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Make it count. Holiday with intention.

11th June 2025

One of the most cherished aspects of holidays is that they can provide the space and time to do what can otherwise be impossible when daily schedules take priority.

Given that our ISWA community now has an extended period away from school, it can be an excellent opportunity to focus on wellbeing.

Here are some suggestions of things which can boost wellbeing.

Reflect. This might be on your growth, achievements, moments of pride and celebration or on mistakes from which you learned. Perhaps there are things you’d like to achieve next year? Try to focus only on what you can control, rather than what it’s impossible to change.

Do what you enjoy: This may be spending unstructured time with family and loved ones, art, sport, writing, reading, baking, playing your instrument, pampering your pet or snoozing in the sun under your olive tree.

Savouring: It’s so easy to default to thinking about the past or anticipating the future. This results in us missing what is occurring in the present, the here and now. Try diverting your attention to each present moment in an accepting, non-judgemental way. This is the essence of mindfulness.

Be in nature: Few things are as therapeutic and restorative as being in nature. It might be a picnic to admire the clouds or spot stars, a bike ride through the forest, a scavenger hunt searching out flowers, gum nuts or leaves , a visit to your closest beach, dolphin spotting on the Swan River or pitching a tent in the backyard for a sleep out. It can also increase a sense of awe. In a safe and calming environment, anxiety is reduced. Brains can wander and rest.

Disconnect: Time away from electronic devices can be freeing. It can quieten the continual ‘noise’ and demands of being ‘tuned into’ the wider world’s expectations. It can be an opportunity to engage with other things and people, in various ways. Given there can be negative and inaccurate information shared, particularly on social media, disconnecting can be liberating and rejuvenating. Brains can be overloaded so using finite cognitive resources for more productive activities or taking a break like this may help brains relax and also alleviate stress.

Do nothing: Counterintuitively, boredom can be a catalyst for creativity and self-reflection. There is research which indicates that having nothing to do can help regulate emotions, reduce stress, improve thinking and problem solving. It is often when we allow our minds to wander or when we daydream that we can identify solutions to thorny issues, appreciate different perspectives and temper our anxiety. Creating a “boredom jar” for children during holidays, one filled with activity ideas, can inspire them when they claim there is ‘Nothing to do!’

Trial Healthy Habits: Holidays can provide the opportunity to create and build new habits for success. Habits help us function efficiently, but they can also reinforce patterns that don’t serve us well. Beginning with microhabits—small, manageable actions that are easy to incorporate into daily routine, anchoring new habits to existing routines and focussing on ‘keystone habits’ – those little actions which have a ripple effect on other areas of life – can ensure this is enjoyable and successful.

Express gratitude: Gratitude diverts a focus from what’s lacking or negative to what’s positive in life. This helps increase feelings of happiness, contentment, and optimism. Expressing gratitude also releases dopamine and serotonin, those neurotransmitters which enhance mood and reduce stress. Gratitude enhances resilience and strengthens social connections. It also reinforces a growth mindset.

Volunteer: This can be simple yet have a profound impact. Helping out a neighbour, grandparent, a respected charity or anyone in need of support can reduce potentially problematic emotions such as anger and anxiety, provide a sense of purpose, teach new skills and boost self esteem. It’s also a terrific way to meet new like-minded people.

Dr Dan Seigel’s ‘Healthy Mind Platter’ provides another perspective on what he deems essential mental activities for optimum brain health.

The Healthy Mind Platter has seven daily essential mental activities necessary for optimum mental health. These seven daily activities make up the full set of “mental nutrients” that your brain and relationships need to function at their best. By engaging every day in each of these servings, you promote integration in your life and enable your brain to coordinate and balance its activities. These essential mental activities strengthen your brain’s internal connections and your connections with other people and the world around you. Dr Dan Seigel Healthy Mind Platter

Additional Holiday Resources

Feeling overwhelmed, or experiencing heightened emotions over an extended period, could be a sound reason to visit a trusted GP. Youth Friendly GPs are trained to work with young people (see link Youth Friendly GPs). GPs offer face-to-face support and are trained in both physical and mental health issues. The GP can also provide a ‘mental health-care plan’. These provide for six free (or Medicare-subsidized) sessions with a psychologist. The GP can be asked for a referral to a completely subsidised or an extremely low-cost option, too.

From the age of 15, young people can have their own Medicare cards. This provides access to the GP without the need to use the family’s Medicare card. (Six ways to get help with mental health)

Lifeline Australia 📞: 13 11 14 – 24/7 crisis support and suicide prevention services

Beyond Blue 📞: 1300 22 4636 – information and support for anxiety, depression, and suicide prevention

SANE Australia 📞: 1800 187 263 – support and information to those affected by mental illness

Headspace 📞: 1800 650 890 – support for young people aged 12-25 and their families, coping with mental health challenges

Kids Helpline 📞: 1800 55 1800 – 24/7 helpline for children and young people

Suicide Call Back Service 📞: 1300 659 467 – professional counselling and support for those affected by suicide

MensLine Australia 📞: 1300 78 99 78 – support for men navigating relationship issues, family problems, and mental health challenges

1800Respect 📞: 1800 737 732 24/7 support for people impacted by sexual assault, domestic violence or abuse

Carers Australia 📞: 1800 242 636 – support and resources for family and friends caring for individuals with mental illness

QLife 📞: 1800 184 527 – support for LGBTQIA+ individuals and their families

Butterfly Foundation 📞: 1800 33 4673 – support for individuals contending with eating disorders and body image concerns

13YARN 📞: crisis support for indigenous Australians

Wishing everyone in the ISWA community a safe and memorable holiday.

Christine Rowlands

School Counsellor

AI and ISWA: Developments in Teaching & Learning Tools

27th May 2025

Artificial Intelligence tools at ISWA

by Staale Brokvam, Director of Technology

As part of our efforts to support teaching and learning at ISWA, we have been focusing on artificial intelligence (AI) and are developing an AI policy to provide clarity and guidance for our staff and students. AI is integrated into our learning management software, Toddle, and the Toddle team is gradually integrating AI into various modules, with benefits for both teachers and students. AI can work as a teaching assistant, automating certain time-consuming tasks and freeing teachers up to spend more time in direct interaction with students. It can also help to provide personalised learning support for students.

For an in-depth reflection on our work with Toddle, please watch the video below:

AI That Supports Teachers

Teachers are using AI in Toddle to assist with lesson and unit planning. Toddle’s AI tool has been trained on a large body of educational materials, including the full documentation of the IB PYP, MYP and Diploma framework, as well as the West Australian SCSA standards.

It assists teachers with designing high-quality, standards-aligned lessons by suggesting learning objectives, instructional strategies, and assessment tools. It reduces planning time and allows teachers to focus more on engaging students, differentiating instruction, and creatively enhancing the learning experience.

Personalised AI Tutors for Students

Toddle AI Tutors are a new learning activity type which teachers can configure and assign to students. An AI tutor is a chatbot which can provide each student with personalised support, guidance and feedback. Interactions with the AI Tutor can take many forms, depending on the subject and the intended outcome: students can play math games, explore or reinforce key concepts from their current unit, revise skills, engage in written or spoken conversation with the tutor in French or Spanish, brainstorm for a project or essay, and more, all while learning at their own pace.

Importantly, the system also gives teachers insight into student performance – highlighting individual strengths and areas for growth in relation to learning goals, and providing teachers with summary data for the class as a whole, allowing them to plan differentiated instruction going forward.

Developing an AI Policy

While AI presents a number of opportunities we are also aware of potential risks, and in order to provide safeguards and guidance for responsible use, we are working on an AI policy for ISWA. This will guide how we use AI technologies across the community. Important elements of the policy include:

Privacy and data security – ensuring student information is safe

Bias and accuracy – addressing inherent concerns with AI
Transparency – clearly indicating when content is AI-generated
Academic honesty – setting expectations for appropriate student use of AI
Evaluation guidelines – establishing a review process for AI tools
Scale of appropriate usage – defining usage levels (e.g. “No AI” to “Free Reign”) for clear communication on permitted AI use per task

Looking Ahead

As AI becomes a more common part of life and learning, our goal is to ensure it serves our community in thoughtful, student-centered ways. We’re excited by how AI can personalize learning, support teachers, and provide timely feedback. At the same time, we want to balance innovation with responsibility, so that students not only benefit from these tools, but also learn how to use them ethically and effectively.

– Staale Brokvam, Director of Technology

Universal Design for Learning in Early Years at ISWA

9th May 2025

What is Universal Design for Learning? Hear from our Year 1 Teachers:

We recently presented at the Earcos International Teachers Conference in Kuala Lumpur. Our presentation was titled, ‘UDL hacks so student potential doesn’t slip through the cracks’. You may ask yourself the question, “What is UDL?”

UDL or Universal Design for Learning is not just a framework for curriculum design. It is, at its core, a powerful belief that every student, regardless of their background or learning style, is capable of success. It challenges us as educators to consistently reflect and rethink our approach to teaching, advocating for instructional methods that are not ‘one-size-fits-all’, yet intentionally designed to meet the diverse needs of all learners.

UDL is based on three core principles which provide multiple means of engagement, representation and expression. By applying these principles, we can create a more inclusive, flexible, and supportive learning environment, where every student has the opportunity to thrive.

Within our Year 1 classes we implemented ‘hacks’ or strategies based on the UDL principles to support students to reach their full potential through goal setting, learning playlists and ongoing feedback and reflection. Encouraging students to set personal, achievable goals, helps them to take ownership of their learning and reinforces the idea that growth comes from effort and persistence. The learning playlist provides students with a variety of materials and empowers them to take charge of their learning. It offers choice for them to engage in activities that work best for their unique learning styles, fostering autonomy and engagement. Students also have the option to complete certain tasks individually, with a partner or in a small group. Whilst students engage in playlist activities, it gives us the opportunity to connect with them, develop meaningful relationships and strive towards academic success.

Feedback and reflection is an important strategy that informs our planning and student understanding. Offering regular, constructive feedback and opportunities for self-reflection helps students understand their progress and recognise areas for growth. This reinforces the belief that improvement is always possible. Student agency has flourished alongside a collective classroom culture of ‘Growth Mindset’ where students encourage one another to believe in themselves, to achieve optimal learning and success.

After receiving heartwarming feedback from our session and gaining valuable professional growth through workshops led by inspiring educators worldwide, we are more motivated than ever to expand our collection of teaching strategies and tools to share with fellow educators. Additionally, we are eager to continue our research in this field of learning—embracing our journey as lifelong learners in Year One, where our class mantra reminds us: “Without believe, there is no achieve.”

– Candice Wolff and Cayley Benedict (Year 1 Teachers)

Look for the Beauty

27th March 2025

Think about the last time you were awed by beauty.

Perhaps it was a rising moon, a friend’s smile, a fluffy, toffee coloured puppy, a newborn baby or a stunning landscape. Intentionally placing our attention on the phenomenal wonders we’re surrounded by each day can protect us from negative experiences and reinforce our wellbeing.

A core pathway in the Visible Wellbeing programme at ISWA is attention and awareness. Learning about and practicing these skills is intrinsically linked to wellbeing. According to Professor Lea Waters, creator of ‘Visible Wellbeing, ‘Attention is our ability to focus, whether on inner aspects of self, such as emotions and physical sensations, or on external stimuli. Awareness refers to the ability to pay attention to a stimulus as it occurs. Wellbeing is improved when individuals are aware of, and can consciously direct, their attention’.

From a pragmatic perspective, the ability to be aware and attend to the world around us is essential to survive. There are inherent dangers in this magnificent world, so we protect ourselves by being informed, respectful and mindful of them. It is also commonly understood that without the ability to set our minds to focus and attend to learning, we would remain ignorant and isolated.

Alternatively, though, when we offer up our attention to people, places and experiences or savour them, this can reap phenomenal benefits. Bryant and Veroff (2007) define savouring as ‘…attending, appreciating, and enhancing positive experiences that occur in one’s life.’

What is savouring? Definition, meaning and examples Berkeley

The ISWA Kindy children are masterful at noticing wonders around them every day. They relish moments of close observation such as discovering a budding strawberry or a passionfruit emerging in its infant phase from an exotic flower. They immerse themselves in novel textures such as chocolate coloured mud in their playground creek. They are quick to share their surprise and glee at spotting a kookaburra effortlessly balanced on a branch. They devour celebratory treats, such as birthday cakes, with gusto, oblivious to smears of icing on their faces.

We are all familiar with the cliches entreating us to ‘Stop and smell the roses’ or to ‘Hasten slowly’ and we often remark that ‘Time flies’. As hackneyed and trite as such sayings are, they contain a kernel of truth which is quite profound. This is that our world is sublimely beautiful. We live at a hectic pace in a bustling, frequently overstimulating world.

Deliberately thinking about positive emotions and what generated them is one way of savouring in the present. Buddha says What we think, we become’ so if we are intentional in trying to connect to the present moment, this will spark delight. Alternatively, we can recall moments which have enraptured us. Our imaginations are marvellous tools to help us anticipate what will happen and we can also savour the past. For example, a school camp with Year 4 friends, a relative’s memorable wedding or finally passing our driver’s licence. Mindfully holding onto, and savouring, what feels good, such as the sounds, sensations, sights and smells we experience can be immeasurably enriching.

In the words of Barbara Fredrickson’s “Broaden-and-Build Theory” of positive emotions, such emotions –

“…broaden an individual’s momentary thought-action repertoire: joy sparks the urge to play, interest sparks the urge to explore, contentment sparks the urge to savour and integrate, and love sparks a recurring cycle of each of these urges within safe, close relationships.” (2004)

Positive emotions are not just happy feelings, though. They can be the foundation for those fleeting but meaningful moments that make life worth living. They also have other advantages. They can benefit physical and psychological health, promote creative thought and action, support quicker recovery from stress and ‘facilitate more effective coping … buffering us against symptoms of depression’ (Dolphin, Steinhardt + Cance, 2015). At ISWA we encourage students to recognise such emotions and reference them in differentiated ways using specific language such as joy, contentment, hope, gratitude, enthusiasm and affection.

Notions of beauty, of course, vary widely across cultures and eras. Interpretations depend on variables such as geographic region, traditions, religion, age, gender, and socioeconomic status. Perceptions of what is beautiful vary, too, impacting the ways people behave and what is cherished. The earliest philosophers, such as ‘Plato (428–347 BCE), conceived beauty as a form of perfection and eternal truth. Aristotle (384–322 BCE) associated it with harmony, proportion and order’. (Eliseth Leão, 2024) Beauty can also open boxes of tender memories.

So, there are an unlimited range of ways cultivating our attention and awareness can benefit our wellbeing. Engaging in the expressive arts can unite and heal us stimulating our creativity and imaginations. Relishing being outside in nature can amplify good feelings. .Acts of kindness and generosity or a genuine warm smile can be beautiful. Kahlil Gibran said: ‘Beauty is not in the face; beauty is a light in the heart.’

When I asked students, across a range of ages, ‘What is beautiful?’ here are a few of their responses –

When reflecting upon the fundamental meaning of life, Kathryn Mannix, a palliative care consultant (2025) suggested –

‘…wisdom comes when we recognise the pricelessness of this moment. Instead of yearning for the lost past, or leaning into the unguaranteed future, we are most truly alive when we give our full attention to what is here, right now.’

and it is difficult to argue with this perspective.

Christine Rowlands

School Counsellor

References

Why does beauty matter?

Perception of beauty in different cultures

What is the meaning of life? Fifteen possible answers

What are positive emotions in psychology?

The Lasting Value of Learning Journeys in Schools

26th February 2025

In education, certain practices become so ingrained in the life of a school that their true value can sometimes be overlooked. Learning journeys—dedicated times when students share their learning with their families—are one such example. They are not a new concept, but their impact remains profound, particularly when thoughtfully implemented in a way that truly honours student voice, agency, and academic rigour.

At the International School of Western Australia (ISWA), an IB World School delivering the Primary Years Programme (PYP), learning journeys are more than just a display of student work; they are a reflection of the inquiry-driven, student-centred learning that defines PYP education. Unlike in non-PYP settings where learning showcases may primarily focus on teacher-directed outcomes, PYP learning journeys place students at the heart of the experience, empowering them to take ownership of their learning and communicate their progress in meaningful ways.

Why Learning Journeys Matter

For students, learning journeys provide a unique opportunity to reflect on their growth, articulate their understanding, and build confidence in their ability to express their learning. When children guide their parents through their classroom, explain their inquiry, and demonstrate their skills, they are not simply recalling information—they are developing critical communication skills, self-awareness, and a sense of pride in their achievements.

Furthermore, learning journeys are a testament to the rigour embedded in the learning process. Students are not merely showcasing polished final products; they are sharing the complexities of their inquiry, discussing their challenges, and highlighting how they have refined their understanding through feedback and perseverance. This process strengthens their metacognition and fosters a growth mindset—essential skills for lifelong learning.

For instance, a Year 6 student might walk their parents through an inquiry into environmental sustainability, showcasing a self-directed research project, explaining their data analysis, and reflecting on their personal actions to support a greener future. Another Year 1 student might demonstrate a mathematical concept they previously struggled with, explaining how they overcame challenges through persistence and inquiry. These moments are powerful—not only do they celebrate progress, but they also reinforce the real-world relevance of learning.

The PYP Difference

The PYP framework at ISWA enhances the learning journey experience by embedding a deep sense of reflection, agency, and academic depth into the process. Students are not just presenting their work; they are engaged in metacognitive discussions, evaluating their growth, and setting personal goals. They understand that learning is not about the end product alone but about the process—how they think, question, and connect ideas across subjects.

In contrast to more traditional models of education where learning is often assessed through standardised testing or teacher-led reporting, PYP learning journeys emphasise student-led conferences, formative feedback, and authentic demonstrations of understanding. Parents leave not just with a sense of what their child has learnt, but with an appreciation for how their child is thinking, collaborating, and developing as an inquirer.

The Power, Pride and Joy of Sharing Learning

Beyond academic rigour, learning journeys offer something equally vital—the deep emotional connection that comes with sharing growth with those who matter most. When students present their learning to their families, they experience immense pride and joy in their achievements. The encouragement and validation they receive from parents, grandparents, and guardians fuel their motivation and reinforce their belief in their own abilities.

The act of explaining their learning in their own words solidifies their understanding and builds confidence. Seeing their parents engaged and excited about their progress reminds students that their efforts matter and that learning is a journey best celebrated together. These moments of connection create lasting impressions, fostering a love of learning that extends beyond the classroom.

At ISWA, the PYP approach ensures that learning journeys are more than a tradition—they are an integral part of fostering lifelong learners who understand the value of their own growth. As schools continue to evolve, reaffirming the significance of these experiences will ensure that students remain at the centre of their learning, with their voices leading the way and their achievements celebrated by those who cheer them on the most.

– Paul O’Brien

Head of Primary

It is not ‘No’. It’s just ‘Not yet’.

1st November 2024

It’s something all humans have in common – the inclination, occasionally, to succumb to the temptations of instant gratification. Our baser urges can devilishly hijack our noble intentions at any moment. If this is infrequent and doesn’t result in anything life threatening or illegal it can be understandable and forgivable. Who amongst us hasn’t eaten that second serving of chocolate gateau or bought that pair of tantalisingly impractical but gorgeous shoes?

But what is ‘delayed gratification’? The widely agreed definition is ‘the ability to delay an impulse for an immediate reward to receive a more favourable reward at a later time ‘. This sounds sensible and simple; however, it takes work.

'A Good Choice May Go Unrewarded for a Long Time'

Many of us are familiar with the famous ‘marshmallow test’ undertaken with Walter Mischel, a psychologist who offered a group of young children the choice of eating a marshmallow immediately or waiting a short time and receiving two instead. As anticipated, when the experimenter left the room, some children failed to resist the temptation of the sweet, eating it immediately, whilst others used a range of ways (some rather amusing to witness) to delay their enjoyment of the marshmallow and earned two marshmallows. Mischel then examined the ramifications of this experiment demonstrating that those who waited seemed to have advantages later in life, such as better academic performances and fewer behavioural issues.

So, in what domains could we delay gratification and why do they matter? Research has indicated that the ability to delay reward is a trait of successful people. Examples of a few of areas these are:

Financial – accumulating money by controlling the temptation to buy goods at the annual sales or clicking to purchase items on Amazon or Temu. This could result in the long yearned for European holiday.
Health – dedicating time to buying and preparing nutritious food instead of calling into McDonald’s after work for the sake of expeditiousness. Eschewing the temporary high of alcohol, nicotine and other drugs.
Social – declining invitations and entreaties from friends to dedicate time to learning and study instead.
Relationships – managing urges to respond in the heat of a moment with a partner or friend in retaliation for something they’ve said or done.
Achievement at work – developing a strong work ethic, remaining self-motivated and focussing on a long-term goal

The ability to regulate our emotions and behaviours is a fundamental element of executive function. These are the group of skills which allow us to plan, monitor, and attain goals. Instant gratification can be a habit, one we can control and eliminate but to do so requires an awareness of such impulses and a commitment to new habit formation.

Young people need to know that impulses pass and that they can cultivate self-regulation. Research indicates that those who master this are more self-reliant and self-confident. Delayed gratification can be perceived as a muscle we can grow for the benefit of our future selves. Given many young people are immersed in, and powerfully influenced by, messages of ‘You can have what you want NOW’ and ‘You deserve to treat yourself today’ they may be unprepared to cope with life’s inevitable setbacks and unfamiliar with how to problem solve.

Mastering self-discipline takes dedication to an incentive and ongoing commitment. One challenge is that it can be uncertain when the long-term goal will be attained. Our personalities, mental and physical health, social and work contexts, as well as other individual characteristics, all impact our success in this arena. In adolescents, instant reward centres in the brain are ill developed which means instant gratification is even more appealing.

What, then, are the ways we can improve our predilection for instant rewards? Examples include –

Thinking about consequences before acting.
Visualising ourselves coping successfully and fostering self-belief.
Becoming aware of, and managing, our emotions so they don’t overwhelm or control us.
Setting achievable and realistic goals.
Being clear about how long we need to wait.
Becoming attuned to triggers which hijack our self-control.
Factoring into our lives routines and rewards.
Avoiding tempting situations.

Naturally, our levels of self-control vary throughout each day due to a myriad factors, And of course, we’re all trying to balance spontaneity, joy and living in the present with an awareness of what is in our best interests and the interests of those around us. We’re not robots. We possess passions and predilections which make us intriguing and endlessly fascinating. However; it is worth trying to become more self-aware and self-disciplined so that we don’t sacrifice what we what most for what we think we want immediately.

Christine Rowlands

References

People with this quality are more likely to succeed James Clear

What is delayed gratification Positive Psychology

How to improve your self-control

Berkley Institute of Wellbeing Delayed Gratification

Self-Control Psychology Today

How to STOP impulsive behaviours

Neurobiology of the adolescent brain and behavior.

Switch it Off.

20th September 2024

Go on. Switch if off.

Spring, in all its glory, is here. The natural environment is calling. School holidays are upon us. It’s timely to consider doing something many of us vow we should and that is to step away from screens.

Of course, it’s easy to demonise time on screens and succumb to black and white thinking blaming them for untold (and even yet to manifest) ills in society. In the developed world it can prove impossible to work, learn and communicate without them and it would be a naive and uniquely self-sufficient soul who advocated dispensing with them altogether. This, then, may be a chance to modify our dependence upon technology and screens or tackle our compulsive habits which preclude us from sampling other valuable aspects of life.

Research from many reputable sources convincingly argues for us to increase our awareness of, and involvement in, the technological lives of our young people. Our children may be tech savvy, but they don’t always possess the wisdom or insight to recognise that their values and beliefs are being forged in often nefarious ways or their thoughts manipulated. During this vulnerable period, they can easily and quickly adopt attitudes and practices which are bigoted, blinkered and even offensive. Their critical thinking skills can be stymied as misinformation, stereotyping, bias, propaganda and selective reporting masquerading as truth populate parts of the online world.

The temptation to gravitate toward the scandalous, salacious and subversive simply means we’re human. We’ve all fallen prey to the lure of instant gratification. Continually comparing ourselves to false representations of an ‘ideal’ form, though, or individuals who are either famous or notorious, can be dangerous.

Young people are clocking up increasing time on devices, and are less engaged in physical activities. An American study of 40,000 children revealed that once the one hour mark per day is reached ‘screen time was associated with less curiosity, lower self-control, less emotional stability and lower psychological wellbeing’. Worryingly, too, 14- to 17-year-olds who used screens throughout the day were ‘...twice as likely to have been diagnosed with depression’. (The secret to why exercise is so good for mental health: hope molecules).

Social media usage has also been associated with a negative impact on ‘...attention span, memory, and overall brain function’ (Online bullying and mental health May 26 2024 ABC).The younger users of social media are ‘more likely than older ones to have body image issues, while kids who use Instagram or Snapchat before age 11 face a higher risk of online harassment’ (Computers in human behaviour) and (Computers in Human Behaviour 2022).

There are increasing calls from experts for governments and technology companies to implement policies and restrictions on social media for the benefit of children’s wellbeing (US surgeon general issues advisory on profound risks). A May 2024 report from Common Sense Media (Common Sense Media Report about link between social media and mental health May 2024) outlines that young people ‘…experience stressful content and must actively take steps to manage their exposure to it’. Excess time on screens can hinder the ability to interpret emotions and it can trigger aggressive conduct.

Of course, it is easy to highlight problems, not so easy to remedy them.

Those of us privileged enough to work alongside young people know that they rely on digital technologies to connect with others, to be ‘heard’, understood and to link to communities they may not find in their everyday lives. They are also seeking to explore, escape and sample other worlds. On occasion, they even research ways to benefit their own health. Adolescence, a period we now know lasts until at least 25 years, is a crucial one for brain development. During this stage, young people are extremely vulnerable to peer pressure and their sense of self-worth is forming. Excessive time spent in front of a screen can diminish executive functioning and academic performance. Prolific gamers have been found to have ‘higher rates of eye fatigue, back pain, and wrist strain than casual gamers…aspiring eSport gamers have higher rates of body fat and decreased bone mineral density’ (Daniel Stjepanovic Heavy Screen Time for Children Research). We’re aware that many of our young people struggle to just sit with themselves without something to “do”. The word ‘boring’ is pejorative and the antidote is often to click, scroll, ‘like’, view, check and troll.

There are many benefits to detaching from screens. These include increased sleep, more time to move and maintain healthy weight, increased productivity, creativity and greater impulse control. We want our young people to self-regulate and be proportionate in their approach to technology.

Here are a few of the innumerable practical tips to reintroduce more balance into technology-dominated lives and treasure time away from daily obligations, particularly as school holidays are looming –

Charge all electronic devices outside the bedroom. This is fundamental. Banish them. They are very distracting and tempting, even if they are in the same room where people are attempting to work or rest. Notifications should be switched off.
Go outside, Hike, head into a local or national park. Explore, marvel at, and relish, nature. Bike ride. Take up fishing. The CEO of the Australian Psychological Society, Zena Burgess, says ‘…a sunset can connect us with something bigger than ourselves’. She says ‘research highlights the positive impact natural environments can have, especially on low levels of anxiety or negative thinking’.
Head out of the city. Take a train or bus to a new destination. Play some uplifting music or a collection of podcasts on the journey.
Start journaling. Sketch, paint, take up photography. Challenge family members to board games. Knit, sew, experiment with new recipes or read.

Screens are NOT evil incarnate neither is all screen time equal. Phones help young people stay safe and keep in touch with loved ones. Technology is a privilege in the 21st century world but needs to be used in moderation, certainly never substituted for face-to-face communication.

So go on. Step away from those screens for a major proportion of every day. Separate from those influencers, leave Taylor Swift in the adoring arms of other Swifties for a while. You may find that life holds so many more opportunities and delights.

Christine Rowlands

Screen time guidelines for children and young adults.

(source: The Sydney Children’s Hospital Network)

Children younger than 2 years: no sedentary screen time
Children aged 2–5 years: no more than one hour per day; less is better
Children and young people aged 5–17 years: no more than 2 hours of sedentary recreational screen time per day, this does not include required schoolwork. Less is better.

Further Reading and References

Communities, Connectedness & Why They Matter

30th August 2024

When do schools become communities? What is it about communities that make them essential for people to thrive?

Our ISWA ‘Purpose and Commitments’ states:

‘We value a diverse community where everyone is safe, included, appreciated, and feels free to be themselves. We recognise that our school community, the host country, and the international community provide an invaluable opportunity for us to be enriched by the perspectives of others. We are committed to collaborate and communicate effectively, and with empathy.’

Here we recognise that wellbeing is a multi-faceted concept – a combination of emotional, mental, physical, spiritual and social health – which reflects how people feel about themselves and life in general.

Together we strive, each day, to model wellbeing behaviours, teach competencies and actively engage students so they feel aligned to ISWA values. We want our students to feel safe, that teachers care about and treat them justly, and to be good about being at school. We want students to view their lives as meaningful and important.

Feeling connected at school is a protective factor for young people. When they feel a sense of belonging, they are favourably disposed to learning. These connections directly influence regular school attendance, which we know is fundamental to improved education and wellbeing outcomes. Connectedness also ‘…reduces risk-taking behaviour and violent and antisocial behaviour, as well as the likelihood of emotional problems.’ (Why is school connectedness so important)

Experts, like Dr Justin Coulson, report that:

‘It’s impossible to overstate the importance of connection. There is overwhelming evidence in the positive psychology, wellbeing and educational research. With connections, students believe they are lovable, have worth, feel safe, they’re more able to regulate their emotions, they trust more easily and they’re more resilient. Behaviours in children are bids for connection’. (Dr Justin Coulson)

Experiencing relationships with family members, friends and schoolmates lowers anxiety and depression. They raise levels of self-esteem, foster greater empathy, and facilitate more trusting and cooperative relationships. Strong mutually beneficial relationships can also help strengthen immune systems and stimulate disease recovery. Such connections help people feel understood, encouraged. and more able to persist when faced with challenges.

September 12 is the 2024 R U OK Day and it provides an ideal platform for us to reinforce these messages about how vital connections are throughout our lives. The focus this year is on ‘Asking R U OK? Any Day because life happens every day’. 

Across the primary school our emphasis will be on students being aware of others and demonstrating ways to be a caring friend. Children will be invited to wear something yellow to school as recognition of yellow symbolizing optimism, joy, happiness and friendship. Some activities will be integrated into their normal schedule to highlight the fact that we ALL must be willing to genuinely listen to others so they can communicate their feelings and share what’s going on in their lives. Often sincere, active listening is all that’s required to really ‘see’, value and support someone. Dedicated listening and acknowledgement can have a very powerful impact.

Although secondary students will be off campus on camp, this is an Australia-wide initiative which we want to champion. Staff will also take time in September to reflect upon the significance of connections at ISWA and celebrate the connections which are at both the core of our Visible Wellbeing programme and comprise the DNA of our community.

Other references:

Strong Relationships

The Centrality of Connectedness

Love the One You’re With. Yourself.

24th May 2024

"There is more wisdom in your body than in your deepest philosophy." - Friedrich Nietzsche

It can be scary to sustain an injury in an accident or because of illness. The body we largely ignore, assuming it will function at an optimum level indefinitely, is suddenly vulnerable, flawed and requires our undivided attention. It demands that we prioritise its needs, tune into its every nuance and respond with care. Its oblivious to us having places to be, people to meet or responsibilities. It reminds us that it is the boss and it cannot be neglected or ignored. It cannot be mistreated or abused. The message it sends – that healing is paramount – is salutary and essential. Everything and everyone else must wait.

Our bodies are miraculous and mysterious, robust yet delicate, endlessly surprising yet with important limitations. All human bodies are fundamentally the same yet house individuals as diverse as our limitless imaginations.

When we’re young, it’s almost inevitable that we are fearless, feel invincible and want to experiment with the lengths to which we can test our bodies. It’s almost a cliché that the young assume they will live forever, that the mere mention of old age is akin to speaking to them in an alien language as their eyes glaze over and they sigh! Old age is never a planet they will inhabit – that’s what they think. In many contradictory ways, we want the young to be brave, to explore new horizons and to test their limitations. After all, being a ‘risk taker’ is an element of the IB Learner Profile and some of the most amazing feats of endurance and the most phenomenal discoveries are a consequence of the young, curious, and fearlessly leaping in where angels have previously feared to tread.

There can be a heady price to pay, though, for ignoring body signals. Consider the accumulated research and current alerts to sportspeople about concussion and the fatalities we continue to see on roads due to alcohol, speed, and exhaustion. There are those who simply must bungee jump, skydive, swim with predatorial ocean life, run with bulls, ice climb, see great white sharks up close, raft in treacherous rapids and summit precipitous mountains. There is a proliferation of vaping. Millions of people consume fat clogged fast food. It seems that we humans take an interminable period or a tragedy to cherish our bodies.

There are those, too, who, very sadly, adopt ludicrous measures to adhere to fictional ‘ideals’ of bodies. The Australian Butterfly Foundation (Positive body image Butterfly Foundation) is a reputable organisation for those caught up in dangerous modes of body destruction. Increasingly, there is evidence of the malevolent impact social media and influencers can have on perceptions of beauty. (Is there a relationship between social media and body image?). One example the Foundation cites is ‘image-centric social media platforms like Instagram’. We know that cyberbullying can negatively impact body image and self-esteem. Filtering and editing tools can make people feel inadequate and ‘TikTok content often promotes disordered eating habits, presenting thinner body types as more ideal and preying on the viewers’ insecurities around their bodies…‘ A 2024 study noted that “thinspiration” or “fitspiration” are likely to trigger poor body image and eating disorders’

"Life is so much more beautiful and complex than a number on a scale" - Tess Holliday

The Butterfly Foundation explains that body image refers to ‘the values and beliefs we hold about our body and appearance, the way we think and feel and the attitudes and behaviours we engage in’. They advocate body positivity – inclusive promotion of ALL bodies irrespective of their ‘size, abilities, colour, gender, or shape.’ We are all valuable and enough, deserving of respect and appreciation.

Beyond Blue advocate we need to focus on our personal strengths and qualities that are not appearance-based so our self -esteem is robust and our lifestyle conducive to overall health. Laura Bajurny, from the Alcohol and Drug Foundation, claims ‘…young people can easily acquire both nicotine and non-nicotine vapes online… and that they are aggressively marketed targeted at young people. She explains that ‘…heavy alcohol consumption is connected to some of the most common causes of death for young people – accidents and injuries including drownings, motor vehicle crashes. According to the Australian Bureau of Statistics’ National Health Survey (March 2022) … ‘one in four Australians drinks too much and those 18 to 24 are more likely to have consumed five or more on any day at least once a month consistent with “heavy episodic drinking”,

At ISWA, we imbue all our student interactions with reflections on their strengths, ways they can appreciate themselves and how to form healthy habits. These are all elements of the S.E.A.R.C.H. pathways in Visible Wellbeing. We want every student to be resilient so they can avoid physical, emotional and psychological injury. We encourage them to recognise their uniqueness, to maximise their potential and to be thankful.

– Christine Rowlands

Works Cited

50+ Love your body quotes

50 Body positive quotes to love the skin you’re in

Why our bodies and brains bounce back

Take A Risk. Forgive.

3rd May 2024

Take a Risk. Forgive.

‘Forgiveness is a virtue of the brave.’

Indira Gandhi

We all feel wronged at times. It’s legitimate to feel like this, particularly if our wounds are grievous. We may experience anger, pain and resentment. Should we simply let go of such feelings or will this condone what’s been done to us, feel unjust or too passive? What if the offending person fails to recognise what they’ve done?

Given the current explosive conflict continuing to erupt in various parts of the world it can seem as if there is a deficit of forgiveness being demonstrated. However, forgiving is not the same as forgetting. Deciding to forgive is a conscious one about relinquishing the past. Some argue it’s a virtue.

Karen Swartz, M.D., director of the Mood Disorders Adult Consultation Clinic at The Johns Hopkins Hospital claims that ‘Forgiveness is a choice…and an active process in which you make a conscious decision to let go of negative feelings whether the person deserves it or not’. We can ‘…decide to forgive’, she argues.

Forgiveness is also not about disregarding our injury or distress, ignoring, pretending or excusing something unjust or cruel, nor is it accepting that what happened is OK. It is not about making excuses for someone or even reconciling with them. Instead, it’s about abandoning the desire for an apology or revenge. It’s seeking to overcome feelings of malice and aiming for harmony.

At ISWA, we try and guide students to recognise and accept that all people are flawed and that sometimes we will feel negatively in response to what happens or what someone says to us. It can be an understandable default position for young people to think in ‘black and white’ when they perceive things in categoric terms of right and wrong, but there are innumerable reasons why opting NOT to forgive is detrimental to our wellbeing.

‘Forgiveness is the fragrance the violet sheds on the heel that has crushed it.’

Mark Twain

So, what are the benefits of forgiveness?

Physiologically, it boosts our immune system and minimises heart related issues. Mentally, we know that people who forgive are inclined to experience less stress, anger, anxiety and depression. Feelings of autonomy and control increase, as do feelings of self-worth and the ability to manage stress. It’s makes sense that all types of relationships are buoyed by forgiveness – it strengthens a sense of connection, fosters trust and is aligned to empathy. It can enhance communication, loyalty and the ability to compromise.

But what does forgiveness require? Being attuned to our thoughts and feelings is an essential start, as is being both courageous and honest enough to examine these in the proverbial cold light of day. Deluding ourselves will not counter feelings of malice. It won’t dispense with blame. Harbouring resentment begins to exert power over us because emotions such as this can be toxic for our mental health. Ruminating on them eats away valuable time, attention and energy.

Bob Enright, PhD, a psychologist at the University of Wisconsin, Madison, pioneered the study of forgiveness three decades ago. He says, ‘…true forgiveness offers empathy, compassion and understanding to the person responsible for the hurt’. Fred Luskin, a pioneer in the science and practice of forgiveness.…says that ‘The essence of forgiveness is being resilient when things don’t go the way you want—to be at peace with “No,” be at peace with what is, be at peace with the vulnerability inherent in human life. Then you have to move forward and live your life without prejudice’.

Harvard Medical School recommends the R.E.A.C.H method of forgiveness. This acronym stands for: Recall, Emphasize, Altruistic gift, Commit, and Hold. These are the steps -.

Recall. Begin by recalling the wrongdoing in an objective way. The goal is not to think of the person in a negative light nor to wallow in self-pity, but to come to a clear understanding of the wrong that was done. Visualize the person and situation and all the feelings that come with it. Don’t push aside anything, especially if it makes you feel angry or upset.

Empathize. Next, try to understand the other person’s point of view regarding why they hurt you, but without minimizing or downplaying the wrong that was done. Sometimes the wrongdoing was not personal, but due to something the other person was dealing with. “People who attack others are sometimes themselves in a state of fear, worry, and hurt,” says Dr. VanderWeele. “They often don’t think when they hurt others, and they just lash out.”

Altruistic gift. This step is about addressing your own shortcomings. Recall a time when you treated someone harshly and were forgiven. How did it make you feel? Recognizing this helps you realize that forgiveness is an altruistic gift that you can give to others.

Commit. Commit yourself to forgive. For instance, write about your forgiveness in a journal or a letter that you don’t send or tell a friend. “This helps with the decisional side of forgiveness,” says Dr. VanderWeele.

Hold. Finally, hold on to your forgiveness. This step is tough because memories of the event will often recur. “Forgiveness is not erasure,” says Dr. VanderWeele. “Rather, it’s about changing your reaction to those memories.”

The advice from this revered institution is that this process may take time so additional tips from Katharine Chan, MSc, BSc, are to practice self-compassion

‘Until we can forgive the person who harmed us, that person will hold the keys to our happiness, that person will be our jailor’.

Dalai Lama

Perhaps, then, the first question to ask of ourselves is ‘Are you willing to take a risk and forgive?

Christine Rowlands

Works Cited

Forgiveness Your Health Depends on It

Forgiveness Letting Go of Grudges and Bitterness Mayo Clinic

Forgiveness can improve mental and physical health

The Power of Forgiveness

How Forgiveness Impacts Mental Health and Relieves Stress

What is forgiveness Greater Good

Forgiveness Your Health Depends on It Johns Hopkins

The Healing Power of Forgiveness Psychology Today

Why Making Mistakes is Imperative for our Well-being

9th February 2024

Take a moment to consider how many mistakes you have made today. If we are scrupulously honest this may be confronting, disappointing or salutary. Admittedly, mistakes can be problematic, and even painful but the alternative renders us like automatons.

Is there really a link between making mistakes and our wellbeing?

The Cambridge Dictionary defines mistake as ‘an action, decision, or judgment that produces an unwanted or unintentional result.’ This should resonate with us because being wrong does not equate to failure. It is not shameful, stupid or necessarily permanent. They don’t signal a lack of ability, indifference, indolence or flawed character traits.

Mistakes happen when we misjudge a step and take a tumble, eat too much spicy food at a party, inadvertently disclose a secret, harbour unrealistic expectations, speed when late for an appointment, misjudge someone on first impression – the list is limitless. And the very reason it IS limitless is because we are living beings. Consider the famous mistakes made which were deemed beneficial such as Post It Notes, made in an attempt to make strong adhesives, the microwave oven, penicillin, x-rays, tea bags, pacemakers, Velcro and even Coke- a-Cola. We have all heard tales of business leaders even actively encouraging risk taking employees to make mistakes as this is both a sign of imagination and striving to improve. It’s vital in the areas of medicine, science, music, art and in education we try to model the learning struggle by acknowledging mistakes and how these can be insightful, rather than condemning or ignoring them. As educationalists, we are committed to learning. It’s the rationale for our professional existence. We champion life-long learning and, in every context, emphasise the significance of trying. There is no learning without mistakes. At ISWA we champion ‘growth mindsets.’

So, why is it that making mistakes contributes to our wellbeing?

They deepen our self- knowledge. When we reflect upon a mistake, we can spot our own prejudices and biases. This process can engender humility as it encourages us to recognise our shortcomings. Analysing mistakes can lead us to embrace different beliefs and feed our curiosity. Oftentimes it can lead us to being more realistic. If we’re honest and willing to change it can result in us being more responsible.

In fact, the experts at Headspace argue that ‘It would be healthier and more accurate to think that admitting when you’re wrong affirms something positive —that you are confident and well-reasoned, and that you won’t let your ego get in the way of a good idea.’

If we do not make mistakes, some things that can happen are:

Our creativity is limited.
Change does not happen.
We miss out on so many experiences.
We can be over reliant on assumptions rather than upon asking questions/interrogating our beliefs.
We may be plagued by regret over lost opportunities.
We remain in ignorance which is universally acknowledged as being dangerous.

It’s all right to be wrong. Mistakes need not threaten our sense of self or confidence. Mistakes can connect us with others, Mistakes can fuel development. If we continually strive to learn and improve in the wake of mistakes, at the end of each day, we can feel justifiably proud of having TRIED.

Works Cited:

The Well-Being Benefits of Learning New Skills

2nd February 2024

Navigating New Waters

Take a moment to think about the last new skill you learned. How did you feel about the challenge? What strategies did you use to overcome any difficulties you experienced? How did you feel about mastering the skill and in what ways have you incorporated it into your life since?

Aside from the vital skill of learning to read, for which many of us are eternally grateful and which was an entrée into a myriad magical world, leaning to swim is an essential skill for those of us living around the fringes of this large island continent.

As our Primary Head of School Paul O’Brien explained in last week’s Newsletter acquiring this skill is fundamental for survival, but also to engage in many opportunities in life here. He cogently explained the additional benefits it brings such as enhanced communication and problem solving.

What, then, is the relationship between acquiring a new skill, such as swimming, and wellbeing?

The Importance of 'Having a go!'

It could be argued that across the span of our lives, beginning in uterine, we are continually growing, adapting, evolving, and changing. That’s one of the wonders of being alive. To what extent, though, do we take time to reflect upon these things or are we inclined to take them for granted?

One compelling argument for learning new skills is that it can be enormously enjoyable in both more formal contexts, such as schools, but also in all other aspects of our lives. Learning how to ride a bike can be just as thrilling and liberating as crafting an argumentative essay.

Of course, embarking upon new skill learning takes courage and can be a risk. Not all of us can collaborate successfully to write a hit musical, paint as sublimely as Monet or play English Premier League level football but ‘having a go’ helps us feel positive and proud of our efforts. These experiences can also reveal to us previously unknown strengths, such as creativity. and provide the incentive for us to tap into our potential.

Seeking out the Positive

Learning in relation to others, in these ways, results in a greater likelihood that we will appreciate alternative perspectives. Logically, such cooperation engenders empathy, inclusivity, and respect. If more people exposed themselves to those different to themselves and improved their understanding of alternative beliefs, values, cultures, languages, and histories, we may have a more peaceful, harmonious world.

Unquestioningly, life be unexpected, mystifying and even incredibly distressing. If we stubbornly maintain a laser-like focus on searching out the good, on continual learning and on embracing each opportunity to make an effort, the likelihood is that, not only will we become dolphin-like swimmers, but we will fight off the deleterious consequences of stress, and thrive.

References:

Five Ways to Wellbeing

10 Key to Happier Living

New Skills for Children Raising Children Australia

Just One Thing BBC

Train your Brain from Harvard Health Publishing

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AI and ISWA: Developments in Teaching & Learning Tools

Artificial Intelligence tools at ISWA

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What is Universal Design for Learning? Hear from our Year 1 Teachers:

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Why Learning Journeys Matter

The PYP Difference

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When do schools become communities? What is it about communities that make them essential for people to thrive?

Love the One You’re With. Yourself.

"There is more wisdom in your body than in your deepest philosophy." - Friedrich Nietzsche

"Life is so much more beautiful and complex than a number on a scale" - Tess Holliday

Take A Risk. Forgive.

Take a Risk. Forgive.

Why Making Mistakes is Imperative for our Well-being

Is there really a link between making mistakes and our wellbeing?

So, why is it that making mistakes contributes to our wellbeing?

The Well-Being Benefits of Learning New Skills

Navigating New Waters

The Importance of 'Having a go!'

Seeking out the Positive

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