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My starting point was the 1995 Great Hanshin-Awaji Earthquake. As a junior high school student, the most I could do was donate a small amount of money at a fundraising activity in front of the nearest station, but in my heart, I was intensely drawn to volunteering on-site. The feelings that had been smoldering deep in my heart since then burst forth immediately after the 2011 Great East Japan Earthquake, becoming a major turning point in my life that also connects to my current profession.

At the time, I was already working at a school, but for three to four years starting in 2011, I frequently traveled to Tohoku, spending much of my energy in my early 30s on soup kitchen activities in the disaster-affected areas. Unexpected situations during these activities were a daily occurrence, and I faced constant worries, especially in the first few years after starting the NPO. However, it was precisely because of those circumstances that I learned firsthand the importance of perseverance, as well as the significance of speedy action and flexible thinking. There is no end to the memorable episodes I could share from Miyagi, Iwate, and Fukushima prefectures, but I feel that the accumulation of diverse experiences in the disaster areas has been fully utilized during the COVID-19 pandemic—which occurred right as I became principal in 2020—and in school management ever since.

I believe the strength of private schools lies in their sense of speed and flexibility. If there is a matter we want to change, we can easily address it even in the middle of the school year, and in some cases, same-day approval is not impossible. Schools today face a mountain of issues to tackle, such as school rules regarding hairstyles and uniforms, educational DX issues involving ICT and generative AI, the development of non-cognitive skills, and the restructuring of curricula for university entrance exams. However, that is exactly why I find it worth moving, worth thinking about, and above all, worth the challenge. Furthermore, I recognize that this mindset was undoubtedly established within me because I continued my support activities in the disaster areas.

Looking back, the feelings that sprouted on that day in 1995 likely included not only a desire to contribute to society but also a wish to "test my own potential." Moving forward, while not exactly wearing two hats, I intend to continue throwing myself into new challenges while maintaining bases in both the school and the NPO, in order to deliver the creativity necessary for this so-called VUCA era to my students and the people in the disaster-affected areas.

*Affiliations and titles are those at the time of publication.