- Craig Mathieson, Founder
It is really not desirable for men who do not believe that knowledge is of value for its own sake to take up this kind of life. The question constantly put to us in civilization was and still is: ‘What is the use? Is there gold? or is there coal?’ The commercial spirit of the present day can see no good in pure science … truly they are bound to the wheel of conventional life.
For a joint scientific and geographical piece of organization, give me Scott; for a winter journey, give me Wilson; for a dash to the Pole and nothing else, Amundsen; and if I am in the devil of a hole and want to get out of it, give me Shackleton every time.
We traveled for science: those three small embryos from Cape Crozier, … that mass of material less spectacular but gathered just as carefully hour by hour, in wind and drift, darkness and cold, was striven for in order that the world may have a little more knowledge …
The Polar Academy programme runs across an academic year. Each phase builds new resilience, culminating in a Polar Expedition and an ambassadorial tour that inspires other young people.
01
Phase 1
Months 1-3
The Polar Adademy selects schools on an annual basis.
The Polar Adademy works with schools rather than individuals; schools can express their interest by emailing info@thepolaracademy.org.
On an annual basis, we will respond to school applications before meeting with school leadership teams to identify best fit and
commitment.
02
Phase 2
Months 4-6
We will shortlist from circa 200 applicants to a draft selection of 15 based on need and potential.
The initial school engagement sees us presenting to school assemblies, with circa 200 initial sign-up applications from kids.
We then consult with teachers to identify the children with the greatest need. This includes identifying kids who have not had the confidence to volunteer, but would benefit the most.
We narrow the list to 50, based on child needs, before presenting to kids and parents what is involved in the programme. Families meet the expedition leaders so everyone understands the year-long journey ahead before places are confirmed.
From this point on, we need to see absolute commitment from the children and their families.
We review the final sign-up list with teachers and narriw down to 25 kids. We will then conduct interviews with each child to assess their potential aptitude, and the benefit they could get from the programme.
Final where we will agree a draft selection of kids 15 kids and participating teachers
03
Phase 2
Month 7
We contuct an intese selection weekend in the Cairngorms with kids and their families.
Selection is an intense and immersive experience that is carefully designed for candidates to show their capabilities.
The kids will face a number of activities that will stretch and challenge them - both mentally and physically.
How they respond to these challenges will indicate to the expedition leadership whether they should be on the expedition team.
The remaining kids will form the leadership team - an integral part of the expedition programme.
04
Phase 3 - Training
Months 8-10
Students commit to ten months of structured intensive physical & mental training led by polar explorers, teachers, medics and military specialists.
Each week, the Polar Academy visits the school for regular Insanity training sessions.
Each session combines physical conditioning with mental health coaching so confidence grows alongside technical ability.
Expedition and Leadership teams will be fully involved in these sessions, with the kids achieving the elite levels of fitness required to succeed on the ice.
The physical training will focus on core strength and cardiovascular fitness.
05
Phase 3 - Training
Months 8 - 10
The expedition team will face an extraordinary environment; we work with specialist institutions to deliver additional specialist training.
The Polar Academy has relationships with a number of specialist experts to deliver training that will help prepare the whole team.
This can include Cold Chamber training with Napier University, which will give the kids a sense of how their bodies will respond in the extremes of the Arctic environment.
It will also include training on field experiments training with St Andrews University, the team will conduct their experiments on weather, water salinity and microplastics in order to feed back to the IPCC. We also have relationships with Oxford and Cambridge Universities.
We have a number of ex-military Arctic specialists, and we brief the team on the need for proper preparation to avoid common medical conditions in the harsh environment.
Helicopter safety training is provided by our supporters, which allows the young team to prepare for the journey onto the ice by a mode of travel they may not have had the chance to experience.
06
Phase 3
Months 9-12
The teens need to have the endurance core stength to pull their sledges on the ice; tyre hauling in the depth of the Scottish winter is ideal training.
07
Phase 4
Month 15
Two weeks in East Greenland prove what Invisible Kids are capable of.
Teams ski up to 100km while hauling sledges, pitching tents, melting snow and rotating through leadership roles. The harsh Arctic environment shows students how powerful they are when they trust their training.
Nightly debriefs reinforce key lessons in empathy, accountability and calm decision-making under pressure.
The harsh environment and physical effort required to pull their sledges means the expedition is hard.
It is mean to be hard; this is the experiences that proves to each child just how capable they are.
The extensive physical, mental and specialist training means every child is fully prepared and capable.
The extraordinary environment and sense of belonging that comes from being part of a team going through such a unique experience is a true revelation. This is what unlocks the mental barriers for the teenagers.
08
Phase 4
Months 11–12
Graduates return home to inspire at least 3000 school children.
Polar Academy graduates return brimming with confidence and a burning desire to tell their story.
But their story doesn't begin when they set foot on the ice, nor end when they step off it; each graduate has taken their own journey - facing their own personal challenges - to achieve something truly remarkable: To become A Polar Explorer.
