What Lessons Can We Learn from Chasing the Northern Lights?

The scientific name for the Northern Lights is Aurora Borealis. It combines the Latin word for dawn (aurora) and the Greek word for north (boreas). This breathtaking phenomenon refers to colourful light displays in the night sky, caused by solar particles interacting with the Earth’s atmosphere.

Last month, during the school holidays, I finally embarked on a long-anticipated journey to the Arctic Circle to try my luck at aurora hunting. It had been a dream of mine for years, especially after seeing friends return with surreal photos that looked like scenes straight out of outer space. Yet I also knew of others who had travelled thousands of miles, only to return disappointed after not catching even a glimpse of this elusive phenomenon.

Fortunately, I belonged to the former group and returned with loads of photos and unforgettable memories. But this made me wonder: was it really just luck and chance? If the Northern Lights had not appeared, would I simply blame Lady Luck? Or were there things I could do to increase my odds?

As it turns out, this adventure offered several valuable lessons worth sharing.

Lesson 1: Increase Your Odds by Diversifying Your Locations

When planning our Northern Lights trip, we decided to improve our chances by splitting our time between two destinations – Tromsø (Norway) and Abisko (Sweden).

From a practical standpoint, visiting both locations significantly increased our odds compared to staying in just one. Different weather patterns and geographical advantages meant that while one place might be cloudy, the other could be clear. Abisko is famous for its unique microclimate (often referred to as the “Blue Hole”) which tends to stay clearer than surrounding areas. Tromsø, on the other hand, offers vast driving ranges that allow guides to escape cloud cover.

According to my AI travel planner:

“You are doubling your potential for clear skies and sightings, making a combined trip a strategic move for maximizing aurora viewing compared to staying in just one location.”

This idea of diversification resonates strongly with my experience at DAS. Similarly, we increase our effectiveness when we diversify our skills and perspectives rather than relying on a single approach. By joining different teams and taking on varied roles, particularly through my involvement in the Advisory Team, I have learned a great deal about the wide range of student capabilities and classroom behaviour management strategies across centres.

Just as different locations offered different conditions for spotting the aurora, different teams and experiences at DAS expose us to new ways of thinking, problem-solving, and supporting learners. Diversifying where and how we learn ultimately strengthens our teaching practice.

 

Lesson 2: When the Opportunity Comes, Grab It

Tromsø was our first stop. Known as the “Arctic Capital,” it offers a vibrant city life alongside rich culture and history. On the night we arrived, the skies were clear, and weather conditions were forecasted to remain good for one more day before heavy rain set in.

Originally, our Northern Lights hunt was scheduled for the following night, as we already had a full itinerary planned – visiting a reindeer farm to experience Sámi culture and taking the Fjellheisen cable car up Mount Storsteinen. However, after checking the weather forecast and aurora probability (yes, there’s an app for that!), we made a bold decision to switch our aurora hunt to an earlier night.

That decision paid off.

We enjoyed clear skies that night, while the following day brought heavy rain and strong winds—so severe that the Fjellheisen cable car was closed the entire day.

Planning is important, but when dealing with natural phenomena that change as quickly as the weather, flexibility is just as crucial. We constantly monitored updates and were willing to adjust our plans. Although there was uncertainty, the data at that moment clearly favoured switching nights, and we chose to trust the science.

That night, we witnessed an intense streak of aurora dancing across the sky, and we rested happily the next day after a full adventure.

At DAS, we may sometimes find ourselves “arrowed” to take on tasks or initiatives that were not initially within our comfort zone. However, these moments can become valuable learning opportunities. A good example for me was working on the ADHD/ASD toolkit. What started as an assigned task turned out to be an eye-opening experience. It showed me how thoughtfully designed, simple tools can meaningfully support students with special needs in the DAS classroom, approaches I might not have considered otherwise. Sometimes, the greatest growth happens when we lean into opportunities rather than waiting for the “perfect” moment.

Lesson 3: Wait, or Actively Chase the Phenomenon?

One of the most fascinating contrasts came from how aurora hunting was conducted in Tromsø versus Abisko.

In Tromsø, our guide was a professional photographer specialising in aurora photography. She explained that three conditions are needed to see the Northern Lights: clear skies, darkness, and solar activity. After checking her equipment, she directed the driver to a spot where we waited patiently. The sky was clear and filled with stars, the night was dark, but the green lights stubbornly refused to appear.

After a couple of hours, the guide decided to try another location about 30 minutes away, and finally, the aurora emerged! Excitement erupted as people queued for professional photos while others experimented with camera settings and creative poses to capture the long-awaited green glow.

In Abisko, however, the approach was far more dynamic. Our guide, also a professional photographer, actively chased the aurora. He constantly exchanged information with fellow guides, tracking where the lights were strongest. After a hearty dinner of reindeer meat (Yes! Reindeer meat!!), we set off into the night.

Along the way, he pointed out wildlife foraging in the darkness. Each time we reached a promising spot, he would set up his equipment and help us take professional shots. As the aurora shifted and faded, we moved again. Whenever he shouted “Go!”, we would leap out of the van, phones in hand, snapping away. In some places, the aurora was so intense that even a good smartphone could capture videos of lights swirling all around us.

While science plays a vital role, this experience taught me that we can also increase our odds (and our sense of adventure) by being proactive. Sometimes, chasing the dream beats standing still and waiting for luck to arrive.

This mirrors professional learning at DAS. While structured training is valuable, we can further enhance our growth by actively seeking knowledge rather than waiting for it to come to us. Attending RETA seminars or webinars, engaging in professional sharing, or making good use of our Skills Future funds are ways we can take ownership of our development.

Time and tide wait for no man/woman. By being proactive learners, we increase both our competence and confidence as educators.

Final Lesson: Get the New Smartphone!

This one comes with a laugh… and a little regret.

I had planned to upgrade my phone to one with a better camera, but with the trip already costing thousands, adding another thousand made me hesitate. In hindsight, I probably should have done it. Thankfully, in our group of four, at least two phones were new enough to capture the full glory of the aurora, and I relied on their generosity to share the photos.

Our Abisko photographer-guide was equally generous, sharing all his professional shots with us, including stunning images of the Milky Way and star constellations. He definitely earned a five-star rating from me!

While shared partly in jest, this lesson carries a serious message. Better tools often open up new possibilities. Just as newer smartphone technology allowed us to capture the full beauty of the aurora, advances in educational technology have transformed how we teach and learn.

The world of education technology has grown by leaps and bounds, and while new tools can feel intimidating at first, they are worth exploring. Rather than shying away from technology, we can embrace it by learning alongside our students and modelling curiosity, adaptability, and lifelong learning. After all, sometimes the best way to keep up with a changing world is to learn together.

Much like chasing the Northern Lights, our journey at DAS involves planning, flexibility, continuous learning, and a willingness to step beyond the familiar. I hope these reflections encourage us to keep exploring, growing, and supporting one another – both in and beyond the classroom.

Tromsø

 

Abisko