Lessons from the Seals

 Simon Sinek once shared a story about asking Navy SEALs what kind of people make it through their training. He assumed it might be the strongest, the fastest, or the most naturally gifted leaders. But the SEALs surprised him. They said it’s not the muscle-bound candidates, not the pure athletes, and not the ones who delegate well. The ones who make it are those who, when they are completely exhausted and feel like they have nothing left to give, still find the strength to look out for the person next to them. That selflessness, especially in the toughest moments, is what makes someone worthy of wearing the trident. 

I think there’s a lot in that lesson for us as teachers and students. School isn’t SEAL training, of course, but it can be exhausting in its own way. Deadlines pile up, expectations weigh heavy, and sometimes both teachers and students feel like we have nothing left in the tank. And yet, what if the true measure of success in our classrooms isn’t simply about who gets the best grades or who has the most talent, but about who continues to care for the people around them—even when it’s hard? 

For us as teachers, that means modeling selflessness. It’s easy to encourage and support when everything’s going smoothly. The real test is when we’re tired, when we’re stretched thin, and when patience is running low. Choosing to see our students, to encourage them, and to put their growth above our own exhaustion—that’s when we truly model what it means to “look out for each other.” Our students learn just as much from how we respond in those moments as they do from the content we teach. 

For students, the lesson is just as powerful. The ones who thrive are often not the smartest in the room, but the ones who make others feel seen and supported. Helping a classmate before a test, sitting with someone who feels left out, or offering encouragement when everyone else is tired—these are the things that build a community of trust. Just like the SEALs, students discover that they don’t succeed alone; they succeed together. 

At the end of the day, the Navy SEALs remind us that true strength is measured not in personal achievement, but in how we care for others when it’s hardest. Imagine a classroom where that was our culture—where teachers and students alike leaned on each other and lifted each other up in moments of exhaustion. That’s the kind of environment that doesn’t just prepare young people for tests, but prepares them for life. 

Building a Classroom for Lasting Purpose and Relationships

 

In Season of Life, Joe Ehrmann shows how the Gilman coaches use football as more than just a sport—it becomes a vehicle for shaping young men into people of empathy. My last blog talked about this book, and as a follow up I would like to share how this might look in a classroom. 

At the heart of a meaningful classroom is relationships. Grades, tests, and assignments matter, but what often leaves the deepest mark are the connections formed between students and teachers. When students feel seen, heard, and respected, they are more willing to take risks, share ideas, and grow. As teachers, we must model empathy by listening closely, valuing each student’s story, and affirming that every voice has worth. As students, we can encourage each other, celebrate differences, and remember that learning is never a solo journey. 

Another essential piece is purpose. Just as the Gilman football program emphasized playing for something larger than yourself, classrooms can cultivate a purpose that reaches beyond the walls of the school. When lessons tie into real-world challenges—whether through community service, collaborative projects, or simply reflecting on how knowledge can serve others—students begin to see that learning is not just about “me,” but about “we.” This shift from self-centered achievement to world-centered contribution builds character alongside intellect. 

Equally important is the commitment to never shame. Mistakes are a natural part of both sports and academics and shaming only silences growth. Instead, classrooms can be places of encouragement, where errors are seen as steppingstones and where everyone is given the dignity of second chances. Teachers who frame mistakes as opportunities—and students who treat one another with patience and kindness—create a culture of safety where true learning flourishes. 

The classroom should be a place where each person helps make the other better. That does not mean competing to be the best but rather striving to bring out the best in one another. When empathy, purpose, and encouragement define our daily interactions, classrooms become more than spaces for lessons—they become communities of character. And just like the Gilman football program, they prepare young people to step into the world ready not only to succeed, but to be effective. 

The challenge is for teachers, parents, and students to work together to make the world a better place in the future. 

Season of Life: Football as a lesson of life

Jeffrey Marx’s Season of Life goes far beyond the typical sports story. While it follows the Gilman School football program, the book isn’t about wins and losses on the field. Instead, it’s about the way coaches Joe Ehrmann and Biff Poggi use football as a vehicle to teach their players what it truly means to be a man. Their program becomes less about championships and more about character, empathy, and responsibility to others. 

At the heart of the Gilman philosophy is the idea that being a man isn’t about strength, status, or material success. Ehrmann and Poggi reject the narrow definition of masculinity often found in sports culture. Instead, they challenge their players to focus on relationships and compassion. Each practice and team meeting emphasizes that life is ultimately measured not by what you achieve for yourself, but by the impact you make on others. 

Empathy is a central lesson the coaches drive home. Players are reminded that real strength comes from understanding and caring about those around you. This is unusual in the world of high school athletics, where toughness and competitiveness are often prized above all else. At Gilman, however, vulnerability is not seen as weakness—it is embraced as an essential part of human connection. The team is encouraged to talk openly about their lives, their fears, and their hopes. 

Another major theme is the importance of relationships. Ehrmann teaches that success in life is determined by how well you love and how well you are loved. The bonds among teammates extend beyond the field, with players supporting one another through both victories and struggles. The message is clear: the ability to build meaningful relationships is a truer measure of manhood than any scoreboard could provide. 

Ultimately, Season of Life shows that football can be a powerful tool for shaping character. Ehrmann and Poggi use sports to instill values that extend far beyond high school. Their players learn that real manhood is about empathy, nurturing relationships, and helping others. In a society that often sends young men conflicting messages about masculinity, the Gilman program stands as a model of how sports can guide boys toward becoming men who make the world better. 

The challenge for all of us is to turn our subjects, activities, or teams into a tool that helps shape the character of the people we work with.