Lessons for schools from Artemis 2

(Written by Dave Campbell)

Like so many millions across the world, I was fascinated by the epic journey of these four intrepid astronauts in their little space craft Orion (nicknamed ‘Integrity’ by the crew).  The interviews, the images of earth and moon, the glimpses into their lives aboard this technological wonder were riveting. As I reflected on their journey from blast-off to splashdown, I began to wonder what lessons schools could learn from it.

‘To infinity and beyond!’

Buzz Lightyear, the toy astronaut in the 1990’s movie ‘Toy Story’, proclaims ‘to infinity and beyond!’ These words represent a big dream, shot through with courage and imagination.

Who is responsible for this dream in your school?

For purposes of simplicity, let’s name NASA as the governance structure which is similar to the SGB in schools. NASA is responsible for developing a vision for their space exploration; so too is the SGB responsible for developing and holding this vision for the school. It needs to be aspirational but attainable, dream-like but concrete at the same time.

NASA’s vision:

To return to the moon through the Artemis programme to prepare for human missions to Mars. 

It is as simple as that.

What is your school’s vision?  Is it aspirational but attainable, and dream-like but concrete?

The Artemis 1 and 2 projects are only steps towards realizing the vision; but they are steps nevertheless, and are measurable. Do you have a clear vision as an SGB, and do you measure the steps towards attaining it? If not, how best could you do this?

NASA also has a mission statement, although they may not call it that.  Alongside a vision statement, a mission statement describes how an organisation is going to realise that vision.  In the case of NASA, it is first to place humans on the moon, then to establish a lunar base from which to further explore deep space and one day bring material back from the surface of Mars. And maybe, even more audaciously, to place humans on Mars.

In the same way, the SGB needs a statement or statements which offer, in broad outline, how the school is going to reach their dream.

If your school’s vision, for example, is to help to produce young adults who will make a positive difference to South Africa, your mission could be to do this by offering an holistic educational programme and focusing on life skills, entrepreneurship and emotional intelligence.  This is also measurable.

So, who drives the Dream?

Let’s be clear: the leader of the school is the principal. The principal, whilst also a full member of the SGB, is responsible for the day-to-day management of the school, and is responsible for implementing the vision and mission as established by the SGB.  In the same way, NASA Control (the SGB) sets out the path for the voyage, but the crew of astronauts (the principal and SMT) drive and manage the space craft, making critical decisions and communicating with home base.

The crew of Orion was ultimately responsible for controlling and steering the craft. When there were problems (like the broken toilet!) they fixed it. They were responsible for each other and were forced to live in harmony whilst settling inevitable differences which must have arisen. This is much like the management and leadership that the principal must exercise: control and steer the school; take responsibility for everyone in the school and for other stakeholders; ensure that everyone and everything is working to capacity; ensure that there is collaboration and harmony where possible.

NASA back on earth was fulfilling the role of the governing body: tracking progress; offering advice; ensuring that the mission stayed on course.

Leadership and ‘The Crew’ 

One fascinating glimpse into the leadership of the crew was that the Commander, Reid Wiseman, was understated. When they were interviewed as a team, it was not always clear to me that he was the leader. His humility and quiet confidence were enough; he did not need to be the big voice. He provided room for the others to speak, and there was a clear feeling of collaboration and harmony. It was evident to me that Reid was empowering the other members of the team to lead as well.

A day or so after splashdown the astronauts were presented to a live audience at NASA and their welcome was beamed across the world. Astronaut Christina Koch spoke about the power of ‘the crew’ – she used phrases such as (a crew) is…in it every minute…working together…willing to sacrifice…holds accountable…inescapably, beautifully, dutifully linked. They were powerful words which resonated as I thought about how a staff team or an SGB could (and should) function.

Communicate, communicate, communicate

Lastly, the entire mission communicated and communicated frequently. They obviously communicated with each other, but as importantly, they drew the world into the workings of the mission, generated goodwill, kept interested people informed, and demonstrated to all that ‘everything was ok’; and if it was not ok, that they had a plan to fix it.

Both SGBs and principals should communicate with their stakeholders. In the same way that NASA on the ground and the astronauts in space kept the world informed, so too should SGBs and principals keep their school communities informed. In addition, there should be a policy of ‘no secrets, and no surprises’ between the principal and the SGB. This works both ways.

Staff members, learners, parents and other members of the community who are left in the dark about the school’s progress, challenges and activities make up their own narratives, and this can be counter-productive.  Many SGBs do not communicate with parents unless there is an emergency. On the other hand, the SGB that communicates honestly and strongly about progress and challenges is the SGB that builds trust and confidence with the community.  The same goes for the leadership of the school.

‘Mission Complete’

I hope that this comparison in some small way speaks to governance and management in your school, affirms the work that you are doing, and offers some thoughts for improvement and growth.

I look forward to continuing to be of service to you through training and support as you navigate your own ‘mission’ in your school.

Dave Campbell, April 2026

[Dave is the former-Principal of Cedar House School in Cape Town (1997 – 2003), Somerset College in Somerset West (2004 – 2010) and Pinelands High School (retired in 2023 after nine years in the post). He is the current Western Cape Provincial Executive Officer of the Governing Body Foundation.]