Standing on stage at The International Franchise Show this year, I found myself reflecting on my own journey, from spending 19 years in the classroom to building a business from scratch that now supports teachers to explore careers beyond it. As I welcomed the audience, I was very aware that many of the teachers in front of me were not looking to leave education entirely, but were instead searching for a different way to stay connected to the work they care about.

That idea shaped the entire panel.

The session, Values-Led Franchising: Why Teachers Power Purpose-Driven Businesses, brought together four very different franchises, each operating in a different space, yet all built on a similar foundation: education, wellbeing, and meaningful impact. As I introduced the panel, I explained that starting a business can be hard and often involves many mistakes, but that franchising offers a different kind of support system, where you are surrounded by people who have already learned those lessons and can help you succeed.

What became clear very quickly is that while these businesses look different on the surface, they are united by a shared belief in people, relationships, and purpose.

Different Models, Shared Values

One of the strengths of the panel was the diversity of the franchises represented. From early years development and movement through to literacy support, performing arts, and nature-based wellbeing, each business approaches education from a different angle, yet all are deeply rooted in supporting children and families.

Anne-Marie Martin from diddi dance spoke about why teachers are so well-suited to delivering and growing an early years franchise, highlighting the importance of energy, creativity, and the ability to engage young children in a way that feels natural rather than forced. Her insights reinforced the idea that teaching is not just about knowledge, but about presence, connection, and adaptability, all of which translate directly into running a successful business in this space.

Colin Murphy from Choice Home Tutoring offered a slightly different perspective, one that sits closer to traditional education but with greater flexibility. He spoke about what makes teachers not just strong tutors, but effective business owners, and it was clear that the same skills that make someone successful in the classroom, such as organisation, communication, and accountability, also underpin their ability to build and sustain a business. His contribution highlighted that franchising is not about stepping away from academic rigour, but about applying it in a more autonomous and scalable way.

Jane James from Little Voices brought a more reflective dimension to the conversation, focusing on communication and confidence, both for children and for the teachers themselves. One of the most powerful ideas discussed was the notion that teachers, in stepping outside the classroom, often rediscover their own voice, something that can become constrained within traditional systems. This shift is not just professional but deeply personal, as it allows teachers to reconnect with their identity and confidence in a new context.

Katherine Elder from Nature Makers offered a unique perspective, having experienced the journey both as a franchisee and now in a support role. She spoke about what happens when teachers step into a business that aligns closely with their values, particularly around wellbeing, creativity, and connection to nature. What emerged from her experience was a sense that when there is alignment between personal values and professional work, growth feels more natural and sustainable, rather than forced.

The Thread That Connects Them

Despite the differences between these businesses, there was a clear and consistent theme running through every conversation: relationships are central to success.

Whether it is building trust with parents, forming partnerships with schools, or creating a sense of community around a service, these businesses rely on the very skills that teachers use every day. What changes is not the nature of the work, but the context in which it is delivered.

This was something I touched on in my closing, when I reflected on staying true to my own values as an educator and only working with franchises that have teaching, learning, or community at their heart. It is this alignment that makes these opportunities feel less like a departure from education and more like an evolution of it.

Working With Schools, Just Differently

Another important takeaway from the session was the idea that teachers are not leaving schools behind when they move into franchising. Instead, they are often continuing to work alongside them, but in a different capacity.

Across all four franchises, there was a strong emphasis on collaboration with schools, whether through delivering sessions, supporting learning outcomes, or complementing the curriculum. This reinforces the idea that franchising, at least in these models, is not about stepping away from education, but about engaging with it in a more flexible and often more focused way.

From Teacher To Business Owner

One of the underlying shifts discussed throughout the panel was the move from practitioner to business owner. While many teachers begin by delivering sessions themselves, over time they start to think differently about their role, building teams, expanding territories, and creating systems that allow their business to grow beyond them.

This transition is not always immediate, but it is supported by the structure of franchising, which provides guidance, shared learning, and a network of people who understand the journey. As I mentioned in my opening, franchising can be seen as a support system where others have already made mistakes, learned from them, and repackaged those lessons to help you succeed as a business owner.

A Different Way Forward

What stayed with me most after the session was not just the success of these businesses, but the consistency of their values. Each franchisor, in their own way, has built something that prioritises people, purpose, and impact, and in doing so, has created an environment where teachers can thrive.

For teachers in the audience, the message was not that they need to leave education behind, but that there are other ways to be part of it. Ways that allow for more flexibility, more autonomy, and in many cases, a renewed sense of purpose.

At Those Who Can, this is exactly what we aim to show. Not a single path, but a range of possibilities that build on what teachers already do well.

Because sometimes the next step is not about becoming something completely different.

It is about finding a different way to use the skills, values, and passion you already have.