To feel that what you're doing each day for your pupils 'doesn't count' is arguably one of the most devastating things that a teacher has to carry home with them at night. Far heavier than the 60 literacy and numeracy books you've rammed into your bags for life that evening, and its a weight that cripples you with each passing day.
Saturday 19 November saw 15,000 students and lecturers join together to march in defence of education and rally to speeches from student leaders, academics, union activists and journalists queueing up to tell us why we should tell our government to "TEF Off!" I'm proud to say that I was there, standing shoulder to shoulder with my brothers, sisters and what Malia Bouattia, president of the NUS, called our "non-binary siblings".
There is a contradiction at the heart of the role that religion plays today in our national life. On the one hand, the number of people describing themselves as non-religious has increased dramatically - from one in eight in England and one in three in Scotland in 2001 to almost half the UK population today.
Voices and ideas from the areas of food, land, travellers, domestic violence, poverty, asylum and debt are all vital to finding grains of truth that allow us to face up to our Hidden Civil War. To face difficult truths in troubled times, we require deep collaboration, reflection and above all, listening.
I've just written to our Secretary of State, Justine Greening, to try and encourage more teaching of entrepreneurship from primary school to University level. In a country where so many wonderful subjects are taught, this valuable skill seems so sorely missing in our curriculum and in that of many education systems around the world.
Theresa May could be a much needed breath of fresh air to the government's approach on sex education: as Home Secretary it is rumoured she was supportive of bids to make the subject compulsory. With a wafer-thin majority, and battle ahead with Brexit, she may not be willing to use up political capital on revisiting it.
Suddenly discussions about education are all about whether to increase the role of selection and grammar schools. Last year I called this an unwelcome distraction from the real business of improving educational attainment for children from low income backgrounds across the country. The new row has the potential to be much more damaging.
Grammar schools can have a positive impact on the educational outcomes of children from poorer backgrounds; yet they have not done so at scale, because too many bright, deprived pupils never make it to the schools in the first place, blocked by other students with advantages such as 'pushy' parents or tutoring in the entry tests. They then end up consigned to a poorer standard of education and, in the worst cases, written off as second-class students.