Lucy Crehan is an internationally renowned education researcher, author, and consultant whose work bridges the gap between theory and practice in education policy. With a background in teaching and an enduring curiosity about what makes education systems excel, she embarked on an immersive journey to some of the world’s highest-performing countries.

Her cross-disciplinary expertise is rooted in her academic achievements, including a degree in Psychology and Philosophy from Oxford University and a Master of Education from Cambridge University, which provide a unique lens through which she examines global education systems.

Her groundbreaking book, Cleverlands, offers an insider’s perspective on systems in places like Finland, Japan, and Singapore, exploring the cultural and structural elements that drive their success. Lucy’s expertise extends beyond her writing; she is the founder of the Global Education Policy Accelerator (GEPA), a program designed to equip educators, policymakers, and leaders with the tools to design and implement impactful reforms.

Through her consultancy work with governments and international organizations, Lucy continues to shape the future of education by advocating for evidence-based strategies that prioritize teacher development, curriculum coherence, and equity in learning opportunities.

My first encounter with Lucy was earlier this year, in January, when I applied to her highly sought-after Global Education Policy Accelerator (GEPA). To my delight, I secured a place in this six-month immersive program that brings together outstanding educators and policymakers from around the world. The GEPA, expertly designed by Lucy, is a masterclass in education policy, blending theory with practice to tackle real-world challenges. Over the months, we delved deep into the nuances of crafting impactful education systems, drawing on Lucy’s rich experience and the collective wisdom of a global cohort.

As the accelerator neared its conclusion, I had the privilege of meeting Lucy in person at EduFest, the largest educational event in Switzerland, hosted at the renowned Le Rosey. This event, which draws leading thinkers and innovators in education, was the perfect setting to see Lucy in action. Her warmth, intellectual rigor, and ability to connect with diverse audiences were as inspiring in person as they had been throughout the program.

In this interview, Lucy reflects on her journey, the insights she’s gathered from studying global education systems, and her vision for the future of education.

I was a teacher for three years, so not very long, but it was long enough to get me frustrated—and also very curious. The challenges I faced weren’t caused by the students but by the policies and systems meant to support them. Workloads were overwhelming, and accountability measures felt punitive rather than constructive. It struck me as odd that the very policies intended to improve education were having the opposite effect.

Around this time, there was a lot of talk from the UK government about PISA rankings and comparisons with high-performing countries. But the solutions they were proposing didn’t seem to address the problems I saw in my own school. I wanted to dig deeper: How do other countries manage their schools and teachers? How do they hold schools accountable without overburdening them? One thing led to another—a master’s degree, further research—and eventually, I felt compelled to see these systems firsthand.

When I first started reading about education policy, most of the focus was on specific aspects—like teacher workload, curriculum, or assessment—in isolation. But in reality, these elements interact in complex ways. I wanted to immerse myself in systems where these pieces came together effectively to see what we could learn.

Being a teacher profoundly shapes how I think about education policy. It’s easy, sitting in an office or boardroom, to theorize about what teachers should do or how schools should operate. But unless you’ve been in the classroom, it’s hard to grasp the pressure teachers face—the endless to-do lists, the competing priorities, the emotional labor.

Teaching is the hardest thing I’ve ever done. Harder than having kids, even! That’s why I’m deeply sympathetic to teachers’ needs and challenges. Policies should be designed to support them, not make their jobs harder. Too often, we see reforms that add layers of complexity without considering the realities of classroom life.

For example, marking isn’t just about giving a student a grade—it’s about understanding where they’re struggling, giving constructive feedback, and adapting lessons to meet their needs. When accountability systems prioritize paperwork over meaningful learning, it’s the students who ultimately lose out.

I had a lightbulb moment in Shanghai while speaking with teachers who had been on exchange trips to the UK and the US. When I asked them what surprised them about our systems, they mentioned how some children in our schools were given much easier work. One teacher asked me, ‘How are they supposed to keep up with their peers if they’re only given much easier work?’ That question stayed with me."

It made me realize how our system’s expectations often limit students. In many high-performing systems, the goal isn’t to adapt expectations downward but to provide additional support—time, resources, or teaching—to help all students reach ambitious goals. It’s a completely different mindset.

In contrast, in Finland, for instance, children who aren’t ready to start formal schooling at age seven might spend another year in a high-quality preschool environment. It’s not seen as a failure but as an investment in their readiness to learn. Similarly, in Singapore, students who need extra time to complete qualifications are given that time without stigma. The focus is always on what the student needs to succeed.

First, professional development for teachers is key. Systems need to prioritize continuous learning—not just on broader school policies but on teaching and learning. Teachers should constantly refine their pedagogy and subject expertise.

Lucy highlights examples from Japan, where teachers spend significant time collaborating on lesson planning and reflecting on their practice. "It’s not just about attending workshops; it’s about creating a culture of professional growth within schools. When teachers work together to improve, the whole system benefits."

Second, curriculum design. A great curriculum is thoughtful and coherent, balancing essential knowledge with opportunities to apply that knowledge in meaningful ways. It should build progressively over time and be tied to clear expectations.

If a curriculum is well-sequenced, it ensures that every student has the foundation they need to tackle more complex concepts. Too often, curricula are fragmented, leaving students with gaps in their knowledge.

Third, student support. Schools need robust systems to identify and assist students who struggle. This could mean additional resources, targeted interventions, or more time to master key concepts. What’s crucial is that no child gets left behind.

The challenge is to create systems that hold schools accountable without making them punitive. When accountability becomes a burden, it demotivates teachers and distracts from the real goal: helping students learn.

Culture undoubtedly plays a role, though its impact can sometimes be overstated. In societies where education is highly valued, schools and teachers have an easier time engaging students and parents. For example, in Japan, the collective ethos encourages students to work hard not just for themselves but for their class. There’s a sense of community and shared purpose that drives effort and collaboration.

However, I’ve also seen how well-structured systems can overcome cultural barriers. What matters most is that policies are designed to work for the context they’re in, whether that means addressing issues like teacher retention or rethinking accountability frameworks.

A system’s design can either amplify or mitigate cultural influences. For example, in Canada, where education policies vary by province, strong leadership and clear priorities have helped create pockets of excellence despite diverse local cultures.

A major trend is the push for increased use of technology and individualized learning. I’m skeptical. While technology has its place—for example, in coding lessons or as a supplementary resource—its overuse can isolate students and diminish the role of the teacher. Learning is inherently social, and the relationships students build with peers and educators are crucial.

There’s also an alarming lack of evidence that technology improves outcomes when over-relied upon. Some of the highest-performing schools I’ve visited use tech sparingly, focusing instead on rich discussions, collaborative projects, and teacher-led instruction. I’d caution against seeing tech as a panacea.

In Estonia, technology enhances learning without taking over. Students might use tablets for specific tasks but still engage in hands-on activities and group discussions. In Sweden, where students often work individually on devices, I’ve seen engagement suffer.

I hope my work helps bridge the gap between research and practice. Whether it’s through better teacher training, more coherent curricula, or fairer accountability systems, I want to see policies that genuinely support teachers and improve outcomes for students.

I aim to provide a balanced vision for national curricula, steering away from extreme swings between rigid prescriptiveness and total freedom. My ultimate goal is to inspire practical, evidence-based change that benefits educators and learners alike.