perhaps a small dose of memorization, learning to follow specific directions and learning systematically might be helpful?

Personally, I give both children and adults more credit than some educators or policy makers who insist on a singular approach to learning, regardless of whether it is systematic memorization or exploratory problem-solving. Being the utterly complex and capable creatures humans are, surely we can cope with both memorization and developing creativity simultaneously?

It’s the drastic swings of the policy pendulum that should worry us. The unflinching insistence that exploratory methods are the only legitimate or credible ways of learning should make us nervous. Polarized and uncompromising opinions on the singular “best” way to learn should be considered suspect.

There is almost always more than one “right” way to learn.

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.