An Anglican community inspiring every learner every experience every day
Vision
To be a leader in Christian education that is characterised by a global vision that inspires hope
Values
Commitment
Compassion
Courage
Integrity
Respect
We acknowledge the Dharug, Darkinjung, Wonnarua and Yolŋu peoples who are the traditional custodians of the land on which Barker College, Darkinjung Barker, Ngarralingayil Barker and Dhupuma Barker stand. We pay respect to the Elders past, present and emerging of the Dharug, Darkinjung, Wonnarua and Yolŋu nations and extend that respect to other Indigenous people within the Barker College community.
Editors
Dr Matthew Hill
Dr Timothy Scott
Susan Layton
The Barker Institute
About the Barker Institute
• The Barker Institute exists to use the rich intellectual resources of Barker College to facilitate learning and growth through the School and the wider community.
• As a research centre the Barker Institute conducts education research and offers consultancy services to individuals, departments, and leaders in the school to assist decision making and reviews using research methods bespoke to the Barker context.
• As a publication house the Barker Institute provides and facilitates dissemination opportunities for staff, students, academics and community members to share their work in various forms internally and externally in journals and at conferences and events.
• As a learning hub the Barker Institute enables professional learning and support for staff in schools, especially associated with research activities. Students, teachers and community members come together as learners at Barker Institute events.
About the Learning in Practice Journal
As a leader in Christian education, Barker College aims to both demonstrate and inform best practice. This journal was developed to showcase a range of initiatives and research projects from across the School. It explains the rationale behind innovations in practice and archives pivotal developments in Barker’s academic, co-curricular and pastoral realms.
From the Head of Barker College
The Barker Institute has been actively contributing to our understanding of learning and teaching for 10 years.
Formally founded in 2014, the Barker Institute built on school-based educational research initiatives that had been taking place since at least 2008, with great success. Over that time, it has inspired thought and action, inquired to create new knowledge, informed policy, helped to improve practice, and has included students, educators and academics in its work, involving, and extending far beyond, the Barker community. Its quiet, yet steely, dedication to excellence in all that it does ensures its work is a blessing to the learning and teaching that takes place within and beyond the Mint Gates.
I am delighted to commend to you the eighth edition of Learning in Practice, the Barker Institute’s journal. In its pages you will see contributions drawn from all quarters of the Barker community, celebrating the learning and teaching that takes place at our school and showing the breadth and depth of expertise amongst our staff. This volume features contributions in areas such as Character Education and Refugee Education which give pause for thought. These sit alongside practical reflections on the integration of generative Artificial Intelligence, inclusive practices, and approaches to student wellbeing. Further depth is added through studies conducted by teachers across diverse fields, including Drama, Music, and Inclusive Education, highlighting the breadth and vibrancy of the scholarly and practical inquiries represented pursued by members of our faculty and staff.
I draw your attention to the annual article from our ongoing longitudinal study, the Barker Journey. Now in its sixth year, the Barker Institute’s flagship project continues to chronicle how students in the present generation perceive schooling. This project offers a dual perspective: it provides a detailed snapshot of student experiences year by year while simultaneously building a broader, long-term picture of what it means to navigate education in the current era. The students who are at the centre of this project are now in Year 8. Last year’s narrative of successfully transitioning from primary to secondary school shifted this year to be one about wanting to flourish. Their immediate insights are faithfully conveyed by the authors of the Barker Journey article and add to an emerging map of a cohesive understanding of the evolving journey of schooling.
I commend this edition of Learning in Practice to you and warmly invite you to be in touch with the Barker Institute for further conversation about the educational research that is taking place at Barker College and how that work is contributing to excellence in teaching practice and learning.
Phillip Heath AM Head of Barker College
Understanding the power of evidence is something we certainly have in common as we strive in the educational research space to explore, build on and share insights into what works in classrooms, and how that can benefit all students.
Everyone has a view about teaching, by virtue of the fact that everyone has an experience of a teacher. It’s tempting to use anecdote and personal experience as the basis for how things should be in education, but personal experience, beliefs and intuition are poor bases for decision-making. It is safer, fairer and more equitable to be guided instead by good research, which brings together the experiences of a large body of educators under conditions that mean the outcomes can be useful for others.
I have enjoyed the privilege of establishing and leading the Australian Education Research Organisation (AERO) over the last three years. Funded by all the Australian governments, we operate independently, with the task of generating, translating and promoting the implementation of the best research and evidence about education.
AERO is all about the evidence base. Anecdotes about my personal experiences as a teacher would not meet AERO’s standards of evidence. AERO applies a high standard of rigour to the research it conducts and promotes, so that we can be confident we are identifying and advocating for practices that are effective, consistent with what cognitive science tells us about how students learn, and most likely to improve outcomes for students.
I am alert to the risk that good research can languish, unnoticed on a website. AERO strives to build a bridge between research and practice, because great research will have no impact on students if teachers don’t know about it or are disinclined to use it themselves.
How encouraging then, that the Barker Institute has such an excellent record of
supporting teachers to make good evidencebased decisions about the way they teach in the Barker community and beyond. Understanding the power of evidence is something we certainly have in common as we strive in the educational research space to explore, build on and share insights into what works in classrooms, and how that can benefit all students.
There is genuine value for teachers to have a carefully curated collection of evidencebased practices that have been shown to work, built on the experience and practice of many teachers and students in a range of contexts and over time. The Barker Institute is contributing to this wealth of information with its longitudinal studies into student perspectives on learning, turning its findings into practical resources for its teachers and those in its extensive networks.
Continuous research into education is essential to understand what works, why it works and how it can be improved. By staying informed about the latest research and implementing evidence-based strategies, teachers can be confident in the quality of education they provide. This approach benefits individual students, enhances the satisfaction of teachers and contributes to the overall improvement of educational systems.
I commend you on a decade of important work and wish you all the best for the decades ahead.
Dr Jenny Donovan CEO AERO
Since the realisation of the Barker Institute in 2014, more than 60 schools have followed a similar model around Australia, testament to the forward thinking at the time.
Ten years ago, Phillip Heath invited me to develop what was then, the first schoolbased research and professional learning institute in a school context within Australia, and The Barker Institute was established. I was honoured to lead this initiative, working with great staff and colleagues to realise an innovative way to engage staff, alumni and community in emerging thinking, research, professional learning, encompassing key issues of the day, and relevant dissemination of scholarship to enhance learning and engagement for all.
Since the realisation of the Barker Institute in 2014, more than 60 schools have followed a similar model around Australia, testament to the forward thinking at the time. This increased number of school-based programs highlight the critically important role that research occupies in education, particularly in school contexts.
One of the key initiatives I aspired to develop in the early stages of the Barker Institute was a school-based research journal which exemplified ‘real-time’ evidence-based practice, investigating and exploring how teachers and students engage and learn within their communities. The Learning in Practice journal published its first edition, with many staff contributing via their own graduate research or teaching reflections. This also included the initial reports on the first iteration of the 10-year longitudinal Barker Journey study, that I completed in 2017 and commenced with the veterans of 2008 (Year 3) across a period of ten years, well before the larger and very successful Barker
coeducational transition commenced and were realised.
The sharing and archiving of stories, and the publication of new studies and other important work, allows the audience beyond the Mint Gates to participate in these experiences, while importantly recording the activity undertaken in a written format. As a university academic, I constantly reflect on my time as the inaugural Director of the Barker Institute, where research intersects with a living, breathing educational environment each day. The important and unique role it occupies should not be taken for granted.
I commend Dr Matthew Hill, the current Director, Dr Timothy Scott and Susan Layton for their commitment with the journal in the 10th anniversary of this initiative. I thank Mr Phillip Heath for his foresight and support of the Barker Institute and look forward to many more editions in the years to come.
I look forward to reading more great contributions in the future and trust you enjoy this edition in 2024.
Dr Brad Merrick
Faculty of Education
The University of Melbourne.
Director, Barker Institute 2014-2018
From the Editors
Publishing an annual journal gives us the opportunity to collaborate with colleagues as they develop their thinking, practice, and projects, to celebrate the excellence in teaching that takes place in the school every day.
Why do we, a Pre-K to Year 12 school, publish a journal each year? It is a significant undertaking, but one done very willingly. From the moment the first article is received following the official call for papers, to the very final proofread of the compiled journal before it is released to the publishers, we feel very privileged to bring together and share the work of our colleagues. Publishing an annual journal gives us the opportunity to collaborate with colleagues as they develop their thinking, practice, and projects, to celebrate the excellence in teaching that takes place in the school every day. The professionalism of Barker’s educational leaders, policy makers and practitioners as they seek to deepen the understanding of their craft is clearly on display. Working alongside our colleagues in these ways are our greatest joys of the journal.
The eighth volume of Learning in Practice welcomes contributions from across the school, and we are deeply appreciative of the efforts our contributors have gone to in preparing articles for print. Some articles, such as those from Scott, Hill and Layton, or Low and Bateman, have drawn from ongoing research projects. Others, such as the separate articles from Scott and Gibson, come from continued work in the fields of Humanitarian Education and Character & Enterprise Education respectively. Eastman, Matters, Habgood and Hoare present their research and reflections on practice in the domain of Inclusive Education. Mifsud and Stewart discuss the development of a practical generative artificial intelligence (AI) model for Barker College, focusing on enhancing
educational practices, operational efficiencies, and strategic AI integration. We hope the breadth and depth of what is presented in this volume will be as enriching to the readers, as it has been enriching to the authors, collaborators, and reviewers.
The Barker Institute has been delighted to serve the School, and the wider community, for the past decade through the educational research we conduct ourselves and facilitate amongst others. And we look forward to doing so in the years to come. There is much to celebrate in this year’s journal, and we hope that you will find it both useful and informative. We echo the invitation of Phillip Heath AM, Head of Barker College, to be in touch with us about the educational research taking place at Barker.
Dr Timothy Scott Research Principal, Barker Institute
Dr
Matthew Hill Director, Barker Institute
From the Director, Barker Institute
A Year in Review: The Barker Institute in 2024 1
Dr Matthew Hill
The Barker Journey: Reporting on the sixth year of our decade long longitudinal study
The Barker Journey – Year 8, 2024
13 Looking to Flourish in an Evolving Educational Landscape
Dr Timothy Scott, Dr Matthew Hill, Susan Layton
Research and Relections on Practice
A Practical Model of Generative AI Implementation in Schools 37
Dr Andy Mifsud, James Stewart
Alexander Technique Initiative Classes at Barker: Case Studies 45
Sheau-Fang Low, Rhiannon Bateman
Pedagogical Translanguaging in Refugee Education: Bridging Cultures, 51 Languages, and Learning
Dr Timothy Scott
Wise Heads, Loving Hearts, Useful Hands: A framework for Character Education 67
Peter Gibson, Mark Lovell
Research and Reflections on Practice: Inclusive Education
Understanding and Supporting Students with Attention Deficit 77 Hyperactivity Disorder
Amanda Eastman
Beyond High Achievement: The Role of Gifted and Talented Programs 87 in Fostering Inclusive Educational Growth and Supporting Diverse Learners
Claire Hoare
Exploring the Enablers and Barriers faced by Primary School Educators 93 Teaching Autistic Students in Mainstream Classrooms: A Proposed Mixed-Methods Study in Australia
Michelle Habgood
Research and Relections on Practice: Indigenous Education
The Impact of Intergenerational Trauma on Indigenous Australians’ Experiences
of Education Today
Susanna Matters
Telling Aboriginal Stories through Circus amd Physical Theatre – Collaboration, 109 Education, and Cultural Connection
Brendan Hatte
From the Director Barker Institute
A Year in Review: The Barker Institute in 2024
Dr Matthew Hill Director, Barker Institute
Abstract
Now for a full decade, the Barker Institute has been providing advice and support for research and decision making at Barker College, and in the Primary and Secondary Education sector more broadly Learning and growth is at the heart of any school, and fundamental to the purposes and processes of the Barker Institute. Through this lens, disruptors over the last decade have been recognised for what they truly are –opportunities for growth. In a global environment wrestling with gender, respect and community, Barker completed its coeducational transition in 2022 (with next year celebrating 50 years of coeducation at the school). With this, there are ongoing opportunities to study and strengthen what “together in learning, together in life” means for every classroom, each day. COVID-19 disruptions revealed resilience amongst teachers and students (and families). Students, while certainly capable as “digital-natives”, realised how much they rely on inter-personal relationships, especially in education. This realisation is becoming even more evident when considering technological developments of more sophisticated smartphones, social media, and most recently, Generative Artificial Intelligence. How do we ensure these disruptors are opportunities for growth? We wrestle with them in a community, a community of expert learners. Teachers learning from each other, from literature, and from their students. Students learning about themselves and how to navigate life-long learning in an uncertain future. Parents equipping each other to guide their young people through their multi-faceted personal and educational journeys. We look forward to decades more of enabling such learning to take place.
Introduction
The Barker Institute exists to use the rich intellectual resources of Barker College to facilitate learning and growth through the School and the wider community. It achieves this as a research centre conducting educational research and consultancy, as a publication house facilitating dissemination of influential ideas, and as a learning hub providing opportunities for growth for staff, students, and parents.
2024-2025 Research Agenda
The first formal Barker Institute Research Agenda was published for 2022-2023. The document is published every two years and identifies high-level priority domains on which to focus The Barker Institute has always sought to be agile and responsive in its contributions to Barker and to education, and therefore will adapt its research agenda in anticipation of learning and teaching priorities.
2024 sees such a change, with new research initiatives in the areas of:
• H u m a n it a r ia n E d u c a t io n which includes providing targeted and inclusive refugee and Indigenous educational opportunities,
• I n c l u s i v e E d u c a t i o n which focusses on open and differentiated learning opportunities for gifted students and those needing additional support, and
• R o b o t i c s a n d A I E d u c a t i o n which researches best practice for positive impact of future technologies in education today.
Examples of each of these are present in the 2024 Journal. These new research domains come alongside a continued exploration of C o e d
and
n e y which is the Barker Institute’s ongoing, decade-long longitudinal study into the student experience of teaching, learning, and schooling that is now in its sixth year.
Key 2024 Projects and their Impact
2024 is the sixth year of the decade-long Barker Journey longitudinal project. This year, it explores the perspectives of the Barker Journey cohort, now in Year 8, on their learning environment, values, and evolving educational experiences. One unique benefit of the research is that the data consists entirely of student voice; they tell their story of what Year 8 looked like, and what 2024 looked like for today’s students. Analysis of the student interviews revealed that:
1. students see kindness, respect, and inclusivity as foundational values shaping their identity and fostering a supportive school culture,
2. students perceive academic and co-curricular activities as interconnected, enriching their holistic development, and
3. with regards to Generative Artificial Intelligence, students are seeking the AI usage “sweet spot” between learning expediency, the maintenance of independent, critical thinking, and academic integrity.
This research highlights how students flourish when personal growth, academic achievement, and ethical learning coexist in balance. The findings underscore the importance of values-based education both in and beyond the classroom, regardless of how technology is integrated. This suggests that these students navigate change by drawing on a core schema of kindness, respect, and inclusivity.
Findings from the Barker Journey study continue to impact how learning experiences take place in both the Junior School and Middle School. Currently at Barker, there is particular investment in the integration of academics, wellbeing, and co-curricular activities in authentic ways, consistent with the findings that students see all these learning opportunities as interconnected. The student perspective of AI is often overlooked. Most research explores the benefits from an instructor’s perspective, or sometimes might draw on student reflections in a tertiary context. The analysed data in this study informs the Barker Learning
Team and Barker AI Committee of a nuanced student perspective, where students express desire for AI to be further explored and applied to enhance, rather than shortcut, learning.
R e f u g e e E d u c a t io n
In late 2023, the Barker Institute published Dr Timothy Scott’s monograph Towards a Pedagogy for Radical Hope: Developing a Whole School Approach to Refugee Education This literature review, with practical applications, has been foundational in the outstanding work led by Mr Phillip Heath, AM, Head of Barker College, and Ms Julia West, Marri Mittigar Head of Campus. In Term 2, 2024, a new special assistance school called “Marri Mittigar” was founded. In Darug, this means “Many Friends”.
Not only was the preliminary research valuable, but the Barker Institute developed and delivered a fortnightly, online, semester-long professional learning course for the Marri Mittigar teaching team. This was based on the model the Barker Institute conceptualised for effective refugee education, which started with the question “how might students of refugee experience best learn?” Topics covered included trauma-informed education and translanguaging. The professional learning course took place throughout Semester 1.
Two public events have connected staff, students, and parents to expert views as Barker prepared for this endeavor. At the end of 2023 the Barker Institute hosted Patricia Garcia AO speaking on ‘International Human Rights Under Pressure, What can Barker do?’ In March 2024, this was followed up by the event ‘Education beyond borders: What is Barker doing in Humanitarian Education?’ which featured Refugee turned advocate in education Ms Noor Azizah sharing her experiences and a call to action. Each of these were opportunities to connect research, expertise, and action in the space of humanitarian education.
The contribution of the Barker Institute to this space has been recognised beyond Barker Educators, educational leaders and policy makers have engaged with the work, crediting it as an influence on their leadership, thinking and decision-making. The various impacts of this work was publicly recognised by the NSW Teacher’s Guild who celebrated Dr Timothy Scott as a Finalist for their 2024 Research Award.
C o e d u c a t io n
Teacher and researcher Ms Amy Young has been building on her work published in the 2023 Journal Learning in Practice entitled Confidence in Mathematics Education in a Coeducational Context. Targeted focus groups and interventions have led to further exploration of how various social, cultural, and sometimes ultimately societal factors contribute to varying confidence amongst students. One opportunity to present this to the community was hosted by the Barker Institute with an evening entitled ‘Confidence is Key! A celebration of Mathematics at Barker’ which involved Ms Young sharing tips for parents of all students on how to thrive in Mathematics at school and beyond. With Barker celebrating 50 years of coeducation in 2025 (and four years of full coeducation PreK-12) the Barker Institute continues to invest in school-wide learning opportunities that best cater for all students.
As multiple schools in both the private and public sector are becoming coeducational, the need for sophisticated and nuanced understanding of research-informed practice in girls’ education, research-informed practice in boys’ education, alongside with research-informed practice in coeducation will only grow in importance. Ongoing internal and public projects continue to inform practice at Barker, and beyond.
In 2025, the research which started with a case study of confidence in Mathematics, will broaden across all curriculum areas. By listening to the students, understanding their experiences, beliefs and motivations, the findings will empower teachers to facilitate classroom experiences that meet the needs of all students demonstrating inclusivity in the coeducational context. We look forward to seeing where this research leads.
I n c l u s i v e E d u c a t i o n
To best serve every individual, Barker is investing in inclusive systems, supports, and classroom practices. Many staff have invested in engaging with the extant research, and are developing their own projects, to ensure that Barker is catering for the needs of all. Increasingly, teachers are trained to recognise unique abilities amongst their students that may manifest differently to traditional academic assessment. It is not surprising that the Barker Institute journal heavily features articles from this domain exploring gifted education, universal screening for targeted support, and current knowledge. This has informed gifted programs, identification practices, and a school-wide increased understanding of researchinformed strategies regarding supporting students with alternative or additional needs There is considerable overlap with this domain and others, especially in Coeducation and Humanitarian Education, but increasing opportunities for intersection with the domains of Character & Enterprise Education and Robotics & AI education as we seek to broaden what it means to be a learner beyond the traditional classroom.
C h a r a
Holistic education has been a feature of The Barker Institute’s remit since its inception some ten years ago. The broad areas for research and diverse topics for external presenters reflects this. The importance of values and character education is clear not only to teachers and parents, but to the students too, as revealed by the results of the ongoing Barker Journey study. Alongside implicit development of character, Barker has implemented programs that explicitly target the whole person, particularly in the area of developing character and enterprise skills together, to serve a greater cause.
Led by Mr Peter Gibson, research has informed a framework for character education at Barker (presented in this volume of Learning in Practice), and a year-long learning experience for Year 10 students combining on and off campus aspects. This program has been developed out of the process of engaging with the literature collecting and reviewing data from the student experience. In September, this was shared publicly with an event held exploring how Barker has been ‘Developing Character & Enterprise at School’ which shared the rational and application of the research. Through various industry and academic partnerships, this program will continue to be developed and evaluated using research principles, and the results shared with a growing network of interested schools.
Amongst a variety of projects where data was collected to inform decisions and practice in the school, a key example of impact was through implementing a new scheme of Student Feedback on Teaching. Once per term, students in Year 7, 8 and 9 responded to a short survey to provide feedback on the classroom experience in two of their subjects. Across 2024, as part of this new initiative, over 3000 student responses produced 208 individual teacher reports and 35 Head of Department reports comparing (anonymously) how students viewed individual classes or subjects compared to the aggregate across all similar classes. This gave valuable insight to teachers and leaders about the student perspective to
assist them reflect on their practice. Teachers were empowered to make their own decisions from the data, knowing that their data was confidential, but were also able to compare to similar classes and across the grade. Wellbeing leaders were notified when the responses warranted a follow-up of individual students, and reports to the Learning Team were produced to inform decisions around academic streaming/grouping, supporting coeducation, feedback processes, elective offerings, and strategy areas for professional learning. In 2025 we will move towards increased transparency for leaders rather to facilitate meaningful conversations and support with teachers to ensure that there is an environment of continuous improvement amongst the staff, to support continuous improvement amongst the students.
Community events
In addition to the events previously described including ‘Education beyond borders: What is Barker doing in Humanitarian Education?’, ‘Confidence is Key! A celebration of Mathematics at Barker’, and ‘Developing Character & Enterprise at School’ a series of diverse events were held where teachers, students, and parents were able to come together as learners.
A c a d e m ic E v e n t s
Academic events were run to support students as they progressed through the school. These included the annual ‘Year 7 Study Habits’ seminar for students and parents and ‘An evening of Engagement in Engineering’ which was run by two outstanding Year 12 students and promoted Engineering thinking and Engineering careers for all, especially young women contemplating the field. Webinars were hosted to prepare students for their academic programs including a ‘Year 11 Jumpstart Webinar’ at the start of the year and the ‘Barker Big Start Webinar’ to start the 2025 cohort on their HSC journey. Related to Barker’s efforts to incorporate Darug language (the local Indigenous language of the traditional custodians of Barker College’s Hornsby campus), Jasmine Seymour, linguist, educator, advocate and author came to Barker to explore the topic of ‘Revitalising Indigenous Languages’.
The Science Extension Conference continued to evolve, with an interstate guest speaker Associate Professor Tien Huynh from RMIT joining Barker Institute Director Dr Matthew Hill to deliver public lectures to students, teachers and parents from around New South Wales. Associate Professor Huynh shared how cultural observational knowledge in both Thai and Australian Indigenous populations have contributed to her work as a biotechnologist. Student research posters from Barker and multiple other schools were on display for delegates to digest and to stimulate ideas for further research.
W e llb e in g E v e n t s
An array of wellbeing events for parents and families were offered through the Barker Institute including conversation-starting seminars run by a partner organisation YourChoicez for Year 7 and for Year 10 families, ‘Female Athlete Health & Understanding the Menstrual Cycle’, ‘Adolescent Cyber Safety in 2024’ with ySafe, ‘Adolescent Drug & Alcohol Education’ with Tanya Cavanah of Not Even Once, ‘Relationships & Consent Education’ with Elephant Ed, and especially for the Junior Schools, ‘The Language of Friendship’ with UR Strong
Beyond Barker
Most events are designed to be also available for those who are not regularly part of the Barker community. The Barker Institute is just one of the many vehicles that the School uses to open its gates and share what we have. In the case of the Barker Institute, it’s sharing the opportunity to be a part of our learning community. As well as the events listed above, various activities took our work beyond the School.
P u b lic a t io n s
Publications included production and dissemination of the 2024-2025 Research Agenda, dissemination of the 7th Volume of the Barker Institute Journal, Learning in Practice, and the publication of the 8th Volume, authored by Barker staff. This year also saw the publication of the 2024 student journal Scientific Research in Schools, and showcasing Noteworthy, the Barker College Literary Journal.
The Barker Institute has been excitedly working with other groups to publish Barker student work and we look forward to sharing some of this in the first half of 2025. R
The Barker Institute was asked to present on approaches to research partnerships at Trinity Grammar School’s Building a School Research Culture Through Partnerships conference. Over 50 research and academic leaders from all education sectors gathered to learn about establishing and maintaining educational research partnerships.
The Barker Institute drew upon its ten-year history to continue to take a lead role in establishing a global network of research in schools, in part through organisations such as the Educational Collaborative for International Schools. It has also been increasingly upheld as a global, school-based educational research centre of excellence; schools from New Zealand, UK, Europe, and Africa connected with the Barker Institute to learn how to engage in effective close-to-practice research and about the research projects the Barker Institute is currently running.
In 2024, the Barker Institute hosted the first Barker ResearchMeet, bringing staff from different parts of the school together to hear short presentations on ongoing research work taking place within the Barker community. The session covered topics of refugee education, the use of therapy dogs in school settings, and inquiry teaching models. The ResearchMeet was an opportunity for the first Barker Institute International Visiting Fellow to present on research work being undertaken in the Junior School.
There was renewed interest in Dr Timothy Scott’s monograph Towards a Pedagogy for Radical Hope: Developing a Whole School Approach to Refugee Education. Further print and online editions were disseminated at the request of various educational authorities and practitioners.
Through the Barker Institute, Barker College is a key member of the national Research Invested Schools network. As described on the network’s website, “Research Invested Schools embrace research and innovation as key to their identity and enterprise. They have clear research and innovation priorities, engage staff in inquiry programs from practitioner research through to PhDs, and are creating new knowledge through original and
collaborative research.” These schools are challenging the common notion that teachers merely 'deliver the curriculum' developed by experts elsewhere, and they are charting a new course for the future of innovation and leadership in education.
As part of a two-day program co-hosted by Pymble Ladies’ College, The Scots College, and Barker College, 75 school leaders from Australia and New Zealand participated in a program at Barker on 1 August which featured exploration of school-based research in Artificial Intelligence (AI), and guided tours of particular areas of Barker directly impacted by research thinking. We are grateful for the ongoing collaboration from the research leaders in each of these schools and wish to recognise and celebrate their ongoing contributions in this space.
A r e s e a r c h a p p r o a c h t o A I i n s c h o o l s
The application and implications of AI in education is a novel area of research worldwide. We have recognised a unique opportunity for close-to-practice research in primary and secondary schools. Rather than leaving the research space to universities, schools can be among the first contributors to knowledge in this field. Professor Matt Bower, of Macquarie University, gave a keynote which went beyond outlining the current research in AI to outlining key research needs and how schools may contribute. Research involving evaluating professional learning for staff, uptake of AI in the classroom, and the impact of including AI on learning outcomes, were prominent examples. Various research methodologies were also explored.
School leaders were then invited to take up the challenge of individually and collectively conducting research to inform practice in this space. The research leaders (along with an additional group of academic leaders from Barker) then workshopped the key questions that could be addressed. Through this process, a network of school-based research into AI was developed, benefitting schools around the country, and harne ssing collaboration to seek findings that can impact education more broadly.
R e s e a r c h -
As part of the program, visitors had the opportunity to meet with leaders and researchers of the Barker Institute as they toured School facilities. A group of research leaders toured the Marri Mittigar campus to discuss opportunities in refugee education at their schools. Others visited the Barker Robotics facility to be inspired by the way the robotics program provides world-class opportunities for Barker students, alongside the curriculum, across all campuses. Other research discussions centred around the role of a research institute in a school, Junior School facilities and practices, character education at Barker, and wellbeing, including the role of Peachy (the Barker Junior School Therapy dog).
An important feature of all academic work is collaboration and sharing results for critical evaluation and implementation. As the Research Invested Schools network centres on academic pursuits, this network is built on collaboration and community. The 2024 national gathering allowed for relationships and collaborations to be developed through the program, including a network dinner held at Barker that evening. Despite the different contexts of all those gathered, we are thrilled that this community has a common purpose: to support the people in their school using research-informed thinking. By being a network, we benefit, and all schools can benefit from this community.
The Parent Institute: Launching February 2025
Being a parent is both a blessing and a great responsibility. It has always had its challenges, but it seems that this century the world is rapidly changing from what adults experienced when they were at school. Changing patterns in technology habits, socialisation, substance use, and global influences leave many parents questioning how they can best support their young people to thrive and flourish both now and into a continually uncertain future.
Early next year, we will be launching a new initiative the “Parent Institute” which will follow many similar principles as the Barker Institute. Like the Barker Institute, the Parent Institute will first take on the posture of a learner where expert advice, and first-hand evidence will drive all that is said and done. Like the Barker Institute, events will typically be open and available to anyone who wants to learn, those entrenched in the Barker community, alumni, future parents, and parents from other schools in the local community.
A key aspect of the Parent Institute is that we seek to activate collective wisdom. Through conversation and community support, all parents can be confident as they look after young people now and into the future. It is hoped that the impact of the Parent Institute will be felt in homes, in classrooms, and in the community and we are eager to see the results.
The Parent Institute will formally launch with a public event on the evening of 24 February with special guest and advisor, Dr Jenny Brown speaking on ‘Parenting this generation with confidence: In a century of increased parenting uncertainty, we seek to understand the historical and social context, and how parents can reclaim confidence.’ All are warmly welcomed to attend.
Conclusion: ‘The Great Cause’ with Phillip Heath AM
The Barker Institute emphasises that thought leadership in education is driven by those in education and part of a school community. These voices offering expertise beyond the school can be students, parents, teachers, academic and well-being leaders, all the way to our Head of Barker College, Phillip Heath AM. The Barker Institute proudly supports an important new podcast in the educational landscape. Head of Barker College, Phillip Heath AM, shares deep thinking on key issues in education through hosting regular conversations with various experts, parents, teachers, alumni, and even students. The most recent instalment (at the time of writing) fits well within the remit of the Parent Institute as an interview with Lisa Maltman, a regular Barker Institute contributor, who supports people to use effective sleep habits to thrive at school and at home. Other episodes have explored bullying, student leadership, education and AI, and fundamentally – what makes a good school? I encourage you to join me in subscribing and benefiting from listening into these valuable conversations.
The
Barker Journey
Reporting on the sixth year of our decade long longitudinal study
The Barker Journey – Year 8, 2024 Looking to Flourish in an Evolving Educational Landscape
Dr Timothy Scott
Research Principal, Barker Institute
Dr Matthew Hill
Director, Barker Institute
Ms Susan Layton
Research Assistant, Barker Institute
Abst r act
This study, part six of the ongoing Barker Journey longitudinal project, explores the perspectives of the Barker Journey cohort, now in Year 8, on their learning environment, values, and evolving educational experiences. Findings reveal that (1) students see kindness, respect, and inclusivity as foundational values shaping their identity and fostering a supportive school culture, (2) students perceive academic and co-curricular activities as interconnected, enriching their holistic development, and (3) reflecting on the role of Artificial Intelligence (AI) in education, students acknowledge its potential to enhance learning but emphasise authenticity. Rooted in VanderWeele (2017)’s conceptualisation of flourishing, this research highlights how students thrive when personal growth, academic achievement, and ethical learning coexist in balance. The findings underscore the importance of values-based education both in and beyond the classroom, regardless of how technology is integrated. This suggests that when these students navigate change, they do so by drawing on a core schema of kindness, respect, and inclusivity.
In t ro duct i o n
Commencing in 2019, the Barker Journey has been well documented via annual review (Eastman & Hill, 2019, 2020; Scott & Hill, 2021, 2022, 2023). In 2022, in response to that year being the last of primary school year for the Barker Journey cohort, a parallel report was written, adopting a Year 3-6 perspective of the primary school experience (Hill & Scott, 2022). The purpose of this present article is to focus on perspective the students, who are now in Year 8, regarding their learning experiences. The article first outlines the methodology that underpinned this year’s study before presenting a summary of this year’s results in the words of the Year 8 students. Their perspective on learning, teaching and schooling is at the heart of this ongoing longitudinal study, making that section of the paper an important one from which the key findings are drawn and discussed.
All authors contributed to the article’s conception and design. Material preparation, data collection and analysis were performed by Timothy Scott, Matthew Hill and Susan Layton. The first draft of this manuscript was written by Timothy Scott and all authors commented on following versions of the manuscript. All authors read and approved the final manuscript.
There were three key findings from this year’s study that are described and evaluated separately in the second half of this article:
1. Students express kindness as a virtue central to their student identity.
2. Students see academic and co-curricular activities as integrated, not separate.
3. Students are seeking the AI usage “sweet spot” between learning expediency, the maintenance of independent, critical thinking, and academic integrity
Met ho do l o g y
Pri nci pl es of G rou nd ed Th eory
The principles of Grounded Theory remain central to the approach to the collected data of this project. An approach to qualitative research introduced by Glaser and Strauss (1967), it emphasises the emergence of hypotheses from collected data rather than imposing predefined hypotheses before data collection. This approach is particularly well-suited for the ongoing Barker Journey study, as it allows for the continuous exploration of student experiences and outcomes over time, enabling patterns and themes to naturally emerge as the Barker Journey cohort progresses through different stages of their education. Given that the cohort under study is part of Generation Alpha – a generation predicted to embody traits such as being global, mobile, digital, visual, and social (McCrindle et al., 2021) – the study provides an opportunity to observe whether and when these traits manifest. So far, the five previous years of data indicate that while students are highly social, they remain only reluctantly digital, with other traits yet to fully emerge. By focusing on the iterative process of data collection and analysis, the study remains open to these evolving characteristics and how they may unfold over time, ensuring that insights are grounded in the lived experiences of the participants and reflective of their developmental stages (cf. Cook-Sather, 2006)
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Col l ecti ng i nformati on i n 20 24
The approach to data collection remained the same as previous years. The same group of 30 students from preceding years participated in semi-structured interviews as available. A full year group survey did not take place, as it did in 2023 and 2022, as Year 8 was less of a ‘milestone’ year compared to that of Year 6 or Year 7. The semi-structured interviews consisted of ten questions pertaining to the students’ Barker Journey in 2024. The interviews were conducted face-to-face, with the permission of both parents and students having been obtained prior to the interviews taking place. Questions related to highlights and challenges of 2024, and how they had overcome challenges they identified. Students were also asked to describe what they believed constituted the ideal student in three words and how they would describe Barker as a school, also in three words. The interviews encouraged students to account for the descriptions they used. Some students in their explanations demonstrated a degree of critical thinking, justifying the order in which they chose the words used to describe the ideal student or Barker as a school. All students were asked to choose which of the Barker values – commitment, compassion, courage, integrity, and respect – were the most important to them, why they believed that value to be the most important, and how they had seen that value displayed by those around them.
Many of the Barker Journey cohort described Year 8 as the mid-point of their Middle School experience when discussing what it was like to be a student in 2024. In contrast to 2022 where they left primary school and 2023 where they started secondary school, Year 8 felt
like ‘business as usual’. However, the Barker Journey cohort finds itself in the middle of significant challenges to conventional ways of thinking and knowing. As schools are places where learning to think, understanding how we know, and engaging the world beyond the school gates are foundational, they are places particularly sensitive to the changes brought about by Artificial Intelligence (AI). The Year 8 Barker Journey, then, presented an opportunity to introduce AI into the conversations about learning and to begin to understand the impact AI might be having on what students are experiencing at school, and how their perspective on learning, teaching and schooling might be changing. It is anticipated that questions about the place of AI in education will continue in future years of the current iteration of the Barker Journey project.
The
20 24 Ye ar 8 B a rk er Jo ur n ey: d escri b ed i n t he st ud en t s ’ o wn wo rd s
A key principle of The Barker Journey project is that the data is exclusively the account of the students themselves. While their teachers and families have much they could contribute to the narrative, this story is told by the protagonists. This year’s study reveals a cohort that approaches Year 8 with a “business as usual” mindset. Several students, in face-to-face interviews, expressed a sense of routine after the transitions from primary school in 2022 and into secondary school in 2023, seeing 2024 as a chance to settle into the rhythms of school life. However, beneath this sense of normalcy, the educational environment is undergoing significant shifts. Year 8 students might view this year as a period to focus and "get on with school", yet they are doing so within an evolving landscape. Whether it's the integration of AI in their learning or the growing emphasis on balancing academic and cocurricular commitments, their schooling experience is anything but static. The Barker Journey continues to capture these moments of change, reflecting the complex, adaptive nature of learning and development in a rapidly shifting educational context.
P Pos i ti ves i n 20 24
When reflecting on their experiences over the past year, students highlighted several key positives. At the heart of their responses were themes of social connections and an ongoing, strong sense of community. This reinforced feelings of belonging and support. Beyond this, many students pointed to personal growth as an essential part of their journey, noting the opportunities for development that allowed them to gain confidence, build resilience, and broaden their skills. Additionally, co-curricular engagement emerged as a major highlight, with students enjoying the chance to participate in activities beyond the classroom that fostered teamwork, leadership, and physical well-being. Together, these themes suggest that for Year 8 students, 2024 was not just a year of settling into routine but also a time of meaningful personal and communal development. The valuing of these integrated experiences by the students points to the importance of an educational environment that promotes both academic and cocurricular enrichment, contributing to students' overall flourishing.
Social Connections and Community
Social connections and community play a central role in the positive experiences of the Barker Journey cohort. Many students emphasised the importance of friendships, noting that this year has seen them deepen relationships with their peers and build stronger social networks compared to Year 7. For example, one student commented:
My relationships with friends have deepened, [I] know more about them now. In Year 7 there were some people that we didn’t really know, but through mixed classes, I got to know them more.
Student 8G
This theme of forming deeper bonds was echoed by others, with Student 9G stating that making new friends during the holidays helped “appreciate school friends” more. Student 15G reflected on how friend groups make the year more enjoyable, describing the resultant feeling "more chill, relaxed" than 2023.
In addition to personal friendships, students also expressed a strong sense of community within the school. Many students commented on how the environment at Barker fostered a sense of belonging and inclusion, with one student noting:
Everyone in the sport team is kind, happy to talk to you, so I don’t feel left out. [There is a] sense of community.
Student 1G
Similarly, camps such as The Grange experience (an annual residential excursion for Year 7-9 students to Mount Victoria in the Blue Mountains) were highlighted as key moments for building connections outside the usual school setting, particularly for those students who were considered by their peers to be more socially reserved. Camp was an opportunity for them to show a little more of their personality (Student 1B). These shared experiences, particularly outside the classroom, have had a lasting impact on students' sense of belonging.
Another significant factor contributing to students' positive sense of community was the support they received from teachers. Many students expressed that teachers were not only helpful academically but also supportive on a personal level. According to Student 3G, “teachers are really supporting [us] this year” a sentiment echoed by others. One student commented on how his Science teacher made assessments particularly interesting. The combination of academic guidance and personal care from teachers are considered crucial in enhancing students’ overall experience of community at school. Whether through academic help or simply being approachable and caring, teachers are seen by the students as integral to their sense of belonging and success.
Personal Growth and Opportunities for Development
Personal growth and opportunities for development were key themes that emerged from the reflections the Barker Journey cohort had on 2024. Many students described how new challenges, such as camps or difficult academic tasks, helped them develop resilience and pushed them out of their comfort zones. For instance, Student 1B shared how The Grange camp “took me out of my comfort zone … I’m not normally an outdoors person”. Similarly, Student 12G reflected on the positive impact of participating in activities like rock climbing, even in difficult weather conditions, and getting to know people better during these experiences. Meanwhile, Student 17B highlighted the hike at The Grange camp as a favourite moment, further emphasising how these challenging experiences contributed to their growth.
Beyond these personal challenges, students also appreciated the opportunity to explore new subjects and activities, which fostered a sense of autonomy and excitement about
learning. Many students commented on how choosing different subjects, such as Latin, Wood Technology, and Food Technology, allowed them to discover new interests and skills. Student 16B, for example, enjoyed “learning new things” and valued having more freedom in choosing subjects. Student 4B shared an enthusiasm for starting Food Technology and the opportunity to cook. Similarly, Student 16G highlighted the excitement of getting to choose new subjects and activities, including cadets and the option to focus on just one language. This increased sense of choice and personal agency in their learning helped students feel more engaged and motivated.
Finally, students took pride in their achievements over the year, whether academic, athletic, or co-curricular. Student 14B expressed pride in doing well on several tests and getting into the school’s Wind Symphony, the school’s most senior wind ensemble. Student 14B described it as a “proud achievement”. Student 7B also shared their improvement in sports, specifically AFL, and their experience of starting a band. There was particular note of the excitement of performing at Coffee House, a student driven concert, and playing in front of a crowd. Student 7B mentioned an aspiration to continue pursuing music in the future. Similarly, Student 12B reflected on academic progress, particularly in higher-level maths, which was found more challenging. Student 12B also appreciated having a good English teacher to support their development in that subject.
Co-curricular Engagement and Physical Activity
Co-curricular engagement and physical activity provide balance and opportunities for skill development outside the classroom. Many students highlighted the importance of sports to expend energy, build teamwork, and enhance their enjoyment of their time at school. Rugby, water polo, and AFL were frequently mentioned, with Student 3B stating that sports are “always a positive”. Similarly, Student 15B emphasised how rugby had been a particularly enjoyable part of the year. In addition to school sports, some students also took part in more individualised physical activities outside of school, such as skiing. For instance, Student 2G mentioned that spending time with friends and skiing during the holidays presented a rewarding challenge, greatly enjoyed. Outdoor camps and activities were also a recurring highlight for students, offering both physical challenges and social bonding. Outdoor education provided experiences that helped build resilience and leadership skills. Student 7G recognised such a learning moment regarding perseverance, describing activities at The Grange as “hard, but when you got through it, it was good”.
Beyond sports and outdoor education, students were also deeply engaged in creative cocurricular activities, especially Music. Many expressed their pride in their musical achievements and progress, viewing music as a key part of their personal development. Student 7B reflected on how “music just gets better”, noting that starting a band had provided a creative outlet and fostered collaboration with peers. Other creative pursuits, such as dance and visual arts, were also appreciated, with Student 5G noting their enjoyment of creating a lino stamp and printing it in different colours, an activity Student 5G felt that allowed them to express themselves artistically. These creative opportunities helped students to balance their academic responsibilities with personal interests, enhancing their overall school experience.
C Ch al l enges i n 20 24
When asked about the challenges they faced in 2024, students were candid in their reflections, identifying a range of difficulties that shaped their school experience during the year. From the pressures of academic demands to the complexities of managing time and
balancing commitments, many students found themselves navigating a dynamic and sometimes overwhelming educational landscape. In addition to academic pressures, several students pointed to challenges around emotional and mental well-being, particularly as they juggled the expectations of school with personal life. The realities of academic pursuits, intermingled with co-curricular activities and social relationships presented layers of engagement, as students worked to strike a balance between excelling in multiple areas alongside seeking positive mental health and personal fulfilment. A supplementary question asked students to reflect on how they had overcome these obstacles, prompting discussions on resilience, adaptability, and the importance of support systems – whether from peers, teachers, or family. What became clear was that these challenges gave students opportunities for growth, partly by pushing them to develop coping strategies that would serve them well beyond the confines of the classroom. In their responses, students offered insights into the ways they had learned to manage their stress, seek help when needed, and remain focused despite the pressures they encountered.
Academic Rigour and Time Management
One of the challenges students faced in 2024 was managing the natural increase in academic expectations. As they progress, the Barker Journey cohort described a rise in the difficulty of their subjects and assessments. This led to a recurring theme in the face-toface interviews. Students reflected on how they must adapt to continue to succeed with their studies. Student 10B articulated this clearly, stating that “every single year the difficulty goes up… stress goes up with assessments, [and] work”. For some, subjects like English have become particularly challenging, with an increased need to prepare for assessments and exams further in advance (Student 14B). Student 1G commented that the pressure is compounded by more homework and the need to allocate sufficient time to prepare for assessments.
The students perceived that the transition from Year 7 to Year 8 was marked by an increase in both volume and complexity of assignments, prompting them to rethink their approach to planning and organisation. As Student 16B remarked, the shorter intervals between assessments present “a big step up from year 7”, leading many to recognise the importance of better preparation. Student 14B saw this as a motivation to experiment with new strategies, such as beginning to prepare for assessments earlier, in some instances two to four weeks in advance to reduce stress and avoid last-minute cramming. Mastering this balance remains a challenge but the process of doing so appears to be fostering a deeper understanding of time management as a critical skill, allowing students to reflect on how to juggle daily homework, upcoming assessments, and the emotional demands of school life. In many ways, such challenges faced by the Barker Journey cohort are becoming valuable lessons in self-regulation, goal setting, and resilience, equipping the group with tools that will serve them well as they continue their academic journey.
Emotional and Mental Health
The Barker Journey cohort articulated how this year has been used to work on emotional wellbeing and mental health. Student 1G shared how self-held high academic expectations, and perhaps not exceeding those self-held expectations, contributed to the pressure. But students demonstrated an emerging awareness of how to manage such pressures. Student 4G talked about balance:
And with work, I think I have found a balance between work and social life and sport. I was very work focused and I was trying to get As in everything. But I found
a balance between getting a good mark….knowing what I need to know and not burning myself out and keeping the balance between seeing my friends, and sport...
In being asked about how such a perspective was reached, Student 4G stated:
My parents. They’re very helpful in like helping me because they knew I was pushing myself way too hard and we talked about I and I think I just came to the realisation it’s not healthy. If I keep going on like this, I will burnout before Year 9. There’s no point in rushing; I have so much time. I have so much time as well in basketball just to build myself up and become better.
Discussions about challenges faced in 2024 revealed that students appeared to have a greater awareness of the impact of personal and emotional challenges on their learning. Being able to articulate various examples, such as not meeting or exceeding personal goals, finding a particular activity or subject unrewarding, or lacking motivation, demonstrated a self-awareness consistent with a drive for continual improvement, and of young people continuing to ponder their identity and development through their schooling.
Co-curricular and Social Balance
Balancing co-curricular activities and academic responsibilities was another recognised challenge for some students, as they juggle demanding schedules filled with sports, cadets, and schoolwork. Many feel the pressure of fitting in co-curricular activities alongside their academic commitments. As Student 15B noted: “School at 7:30 am on Monday, rugby training, get home at 5pm, and [then] homework”, highlighting the intermingled opportunity and complexity a school day followed by co-curricular commitments can hold. A further complexity was noted by Student 2B, who indicated the difficulty that can come in maintaining friendships when close friends are not in the same classes: “It's annoying that friends are in different classes”. These examples suggest that while co-curricular activities and social interactions are valuable, they require careful planning by the school, the family, and the individual student to ensure there is balance with the academic demands.
B Bei ng a s tud ent i n 20 24
Students were asked how they would describe the ideal Barker student in three words. “Kind”, “respectful”, and “caring” were among some of the descriptors used. The rationale behind why students chose these descriptors was also explored. Three observations were made.
Being a student in 2024 at Barker Middle School involves embodying core values such as kindness, respect, commitment, and inclusivity, which are seen as essential traits for fostering a positive school community. Students consistently emphasised kindness and respect as foundational qualities that define their interactions with one another. For instance, Student 7B highlighted the importance of being “kind, hardworking, helpful... always being there for someone”, while Student 16G noted that “courage, kindness, integrity” were key attributes, asserting that “kindness” is a high personality trait that can “get you anywhere”. These responses illustrate that students view kindness not just as a social norm but as a defining characteristic that enriches their daily experiences.
In addition to kindness, students believe that commitment and dedication are crucial for achieving success and fully engaging in school life. This dedication is recognised as a means
to excel academically, participate in co-curricular activities, and foster strong relationships within the school community. Student 15B expressed that being “committed, courageous, kind” is essential, indicating that commitment might be the most important quality. Similarly, Student 10B pointed out that being “compassionate, committed, respectful” is vital, stating that “commitment” is the most important trait to “get the most out of things”. These insights suggest that students see dedication as critical not only for their academic pursuits but also for their personal growth.
Inclusivity and social connection emerged as another significant theme in students' perceptions of an ideal Barker student. They believed that fostering a welcoming environment where everyone feels included is essential for a supportive school culture. For example, Student 12B remarked that being “inclusive, sporty, kind” is vital, adding that inclusivity ensures “everyone feels like part of the place”. Student 8G emphasised the importance of being “witty, supportive, and open-minded”, highlighting how these traits facilitate collaboration in diverse groups. This trend illustrates that students value inclusivity as a key component of their school identity, reflecting a collective desire for a connected and supportive educational environment.
B Bei ng at s ch ool i n 20 24
A learning community is a supportive community characterised by kindness and inclusivity
The term “community” is frequently mentioned, highlighting a strong sense of belonging and mutual support among students. A third of interviewed students mentioned the term “community” specifically, while over half of the interviewed students used words like “kind”, “caring” and “supportive”, suggesting the importance of the concepts to the Barker Journey group. Student 1B used the terms community and caring together. Student 8G described Barker as “supportive” and “caring”. One student described this as having a positive impact on their learning:
Barker is a good place to, like, socialise, and meet new people. And it makes me really happy, like connecting with other people…I feel like when I work in groups in my classes everyone has like a lot to say and like different things to say so I can like learn a lot rather than like being by myself.
Student 12G
Another student commented on how the school’s sense of community made Barker a welcoming place. Student 3G explained how a friend from outside of Barker started at Barker in Year 7 and was able to join Student 3G’s friendship group. Student 3G saw that as a positive. This was echoed by Student 8B who saw Barker as an inclusive place. Student 9G stated that Barker was a place where one learnt how to understand others, a place where one could empathise with others. Student 1B explained that the sense of community was very strong at Barker and that the “everyone is willing to help each other out”. Student 1B gave an example of group work in class where no one is upset with who they are grouped with to complete work because everyone knows each other and get along. Student 12B described community as the most important word to describe Barker because “everyone feels like they’re a part of something”. Student 10B described Barker as “family”. Student 2G went further and stated that what made Barker a great place for learning was that it was a “safe place”. In being a place where one could belong, explained Student 2G, one could learn properly. Student 9G’s comments built on this, with an emphasis on respect and
empathy as an important part of the broader community connection, showing how students value understanding and supporting one another.
A learning community offers many opportunities for engagement in learning, making it a positive and enjoyable environment
Many students appreciated the diverse opportunities available, such as co-curricular activities and various learning experiences. Student 15Bs commented on there being so many opportunities to try different things and that because of such an environment, school was therefore an encouraging place to be. Student 12B commented on the sporting opportunities that were available, as did Student 17G. Student 11G described Barker as “unique”, “challenging” and “entertaining”. The last descriptor was identified as the most important because, in Student 11G’s opinion, “school has to be fun [in order] to learn”. For this student, an exciting classroom had different traits such as being interactive and having a teacher that “made the room sunny”, emphasising the important place teachers have in the relationship students have with environment in which they learn.
V Val u es at s ch ool
Surveyed students were also asked to select which of the school values – Courage, Compassion, Commitment, Integrity and Respect – were the most important to them and what they have seen in action. Figure 1 visually represents how students responded to these questions, how they internalised the school’s values and how they saw them demonstrated by their peers. Respect and compassion emerged as core values for the Barker Journey cohort, though their practical application appeared to vary. Courage and commitment were frequently witnessed in action, particularly in academic and co-curricular contexts, even if they are not always the most highly valued on an individual level. Integrity, while less visible, appeared as foundational in framing the overall ethical environment within the school.
valued by student Most seen in action
2024 saw Respect emerge as the most valued, with 11 students of the Barker Journey cohort rating it as the most significant. Students described respect as central to both peer interactions and relationships with teachers. For example, Student 1G shared how respect was highly visible and influential in shaping the school’s culture, with it being present in teachers and students alike. Student 4G identified respect as something that flowed into open-mindedness; benefitting from the feedback of others, for example, cannot take place if respect for the individual giving the feedback is absent. Yet only five students identified respect as the value they most frequently see in action, suggesting a possible gap between the ideal and its realisation in daily practice. Student 9G linked respect to moments of collective grief due to tragedy within the wider student population, and in so doing, highlighted its importance during significant moments in the life of the school.
Students associated commitment with academic responsibility and personal growth. For instance, Student 15B described how commitment is crucial for success, especially when faced with academic tasks: “Most in action…[there’s] lot of commitment. Friends and me make sure we get our stuff done”. Students frequently observed their peers' dedication in various settings, whether in academics, co-curricular activities, or peer support, as highlighted by Student 17G, who pointed to “people working hard to get achievement” in different contexts. Student 2B elaborated on the place of the school environment fostering this value: “The school teaches you to be committed to things, like Duke of Ed, cadets”. Several students, such as 8B and 4B, echoed that commitment helps students push through challenges and improve their grades or personal achievements.
Compassion is another significant value for the Barker Journey group. Figure 2 shows compassion to be frequently observed, but slightly less prioritised in terms of personal importance. Student 12G observed that compassion, alongside courage, was actively displayed amongst classmates. Student 14B equated compassion with being kind to others, something that had been witnessed throughout the year. Student 2G stated that compassion was a value that motivated an interest and care in what was going on in the world. Student discussions about compassion, then, revealed that they perceived it as something action-oriented, often encountered in social settings and peer support. In this sense, students saw compassion as a social norm, something that was experienced daily, and that if it was not then it should be.
According to Student 5G, without compassion one could not have courage. Courage presents an interesting contrast between value and visibility. Although only three of the Barker Journey cohort identified courage as their top value during the interviews, seven identified it as frequently seen in action. This suggests that courage, much like compassion, may be situationally dependent and more visibly enacted in specific contexts, such as cocurricular activities, camps, or personal challenges. For instance, Student 10B described how courage was demonstrated when “people are doing new activities,” highlighting its presence in settings where students are pushed beyond their comfort zones. This suggests that students recognised courage in others but may yet to be personally elevating it as a core guiding principle in their own lives.
Despite being less frequently discussed by the Barker Journey cohort during the interviews, when students spoke of integrity, there was a clear sense of its importance, particularly in relation to guiding behaviour. For example, Student 1B described integrity as doing the right thing even when no-one is looking. Student 3G stated that “integrity is a foundation for all the other values” suggesting that integrity, while often operating in the background,
underpins other values like respect and commitment. This supports the notion that some values, such as integrity, function as implicit guiding forces rather than overtly visible actions or priorities.
A Arti fi ci al Intel l i gence and E du cati on
The field of education especially lends itself to AI technologies. Educational activities, including learning and teaching, are knowledge-intensive cognitive activities AI applications are created for cognition and problem-solving based on algorithms and knowledge base. Therefore it is clear that AI could effectively support and augment educators’ and learners’ abilities in teaching and learning. (Wang et al., 2024). With that such a relationship between AI and education in mind, students were asked what first came to mind when the topic of AI in schools was raised, providing an important opportunity to understand the students’ perspectives. There was a mix of perspectives, ranging from seeing AI as a useful tool with limitations to concerns about academic dishonesty While cheating was mentioned specifically by three students, most students said their first thoughts were to do with how it contributed to an efficiency in their learning. For instance, Student 1G noted that AI tools like Co-pilot are useful in specific subjects: “In Latin for Life, look[ing] at nouns... it gave words so [we] could see connection to English,” while Student 15Bs found ChatGPT helpful in generating starter ideas for writing in English. Students saw AI not as a replacement for their efforts but as something to improve productivity or spark creativity. However, they also acknowledged that AI cannot fully replicate the depth of human thought. As noted by Student 15Bs: “it can’t write as well as we can.” Student 15G pointed out how AI tools can generate incorrect information: “…maths teacher showed how AI got equations wrong....” This caution was echoed by Student 2G, who mentioned, “[I] can see that it's just not correct sometimes.” While students saw potential advantages offered by AI, they also understood through experience its limitations.
Nevertheless, the Barker Journey cohort indicated that AI was used in various ways, with the most common being for research, idea generation, and completing assignments. When asked how Year 8 used AI, many of the Barker Journey group focused on the utility of AI tools like ChatGPT and Co-Pilot; they simplified academic tasks, particularly when it came to gathering information or generating ideas for written work. According to Student 8G, AI is “more useful than Google” for research and organising information. Similarly, Student 9G appreciates how AI makes finding specific information more quickly and more efficiently: “It’s easier for me to just quickly ask and find a random piece of information” for a specific project. Some students, like Student 4G, use AI to overcome writer’s block, explaining that AI can provide a “starter” paragraph, though the student emphasised the importance of adapting what the AI tool generated rather than copying and pasting it directly. Student 3B criticised the practice of cutting and pasting AI-generated text without engaging in critical thinking, something echoed by Student 16G, who noted how it was possible for students in class to “type the question and paste the whole response into the answer.” These reflections suggest that while AI can be a helpful tool, it also presents ethical challenges and risks of undermining students’ academic integrity.
The Barker Journey cohort was asked what they believed to be differences in learning with AI compared to learning without AI. The most mentioned advantage of AI was its ability to accelerate learning tasks, offering quick responses without the need for extensive research. According to Student 3B, AI provides “instant” information, but it “doesn’t really stick”, suggesting that while AI is faster, it may not result in long-term retention of information. Student 2B emphasised the convenience AI brings, saying it “speeds up a lot of the time
when you need a quick response”, while Student 12B noted that AI makes it “easier to access info without reading a whole book”. For students like Student 7B, AI is particularly useful when they struggle to find information, especially in subjects like science and English, where AI can “introduce” topics and help them get started. While AI might streamline the learning process, students appear to have doubts about whether it fosters deep understanding.
This was a recurring concern expressed by students; AI might undermine critical thinking and problem-solving skills. Student 16G observed that with AI, “it’s like being spoon-fed,” while without it, students “have to work your way through it,” forcing them to think more. Similarly, Student 3G expressed a concern that relying too much on AI may lead to a loss of essential skills, especially when writing essays, where “the important part of learning is practising writing [essays] and using your own mind.” Student 10B agreed, stressing that while AI can offer helpful prompts, there should be “a point where it’s enough [because] you’re not using your brain”. Student 2G also emphasised the value of independent thought, saying that without AI, students would have to engage in the process of answering posed questions on their own. Student 17B went further, preferring teacher-led learning, feeling that “AI just gives you the answer,” while learning from teachers provided more valuable knowledge. These responses reflected the concern that over-reliance on AI might make students less capable of solving problems and engaging with their work critically. However, Student 4G pointed out that AI’s place in the learning process was immaterial if a learning environment where students wanted to be, where students wanted to learn and where students felt safe did not exist in the first place. While AI has its place in education, students recognised the importance of balancing its use with deeper engagement and human interaction in their learning process.
With that in mind, and considering AI’s now established place in schools, interviewers asked the Barker Journey cohort how they would call on a school to best support its students in the use of AI. They expressed the need for even more guidance on how to use AI responsibly and well, emphasising that ongoing formal education on AI’s role in learning would be of benefit. Many students acknowledged the importance of learning when and how to use AI without becoming overly dependent on it. According to Student 1B, schools could “teach us how best to use it”, as some students rely on AI regardless of the situation. Student 7B’s observed that “some people use it for everything”. Student 9G echoed this: “Teach us to learn and not use AI as just a shortcut…”. Student 4G suggested seminars could be beneficial, noting that “most people don't know how to use it effectively”. Student 17B suggested that the school might need to place restrictions on AI so that “it doesn't just give you the answer” but compels students to engage in the learning process actively.
K ey Fi n di n g s
Nurturing learning relationships sat at the core of the 2023 study (Scott & Hill, 2023). They remained central to the students’ reflections on their learning, teaching and schooling experiences in 2024; repeated references were made to what might constitute a nurturing learning environment that help students thrive and flourish. There were resonances between their thoughts and how VanderWeele (2017) conceptualises flourishing. VanderWeele (2017) posits that flourishing encompasses multiple dimensions of well-being, including happiness, meaning, and character development. This understanding of flourishing was visible in how the Barker Journey cohort viewed their development not only academically, but also in their social relationships, commitment to values, and engagement in co-curricular activities. These
elements cultivate purpose, integrity, and resilience, as the students look to flourish in what has been observed by others to be an evolving educational environment.
The notion of flourishing for students at Barker, then, involves more than just academic achievement – it is about cultivating a learning environment where emotional, social, and personal development are seen as equally important. Flourishing, as students articulated through both their words and actions, is tied to feeling supported, included, and challenged in ways that align with their core values. As the 2024 Barker Journey study reveals, students seek spaces where kindness, respect, and inclusivity are both valued and demonstrated. The balance between academics and co-curricular activities is a factor in this process, showing that students do not compartmentalise their school experiences but instead integrate them to enhance their overall growth. As they engage with academic content and increasingly complex technological tools, such as AI, they also express the need for structured support to ensure such tools enhance rather than hinder their independent thinking. This evolving understanding of how students perceive flourishing points to the importance of schools creating conditions that align with the holistic needs of students, a conclusion that is reflected in the three key findings from the study.
F Fi nd i ng 1: Stud ents expres s ki nd nes s as a vi rtu e central to th eir s tu d ent i d enti ty
…despite varied educational and societal stakeholders having shared expectations that students behave kindly, there is a relative dearth of research examining how students themselves conceptualize the construction and enactment of kindness.
Binfet & Passmore (2019), p.23
Arguably the best way to understand kindness virtues during middle childhood is to directly ask children, which would reveal what counts as kindness based on the practicalities of their everyday lives…
Warren et al. (2024), p.303.
Together, Binfet and Passmore (2019) and Warren et al. (2024) offer important starting points for this finding. The former highlights why there is value in what the Barker Journey study is identifying each year to year (cf. Scott & Hill, 2021, 2022, 2023): how students understand and value kindness in concept and practice. Binfet and Passmore (2019)’s study of student perspectives on kindness underscores how there is scope for further, ongoing work in this area, something the previous findings from the Barker Journey study would support. Each year, the Barker Journey cohort tells us that kindness is something they prize, contributing to the conclusion that students in the generation hold it is as core to their identity. Listening to students talk about kindness echoes the approach advocated by Warren et al. (2024); this approach is something with which this present project is well familiar. What is noteworthy about our line of inquiry is that in interviews with the Barker Journey cohort, kindness is raised as a topic of discussion by the students themselves. Questions where the importance of kindness emerges, such as what students consider to be the ideal student or what values are the most important to them, are open-ended. They are deliberate in giving students space to discuss and prioritise without prompting or direction what is core to who they are. Thus, we can explore how they conceptualise and express kindness, addressing a gap in educational research by directly engaging with students to understand why kindness matters to them and how they perceive and embody it.
Students expressed kindness as acts of compassion, respect, inclusivity, and through that expression reveal what core values, in the students’ perspective, help shape their identities and their relationships with others in the school environment (cf. Warren et al., 2024). Student responses consistently highlighted these values as essential to creating a supportive, cohesive atmosphere that nurtures both academic and personal growth. Building on insights from previous years (Scott & Hill, 2021, 2022, 2023), this suggests a deepening commitment among students to these values. The students see them as integral to belonging and positively shaping school culture. By identifying compassion, respect, and inclusivity in this way, students envision a school environment where social and emotional well-being are prioritised, fostering a culture where they can be at their best academically, socially, and personally. This resonates with Warren et al. (2024)’s examination of “kindness schemas” in education, showing that kindness, compassion, and inclusion are core values students hold. For example, students identified kindness as a defining characteristic of their school experience, as seen in Student 16G’s view that “courage, kindness, and integrity” are critical to positive peer interactions. Similarly, Student 7B noted the importance of “always being there for someone.” Such values underscore how kindness functions as a foundation for flourishing, helping students build supportive relationships, echoing VanderWeele’s (2017) model of holistic well-being, which integrates relational qualities into flourishing. Compassion, respect, and inclusivity emerge as ideals and lived practices that shape students’ day-to-day interactions, and the development of environments that nurtures both personal growth and a collective sense of belonging.
Many students considered kindness and compassion foundational for supportive relationships within the school. They are cornerstones of positive interactions. This resonated with wider research conducted in this area which highlights the importance for students of a learning environment that seeks to nurture through meaningful relationships (Kaukko et al., 2022; cf. Määttä & Uusiautti, 2013; Watts et al., 2021) For example, Student 7B highlighted the importance of kindness in “always being there for someone,” while Student 5G valued the supportive nature of peers who are “kind, [and] always help you if you get lost.” This sentiment is echoed by Student 14B, who noted that understanding and kindness foster positive social interactions. Students also saw kindness as a motivating force for empathy and connection beyond the school; Student 2G described compassion as a “driver” that promotes care for the world, emphasising kindness’ role in cultivating broader, empathetic thinking. Similarly, Student 16G observed that kindness helps create a “nice environment,” noting the powerful, positive impact of even small acts on the school experience (Watts et al., 2021, p. 42). Collectively, these reflections illustrate how kindness and compassion are essential to building a learning community in which students feel supported and connected.
Respect emerged as a core value among students, alongside kindness. They saw it as fundamental to creating a culture of mutual support and acceptance. Student 1G observed that respect shapes positive interactions between teachers and students, while Student 3B noted that respect “leaves a good impression” and fosters connections among peers. Indeed, inclusivity emerged as vital to students' sense of connection and value within the school community. Student 12B highlighted the role of being “inclusive… so everyone feels like part of the place,” emphasising belonging Student 8G noted that support and openmindedness eased collaboration, fostering shared experiences. This focus on inclusivity reflects students’ desire for a school culture where both social and academic flourishing occur. Student 10B observed that inclusivity encourages “everyone being nice to each other,” creating harmony, and Student 8B emphasised teamwork in sports and projects as
fostering a sense of collective purpose. This sense of respect builds a safe and inclusive environment that students value deeply. For instance, Student 14B highlighted that understanding and respect enhance social interactions, reflecting a broader commitment to a supportive school culture, while Student 16G emphasised how respect fosters a “nice environment” that positively impacts the overall school experience. Goodenow’s seminal work on belonging in the classroom underscores how respect is key:
…a sense of being accepted, valued, included, and encouraged by others (eg. teachers and peers) in the academic classroom setting and of feeling oneself to be an important part of life and activity of the class. More than simple perceived liking or warmth, it also involves support and respect for personal autonomy and for the student as an individual.
Goodenow (1993) p.25.
Goodenow identifies respect as a way in which students feel that they are known and trusted Keyes (2019, p. 179) identified, in semi-structured interviews in her study of factors that promote classroom belonging and engagement among secondary school students, how students talked about teachers who were “good, nice, and caring”. Such terms were also used by the Barker Journey cohort in articulating what it meant for teachers to show them respect as much as what it meant for students to show respect to each other.
F Fi nd i ng 2: Stud ents s ee acad emic and co-cu rri cu l ar acti vi ti es as integrated , not s eparate. Scholarship tells us that integration, interweaving, and valuing of academics and cocurricular activities, where the experience of one can contribute to growth in the other has a positive impact on the concept of self of secondary school students (Bloomfield et al., 2020, pp. 114–115; see also: Holland & Andre, 1987; Cooper et al., 1999; Eccles & Barber, 1999; Videon, 2002; Eccles et al., 2003; Darling et al., 2005; Fredricks & Eccles, 2008). The close relationship between academics and co-curricular activities formed part of the findings from last year’s study (Scott & Hill, 2023, pp. 27–29). The data from this year suggests that this relationship continues to be a point of importance for the Barker Journey cohort and will continue to be so in the years to come. The Year 8 students viewed their academic and co-curricular experiences as interconnected rather than separate entities. This integration fosters a holistic approach to learning, where students feel that engaging in cocurricular activities, such as music or sport, contributes to their academic success and personal development. As seen in their responses, students emphasised the importance of balance, indicating that participation in sports, arts, and other activities enhances their overall school experience.
This was seen in students expressing the view that both academic and co-curricular activities were complementary to their personal growth. Their perspective resonates with what has been discussed in scholarship (for example: Darling et al., 2005; Farb & Matjasko, 2005). Students from the Barker Journey cohort expressed that participation in co-curricular activities such as music or sport were outlets for relaxation, socialising, and skills development that directly support their learning capacity and well-being. Student 7B's and Student 16B reflected on their involvement in sport and their academic work. Co-curricular activities were understood by students to have a balancing role in their school life. In this case, sport was a way to unwind and build friendships, thereby suggesting that these activities are integral to their positive experience of school and their overall well-being.
The emergent understanding that academic and co-curricular activities are viewed as an integrated whole and not as separate entities is also derived from students seeing their academic and co-curricular pursuits as reinforcing each other. The Barker Journey cohort saw skills learned in co-curricular activities, such as teamwork in sports or creativity in music, positively impact their classroom engagement and vice versa. In discussing the shape and complexity of the school day, Student 15B commented on the learnt need to be more organised in getting ready for exams, starting preparation 2-3 weeks earlier. Such comments indicate an emergent learning about transferring skills from one setting to another. In this case, time management and self-organisation skills developed due to busy school days are understood as applicable to an academic environment, fostering abilities to be disciplined and focused. Due to the many complex factors influencing student choice and participation, there is ongoing debate about the extent of causality. For example, Hunt (2005) found that students who had better grades were more likely to participate in a greater number of cocurricular activities rather than the other way around (cf. Shulruf, 2010).
What is clear from this present study is that rather than compartmentalising academic and co-curricular activities, students described their schooling experience as one based on an integrated experience. an integrated environment that naturally promotes both intellectual and social growth. There is a sense from the Barker Journey cohort that this perspective on learning comes from students wanting to develop as well-rounded individuals, connecting their achievements in all areas of school life to a larger narrative of growth and resilience, fostering a culture of mutual reinforcement among various activities. And there are echoes of this finding in in scholarship (for example: Blomfield & Barber, 2010; Blomfield Niera & Barber, 2012). In studying the association between participation in co-curricular activities and indicators of positive and negative development for Australian adolescents, Blomfield and Barber (2010) found participation was positively associated with higher academic track enrolment, university aspirations, and school belonging, and negatively associated with intentionally not going to school. Responses from students like Student 12B and Student 2G reflected this sense of belonging and inclusivity fostered through an environment wherein academic and co-curricular activities co-exist as equal parts of school life. Blomfield Niera and Barber (2012) compared traditional co-curricular activities as a positive development experience with that of student use of social networking sites, an activity they identify as having been adopted at an extremely fast rate by the majority of youth in countries where social networking technology is easily accessible. Students from eight high schools across the state of Western Australia were surveyed and the results showed that traditional cocurricular activities, such as sport or the arts, provided adolescents with more experiences of identity exploration and reflection and positive peer interactions than social networking site use. Student 15Bs’ comments suggested that the emergent student perception of academics and co-curricular participation being intertwined parts of the schooling experience, and not to be understood as separated, comes from students seeing the combination of the two as creating an environment that promotes their flourishing
F Fi nd i ng 3: Stud ents are seek i ng th e AI u s age “ sw eet s pot” b etw een l earni ng exped i ency, th e mai ntenance of i nd epend ent and cri ti cal th i nki ng, and acad emi c i ntegri ty
AI continues to permeate K-12 education, and its potential and concerns are still emerging in K-12 educational research
Martin et al. (2024), p.2.
Martin et al. (2024)’s observation about the impact of AI on education sets the context to understanding the responses of the Barker Journey cohort to AI in their schooling
experiences. For these students, this manifested itself in acknowledging the potential benefits of AI as a tool for enhancing learning at the same time as expressing specific concerns around guidance on its responsible use. They recognised that AI provides quick answers and streamlines tasks, but they expressed concern on the impact on critical thinking and personal engagement if AI is over-used. Ongoing structured or intentional instruction on AI usage that promotes independent thinking alongside academic integrity were needs identified by students as they expressed coming to grips with using AI in their schooling.
The Barker Journey cohort spoke of AI as a tool for expedience in learning, a view shared in academic literature. Alam and Mohanty (2023, p. 15), for example, posit an increased role for AI in proposing the type of educational resources and activities that students might use to construct knowledge and understanding. According to Wang (2024, p. 2) AI applications are developed to support teaching and learning activities such as content preparation and dissemination, interactions and collaboration, and performance assessment. Trommer et. al. (2024) argues that the integration of learning analytics and AI allows enhanced educational quality through the definition and dynamic adaption of learning pathways by adapting learning content, questions and difficulty levels in real-time based on the students’ performance and behaviours. Therefore, AI has the potential to make the learning process more efficient and effective. Such integration of AI into education has been positively received by students (cf. Özyurt et al., 2013), increasing an interest in learning (Liu et al., 2022), and improving concentration (Rong et al., 2022)
However, Guilherme (2019), in his paper on the implications of AI and education, argues what cannot be overlooked is the importance of teacher-student relationships and studentstudent relationships in the classroom. This is certainly seen in previous studies within the Barker Journey project; students have regularly prioritised the social aspect of learning when they reflect on what makes for a meaningful schooling experience (cf. Scott & Hill, 2021, 2022, 2023) Guilherme (2019)’s observation about the importance of relationships in learning is in response to the belief that there has been a shift in education brought about by AI resulting in a focus onto the learning of skills at the expense of teaching character formation (Guilherme, 2019, p. 48). Willis (2022) suggested that teachers, in Australia at least, are aware of the need for balance between learning expediency and maintaining social interactions to assist character development. In an article on AI, 21st century competencies, and social-emotional learning, Tuomi (2022) argues that technological advancements, such as AI, along with innovation and globalisation, are shifting the focus in education. Traditional knowledge-based (epistemic) skills are becoming less critical, while non-epistemic skills like socio-emotional abilities and personal attributes are gaining more importance in the global economy. While AI itself could predict and plan interventions regarding, the development of these non-epistemic skills, Tuomi argues these need to be carefully explored and assessed (cf. Martin et al., 2024).
The students themselves provide an important voice in this discussion and help to navigate the skills-verses-character formation dichotomy identified by Guilherme (2019). In their comments about the use of AI in education, the Barker Journey cohort conveyed that, for them, there is something more to education than just developing academic capability or output. Integrity was highly valued, and the students want the capabilities to remain true to that. They recognised the positives of AI in education but indicated that they wanted to be taught how to use AI ethically and not at the detriment of academic honesty. What the Barker Journey cohort expressed is something echoed by Holmes (2023). In his critical examination of the growing influence of AI in education, Homes identified various benefits
and risks, ultimately concluding the need for ethical AI, urging schools to focus on humancentric values, teacher support, and the fostering of critical AI literacy for students. Zhang (2023) goes so far as to state that such competencies in AI will be as crucial for students as reading, writing and arithmetic.
Marrone et al. (2022) consider student perspectives on AI and creativity, extending the students’ perspective that the principal concern regarding the place of AI in education is not limited to academic integrity. Their analysis suggests that core educational competencies, often labelled as “21st century skills”, that students are expected to demonstrate once they leave school, are also affected. The Barker Journey cohort articulated an approach, irregularly used, relating to creative tasks where AI was seen as a stimulus for creative processes. Examples provided included inspiration to start an essay in English or to create an artwork in Visual Arts. However, the larger concern expressed by the Barker Journey cohort was the use of AI as a replacement for doing the “heavy lifting” of learning, particularly in relation to critical thinking. Walter (2024) shared their concerns, identifying uncritical use of technology and handing over cognitive work to AI that students should be undertaking as one of several important issues.
Im pact o f t he K ey Fi n di n g s
For the past six years, the Barker Journey research project has provided profound insights into how students perceive learning, teaching, and schooling, and what can shape student experiences and outcomes. It will continue to do so over the remaining four years of the study. By documenting Year 8 students’ reflections on their schooling this year, 2024’s study illuminates the ways in which core values, co-curricular engagement, and emerging technologies like AI interact to support or challenge student growth. Its findings are not only relevant to fostering holistic educational environments but also offer practical guidance for enhancing classroom experiences and broader student development. The combination of combining qualitative data and longitudinal analysis, through the lens of Grounded Theory, the research shows strategies for creating learning environments that resonate with students’ aspirations and needs at the same time as recognising that students are uniquely positioned to make comment on the learning process (cf. Cook-Sather, 2006). This research has impact, then, on educational research, on teacher practice, and on student learning.
A Ad vanci ng E du cati onal Research
The Barker Journey study continues to make significant contributions to the field of educational research, particularly in understanding how values-based education impacts students. The emphasis on kindness, respect, and inclusivity as foundational principles aligns with contemporary discussions on virtues education (Warren et al., 2024), offering a unique perspective on how these values manifest in school communities, and opening the door to further research in this area. Furthermore, the students’ reflections on integrating academic and co-curricular activities warrants further research, as it reinforces the importance of holistic approaches to education, demonstrating how these interconnected areas promote resilience, engagement, and deeper learning. The research also sheds light on students’ experiences with AI, providing critical insights into how emerging technologies are reshaping education. The authentic responses of students who are questioning the role of AI in the learning process lay the foundation for further studies into the way in which today’s students construct knowledge, understand and hold to the notion of truth, and engage in the learning process.
E nh anci ng Ed u cati onal Practi ce
The findings of the Barker Journey study are already informing changes within the school, demonstrating its immediate relevance to improving teaching strategies and student outcomes. Insights into the importance of values such as kindness and inclusivity are shaping pastoral care and student support programs, ensuring they are attuned to the needs of the cohort. Additionally, the integration of co-curricular and academic pursuits in the mind of students highlights the value of a unified approach to curriculum design with just one example being how the curricular and co-curricular timetables might be aligned more tightly. It is an alignment that encourages teachers to rethink the classroom and to craft experiences that reflect students’ aspirations and provide meaningful opportunities for growth. The study’s exploration of AI use further underscores the need for schools to teach ethical and effective engagement with technology intentionally, ensuring students maintain intellectual integrity and therefore use AI to leverage, rather than shortcut or replace, learning. Such findings enrich theoretical discussions about the development of learning and teaching but also pave the way for the development of practical resources for schools aiming to navigate the complexities of a rapidly evolving educational landscape.
C Contri b u ti ng to Broad er E du cati onal Di s cou rs es
Beyond its immediate impact on Barker College, this study contributes to broader conversations about the role of values and holistic education in contemporary schooling. As educational institutions worldwide confront the challenges of integrating advanced technologies and fostering 21st-century skills, the Barker Journey findings provide a compelling example of how students internalise and enact values in these contexts. By emphasising kindness, respect, and inclusivity, the study underscores the enduring importance of relational qualities in fostering student flourishing, echoing frameworks such as Vanderweele (2017)’s multidimensional model of well-being. Moreover, its findings serve as a valuable resource for policymakers and educators seeking to design educational systems that prioritise personal development alongside academic achievement. The Barker Journey offers a replicable model for creating nurturing environments that support students to thrive in a complex and changing world.
Co n cl udi n g co m m en t s
In the sixth year of the Barker Journey, the cohort of students that form the basis of this study continued to demonstrate their ability to articulate changes experienced in their schooling as well as what they value in and from these evolving learning and teaching environments. This year’s findings show the Barker Journey cohort to be a generation seeking to flourish, leaning on a framework of values such as kindness, respect and inclusivity. These values act as anchors for students, guiding their engagement across both academic and co-curricular activities, which they increasingly see as integrated rather than separate parts of their education. They Barker Journey cohort’s commitment to these values reinforces the continuity of a nurturing, supportive environment and their recognition of the importance of a holistic approach to their educational experience.
Their reflections indicated that the cohort sees flourishing as more than academic achievement; it is equally about cultivating positive, supporting relationships and contributing meaningfully to the school community. VanderWeele (2017) describes flourishing as encompassing well-being, meaning, and character; the Barker students’ feedback reflects a similar multidimensional approach. They seek a balanced education that nurtures character development and purpose alongside academic growth. Their
engagement with evolving elements of their environment, such as AI, further reflects their desire for responsible learning, responsible participation in the Barker community, and ultimately responsible global citizenship. As they navigate the complexities of digital tools in their education, and what that might look like beyond their schooling, they remain focused on using such tools thoughtfully, aware of the need to balance expediency with academic integrity and critical thinking.
Ultimately, the findings from the 2024 Barker Journey reinforce the importance of a values driven educational environment. As students navigate and adapt to technological, social, and academic changes, they consistently lean on the values that foster a connected, resilient and supportive school culture. This commitment to core principles offers them both direction and stability, helping them to flourish amidst change and preparing them to contribute positively beyond the school environment.
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A Practical Model for Generative AI Implementation in Schools
Dr Andrew Mifsud Director, Digital Learning Innovation
James Stewart Head of ICT
A b strac t
This paper presents the development of a practical model for generative artificial intelligence at Barker College, focusing on enhancing educational practices, operational efficiencies, and strategic AI integration. The framework incorporates responsible AI principles, human -centred design, and bias detection to ensure ethical use. It aims to empower teachers and students by embedding AI literacy, fostering creativity, and optimising decision-making processes. This paper outlines the development of strategic community, teaching, and learning domains grounded in cultural-historical activity theory. It offers a roadmap for sustainable AI-driven innovation in educational settings by providing four strategic domains as objectives including empowering people, striving for excellence, innovation & opportunity, and sharing best practice.
Numerous introductions have explored how generative artificial intelligence (GAI) is transforming the education sector (Yusuf et al., 2024). Although educators are still uncovering the full potential of GAI (Baidoo-Anu & Ansah, 2023), K -12 institutions increasingly need to reflect on the principles and frameworks that will steer the implementation and advancement of GAI in schools (Pham & Sampson, 2022). This need can be seen in the release of frameworks such as the Australian Framework for Generative Artificial Intelligence in Schools (Australian Government Department of Education, 2023) and the NSW Guidelines Regarding the Use of Generative AI (NSW Department of Education, 2024), which seek to provide schools with guidance on the way GAI tools should be used in the context of teaching and learning. The challenge for educational leaders is adapting these general frameworks to their school's context and understanding the challenges and opportunities in each unique setting.
This paper uses Engeström’s (2015) third generation of cultural-historical activity theory (CHAT) to examine the impact of GAI tools on existing teaching and learning activities. Using data collected over 12 months, this paper sketches a picture of emerging challenges in introducing the technology. By examining challenges, we can present solutions that
ultimately work to develop the activity holistically. The paper first reviews existing frameworks in the literature, focusing on the Australian Government Framework (Australian Government Department of Education, 2023). Following this is an overview of the ethnographic methodology used to collect data and the way the data were analysed using CHAT. A presentation of the research results and subsequent discussion seek to resolve the uncovered issues. The result is a practical model that schools can adopt to understand better the challenges and opportunities GAI implementation may have in their context. This understanding has led to developing a proposed GAI strategy to enhance human relationships, empower educational stakeholders, and drive innovation while closely aligning with responsible principles, ensuring safe and ethical implementation and use. The framework's development is guided by three strategic domains – School Community, Teaching, and Learner – and four core themes: enhancing human relationships, empowering excellence, fostering creativity, and contributing to best-practice leadership.
Lite ra tu re Re v ie w
Building on prior research into GAI in education, our research examined models that focused on the responsible use of GAI (Akgun & Greenhow, 2022; Yim & Su, 2024). The Australian Framework for Generative Artificial Intelligence in Schools (Australian Government Department of Education, 2023) was a primary driver in developing generative AI guiding principles. There are distinct commonalities across these models. For example, each provides a structured approach to the ethical and effective integration of AI technologies in educational environments, emphasising that AI tools should enhance teaching and learning outcomes, supporting student engagement and critical thinking while respecting the professional expertise of educators. The Australian framework particularly underscore s the importance of safeguarding the well-being of all school community members, advocating for the promotion of diverse perspectives, and avoiding reinforcing biases inherent in AI systems. Transparency is identified as a critical principle across each framework, ensuring that stakeholders – students, educators, and parents – are fully informed about how AI tools operate and their impacts on educational practices and decision-making. Additionally, these frameworks stress the necessity of maintaining accountability, with human oversight and regular monitoring of AI use within schools, to mitigate risks, and ensure ethical practice. Finally, the frameworks highlight the critical need for robust privacy, data security, and copyright protections, ensuring compliance with legal standards and protecting student information from misuse.
The review of these models revealed potential challenges to holistic implementation in K12 schools. First, the frameworks were primarily focused on the student's experience interacting with GAI tools and did not always consider the use of the technology by teachers and the wider school community. Second, empowering the human actor was only sometimes identified. Empowerment is essential to ensure that humans have the required understanding and capacity to use these tools. While learning about generative AI tools is included in the Australian Framework (2023), it is focused on the student and needs to consider teacher and community understanding. The element of empowerment ensures that humans remain at the centre of any discussion of generative AI use, especially in the context of an educational institution. Finally, the models do not provide aspirational goals to guide the implementation and use of generative AI in schools; instead, they focus on using the tools to maintain existing teaching and learning activities.
The authors took an ethnographic approach (Anderson-Levitt et al., 2006) to better understand the impact of GAI implementation at the school, collecting data from multiple sources over 12 months. These included observations as a practitioner-researcher (where generative AI tools were used during teaching and learning activities with a Year 12 Music class); interviews and meetings with staff at Barker College and colleagues at similar educational institutions; notes and observations from an AI Committee tasked to advise on the direction of GAI at Barker College (comprised of representative from Junior and Secondary School teachers, and Professional Services staff); observations and notes gathered from several professional learning sessions focused on applications to education (for example, sessions on Artificial Intelligence hosted by the Association of Independent Schools), security issues, governance, and ethical considerations (for example, sessions run by Apple Australia and Microsoft Australia); discussions with student consultation groups (a volunteer student Tech Team consisting of students from Years 8 -11, meetings with the Year 12 class of 2023, and Year 6 students who focused on AI as part of a class project); and finally, an analysis of documents relating to generative AI in schools, most prominently, the Australian Framework (2023).
The authors' data collection from multiple sources provided a rich tapestry of experiences (Anderson-Levitt et al., 2006) representative of Barker College's more holistic experience. These data were then used to analyse activities using GAI as a mediating tool by drawing on cultural-historical activity theory (CHAT). CHAT has been used for decades to analyse and theorise activity, often mediated by technology. CHAT provides a lens through which researchers can identify the human subject at the centre of an activity, working towards a given objective or outcome (Engeström, 2015). Teaching and learning activities using GAI were analysed as being mediated through interacting influences from tools, rules, division of labour, and a wider community, working towards an objective and overall outcome. Analysing the tensions (in CHAT, called contradictions) between these interacting domains provided an opportunity to understand possible problems and offer a suggested model to ultimately improve the activity. Contradictions are therefore not to be seen as negative, but, as the theory states, are natural parts of any activity and are essential to the continual development and refinement of the activity.
Re su lts
The emergence of GAI within the existing teaching and learning activity revealed five critical contradictions (Figure 1). First, the data showed an inner contradiction in the subject component, as the use of generative AI differed across different users in the school. The subject of the activity could be divided into those involving a learner, a teacher, and the wider school community (including professional services staff). Second, there was a noticeable contradiction between the interaction of the subject and the rules for the activity. For example, a set of guiding principles or frameworks addressing the use of GAI in learning and assessment tasks has been helpful in this area. Third, there needed to be a clearer sense of the types of tools available for members of the activity and, importantly, how these tools can be used. This contradiction was exacerbated when age restrictions were factored in, potentially limiting the use of AI tools for younger students. Fourth, contradictions between the subject and division of labour were found in themes of power dynamics between the teacher and the student as technology may replace human processes. Finally, there was a contradiction in the overall outcome of the activity itself. While data suggested
that subjects saw apparent uses for GAI technology in education, there needed to be a higher-level objective that described why the technology should or could be used.
Figure 1: Contradictions revealed in existing technology-mediated teaching and learning activity
Disc u ssio n
CHAT relies on resolving the contradictions within the existing activity to expand or develop it into a refined version. The authors theorised these resolutions and discussed them with the School’s AI Committee, including positive outcomes that are being worked towards. Figure 2 reflects an expanded version of the activity and can be applied to similar schools looking for holistic implementation of GAI technology.
The first contradiction existed within the domain of the subject. This distinction is important, as one group's actions depend on associated groups. For example, should there be a lack of understanding of using GAI technologies in the teaching activity this would ultimately lead to misunderstanding in the student activity. Relatedly, a lack of support for GAI technologies, either on a philosophical or technical level, from the broader educational community will significantly impact the ability of teachers and students to use the technology for teaching and learning. This contradiction is being resolved by clarifying how separate but interacting activities exist for three key groups: school community, teaching, and learner
The second contradiction occurred through a requirement for a new set of guiding principles and policies that clarify the acceptable, appropriate, and effective use of GAI technology for all community members. The Australian Framework (2023) serves as a
valuable document as it provides schools with rules in which AI-mediated activity can operate safely and ethically. However, the data suggests that more school -specific policy documents are required for learners and teachers. Some examples included a scope and sequence of GAI that students would be exposed to across the key stages of learning. Another set of rules would be required to provide students with clarity on the acceptable use of AI tools for assessment tasks.
Figure 2: Intersecting generative AI activities in schools
Contradiction three is a global phenomena of uncertainty over the types of tools that subjects and stages can and should use, especially when considering data control and privacy. The resolution of this tension lies in the development of a GAI register, essentially a list of recommended services and applications that the school has vetted to ensure they meet the newly established rules and principles, are age and stage-appropriate and guide how they can be used effectively to support teaching and learning. An example of this decision is the recommendation that Microsoft Copilot be used exclusively as a chatbot application over other applications, such as ChatGPT. Copilot mitigates risks that learners will be exposed to harmful content by enforcing an ethical framework and ensuring privacy by not holding on to data used as part of a prompt.
The fourth contradiction involved a more philosophical question in education about the future of the teacher-to-student relationship. Indeed, a powerful GAI tool may provide students with personalised learning and assessment, roles that were traditionally the responsibility of the teacher. While many are optimistic, participants voiced concerns about this scenario, arguing that teaching and learning are relational and that there are many other benefits to a solid teacher-student relationship. The most desirable outcome is for GAI to remain a tool teachers and students can use to enhance teaching and learning.
Therefore, the resolution of this contradiction lies in placing vital importance on human relationships throughout the new activity. Hence, highlighting human relationships would be placed prominently within the rules and division of labour.
The fifth contradiction was, again, philosophical in nature as it called for clarity in desired outcome for activities mediated by AI technology. For schools, a strategic intent is required to provide direction for all members of the community. The authors proposed a set of four common strategic outcomes across each activity that aligned with the resolutions laid out in this paper (Figure 3). The first, empowering people, ensured that there was a focus on increasing people's capacity at the school. This may include students or staff learning about AI, and the ways it can be used to improve their outcomes. Striving for Excellence sought to encourage uses of AI-assisted technology to improve existing tasks through offering efficiencies or more personalised experiences. Innovation & Opportunity as a theme captures objectives that themselves might not already exist within the scope of the current activity. Activities relating to this objective might include the rethinking of roles and responsibilities, or indeed, the structure of the classroom where students are typically engaged in the same content at the same pace. Sharing Best Practice finally provides an objective where staff and students demonstrate leadership and collaborative skills to communicate opportunities and considerations when using AI technology. These objectives provided a sense of purpose behind the use of AI -tools across each of the three sets of activities of the learner, teacher and community member.
Enhancing human relationships and increasing human capacity.
Empowering humans to strive for excellence in their area of work or study.
Fostering creativity, new ideas and problem solving.
Contributing to a culture of sharing bestpractice and leadership.
Using CHAT helped identify emerging contradictions in implementing generative AI at Barker College. By examining each of these contradictions, we can design a more comprehensive model for implementation. This included the consideration for separate but related activities for students, teachers and professional services staff; the need to implement a new set of rules for safe and ethical use; a register of acceptable and effective tools; a focus on human relationships; and a clear set of aspirational goals t hat serve as the objective of AI activity. This methodology can be used by other educational institutions to examine and design holistic models for implementing generative AI activities and tools.
Figure 3: Strategic domains as objectives.
Re f e ren c e s
Akgun, S. & Greenhow, C., 2022. Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI Ethics, 2, pp.431–440. https://doi.org/10.1007/s43681-021-00096-7
Anderson-Levitt, K., Green, J., Camilli, G. & Elmore, P., 2006. Ethnography. In Handbook of complementary methods in education research , Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, pp. 279-295.
Australian Government Department of Education, 2023. The Australian Framework for Generative Artificial Intelligence (AI) in Schools, viewed 25 October 2024, https://www.education.gov.au/schooling/announcements/australian-framework-generative-artificialintelligence-ai-schools.
Baidoo-Anu, D. and Ansah, L.O., 2023. Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), pp.52-62.
Engeström, Y., 2015. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Cambridge University Press, West Nyack. https://doi.org/10.1017/CBO9781139814744
NSW Department of Education, 2024. Guidelines regarding the use of generative AI, viewed 25 October 2024, https://education.nsw.gov.au/teaching-and-learning/education-for-a-changingworld/guidelines- regarding- use-of-generative-ai
Pham, S.T. and Sampson, P.M., 2022. The development of artificial intelligence in education: A review in context. Journal of Computer Assisted Learning, 38(5), pp.1408- 1421.
Tarisayi, K.S., 2024. A Theoretical Framework for Interrogating the Integration of Artificial Intelligence in Education. Research on Education and Media, 16(1), pp. 38-44. https://doi.org/10.2478/rem- 20240006.
Yim, I.H.Y. & Su, J., 2024. Artificial intelligence (AI) learning tools in K-12 education: A scoping review. Journal of Computers in Education https://doi.org/10.1007/s40692-023-00304-9
Yusuf, A., Pervin, N., Román ‐González, M. and Noor, N.M., 2024. Generative AI in education and research: A systematic mapping review. Review of Education, 12 (2), p.e3489.
Alexander Technique Initiative Classes at Barker: Case Studies
Sheau-Fang Low
Violin Pedagogue and Alexander Technique Teacher
Rhiannon Bateman
Alexander Technique Teacher
A b strac t
Performance, whether music or drama, can be highly challenging for high school students. Students need to demonstrate the ability to combine technical skills, subject knowledge and the demands placed on them to present a polished performance. The Alexander Technique provides performing arts students a structured set of strategies for constructive performance-management and well-being improvement. Hence many established music and drama schools, such as the Julliard School, the Royal College of Music and, the Yehudi Menuhin School; incorporate Alexander Technique classes in their curriculum. In Term 1 2024 a pilot elective Alexander Technique class, the Alexander Technique Initiative (ATI), was offered to Year 10 and 11 Music and Drama students at Barker. These extra-curricular classes have been designed as short-term intervention with long-term benefit. The students were guided to think about basic body mapping, along with elementary Alexander Technique thought processes for achieving optimal coordination; both in their drama/ music performance as well as their daily life. This article is a summary of two case studies about the positive changes observed by the teacher and/ or reported by students. Longer-term benefits of the ATI classes for students have broader implication in students’ constructive application of the AT into their general well-being and academic/ sporting endeavours, thus warranting further investigation.
K ey t er ms
Alexander Technique, Music Performance, Drama Performance, Well-being, Improved Coordination
In trod u c tio n
The Alexander Technique (AT) is a constructive process for changing habits of thinking and moving discovered by F.M. Alexander. This process can be learned through guided instruction in noticing how our unconscious habits have interfered and hindered our constructive reactions to a specific stimulus (Alexander, 1985). Often, performance anxiety is associated with a sense of losing control and stiffness. AT is based on long established principles and provides the learner with increased awareness on how the mind and body interact in activity, particularly when dealing with potentially stressful situations (Madden, 2014). Individuals are empowered with tools to enable self-care and to cultivate compassion (Davies, 2019).
Mental and physical states are intrinsically linked. The basic processes of the Alexander Technique are to provide students with the opportunity for constructive change based on the decision to stop and think differently in particular situations (Chance, 2013; Vineyard, 2006). This unique psycho -physical embodied approach provides students with new choices, which then offers creative possibilities in every situation. This may be promoted in various daily situations and in performance. It provides some straightforward practical strategies for dealing with the performance challenges of the day. The successful application of AT in constructive self-management can help foster confidence in music/ drama performance and support students to navigate life with greater ease (Madden, 2014).
Pa ra me te rs of th is a rtic le
The one-hour weekly ATI classes have been taught jointly by the two authors of this paper, both certified Alexander Technique International teachers. The students who signed up to the elective ATI class received eight weeks of 50-minute small group classes each term. In these classes, they were introduced to various Alexander Technique principles through activities. Students wrote a reflection journal at the end of each class, which was collected by the teachers. Each week a teaching point was posted on Microsoft Teams classroom as a self-observation reminder. As part of the music elective work, there were video recordings of students before classes began and recordings done later. Attendance did fluctuate due to the natural course of conflicting events in students’ school life and illness. However, there has been observable transformation in students who attended. Below are some snapshots of constructive change observed in two anonymous students, one specialising in Music, one in Drama.
Ca se Stu d y – Mu sic stu de n t
John (name changed and gender randomised) is a conscientious Year 10 music student who is a high achiever. His video recording prior to starting the ATI classes revealed his tendency to shorten his head/ spine relationship which resulted in shallower breathing when playing his instrument. John also reported elements of negative self-talk when playing, which undesirably impacted on his performance outcome. There was a gradual observable shift in John’s self-awareness of his habitual response in his daily use, as demonstrated in his Journal Reflection entries below:
F. M. Alexander was nicknamed “the Breathing Man, as he helped improve the conditions of many patients with breathing issues and speech difficulty (including assisting King George in preparing for his maiden radio broad-cast speech). Our students, like many AT students before them, were surprised to learn about the size of their ribcage and the involuntary movements in breathing. They discovered some habitual use that restricts this natural freedom in breathing which can impact on their performance. John was guided in learning ways he could project the sound of the instrument by cooperating with the natural design of the body rather than applying more force.
L esso n 8 –" Spin e b ein g re la xe d Po s tu re ch an ge ”
The AT is based on the optional function of the Primary Control, namely the optimal relationship between the head and spine in relation to the use of the whole self. In the first class, students were guided in activities to become aware of our instinctive response to compress the spine when we are in fight or flight mode. Having this awareness in students’ daily activities allowed greater freedom in their use in daily activities. This was then expanded into application in his music performance.
L esso n 13 –“ ... E lo ng at io n o f t he che st/ sho ul d ers vi a r i bc age . C o lla r bo ne . Mo tiv a tio n. ”
The realisation through the Alexander processes of how long the spine is, combined with the movability of the whole spine in his daily activities; has encouraged John to gradually break away from his habitual use, which was to lean back and down when playing. The freedom he discovered in his ribcage and collarbone, allow for improved overall balance and more optimal use of his arms. The physical ease in playing resulted in increased motivation to practice on his instrument.
L esso n 14 –“ Ho w to r ais e a rm s N
These small changes in his self-awareness allowed him to maintain a more optimal head/ spine relationship and to improve his general postural use while playing on his instrument. This practice relates to the core principles of the Alexander Technique: Inhibition – the prevention of undesirable states of mind and body and Direction – the new thinking that promotes improved functioning. The process empowers the person with choice, where constructive alternatives to usual or habitual reactions may emerge in the moment. This is the essence of a healthy attitude to performance.
Ca se Stu d y 2 – Dra ma stud en t
Mary (name changed and gender randomised) is a Year 11 Drama student. She is a skilled actor, with a quick mind. At the beginning of the term she had a tendency to compress herself when she was nervous which resulted in a loss of power from her voice and movement.
L esso n 2 – M ar y r efl ec te d o n th e fi rs t w eek’ s le sso n and sa id humo ro usl y , “I ha ven ’ t run in to an y w al ls th is we ek! ”
By developing a stronger sense of her own body proportions and how they related to the space she occupied, Mary found it easier to navigate her environment. The newfound awareness enhanced her ability to move confidently, reducing unintentional collisions and misjudgements in spatial interactions.
L esso n 3 –“ Sp at ial aw a ren ess affe c ts ho w peo pl e p er cei ve yo u . ”
One of the ways we explored spatial awareness in relation to acting was status. Mary had a desire to use the AT for creating confident characters, so we explored how expanding the space one chooses to be aware of affects one’s relationship with other actors and the audience.
L esso n 4 – “D e si res i nc re as e th e st ren gt h o f ac tio n s ”
An important aspect of AT is constructive thinking, a mental process that aligns physical actions with clear objectives. This principle plays a crucial role in acting, where performers
must continually ask themselves - What does my character want? Drawing from the Stanislavski technique for character development, Mary learned to integrate the AT's constructive thinking method into her performance preparation.
We examined how the actor’s personal objectives can align or misalign with the objectives of their character. If an actor’s personal desires diverge from those of the character, it creates tension within their body, disrupting the flow of the performance. Mary recognised that her personal goal to perform well in assessment aligned well with her character’s motivation in the scene we were working on. This alignment reduced unnecessary tension and allowed her to embody the character more naturally.
We also addressed how to navigate the relationship between the performer and the audience. Together, we reimagined the audience not as a source of anxiety but as an ally in achieving the character's objectives. By inviting the audience to support her character’s journey, Mary was able to recognise how this would foster a deeper connection with them. W eek 6 –
The concept of constructive thinking extended beyond acting and performance to Mary's daily life, particularly in how she approached her academic responsibilities. We explored how what we want influences thought patterns and physical tension. For instance, tasks such as doing homework or studying for exams often create stress. However, when approached with clarity of purpose, they can become more manageable.
Mary was able to recognise the choices available to her in her everyday actions. During one lesson, we discussed the idea that doing homework, while sometimes tedious, was aligned with her long-term desire to succeed in school and pursue her preferred university degree. This realisation helped her make more constructive decisions, as she could clearly see how her immediate actions aligned with her larger goals.
Disc u ssio n
The AT learning process enables students to internalise constructive thinking, be more mindful of their surroundings and make more informed choices in dealing with the demands of school expectations. Through ATI classes, students experienced and gained some insights into the AT processes that they can experiment with in other areas of their life. The inclusion of the AT process provided these two students with a renewed perspective about their body mapping, their unconscious habits, and performance improvement in their chosen domain.
Body mapping emphasises awareness of the relationship between different body parts and how this affects the overall functioning and coordination. For some student, this may involve an update of the incorrect perception of body parts. In both students body mapping led to obvious changes. For John, finding the natural length and movability of his spine resulted in more ease while playing his instrument. While for Mary, becoming more aware of her own proportions and her relationship to the space around her reduced unintentional collisions.
As the AT process involves self-observation, the students became more aware of their unconscious habits which were causing unnecessary tension. The music student, John, indirectly discovered ways to cooperate with the natural design of his body which enhanced
his performance. The drama student, Mary, learned to use the AT constructive thinking process to both enhance her expression of character and create more connection with her audience. For both students the skills that they developed in their AT classes built upon their already existing performance skills. This is one of the many benefits that AT offers to performing artists.
Co n c lu sio n
The AT is an indirect procedure for teaching students to recognise their habitual responses. Learning this work does not replace or interfere with the technical skills they learn in music or drama lessons, on the contrary, it provides additional tools to enhance what they learn in other classes. The article focusses on just two students, but many others have also made similar positive changes. Extended time participating in such a program is likely produce even more observable transformation. All schools with either Music or Drama programs should consider long-term programs like the ATI to create positive impact in the classroom, in exams and on the stage both in terms of individual well-being and performance enhancement.
A ck no wle dge men t
The authors wish to acknowledge the tireless support of David Saffir in coordinating the ATI classes and making it a reality. We would also like to acknowledge the feedback from Dr Matthew Hill while reviewing this article.
B ib lio gra ph y
Alexander, F. (1985). The use of self (revised edition), Victor Gollancz.
Chance, J. (2013). Principles of the Alexander Technique: What it is, how it works and what it can do for you (2nd edition), Singing Dragon, London.
Conable, B. (2000 ). What every musician needs to know about the body: The practical application of Body Mapping and the Alexander Technique to making music, GIA Publication, Chicago.
Davies, J. (2019) ‘Alexander Technique classes improve pain and performance factors in tertiary music students’, Journal of Bodywork & Movement Therapies, vol. 24, no. 1, pp 1-7, accessed 23 May 2019 https://doi.org/10.1016/j.jbmt.2019.04.006
De Alcantara, P. (2013 ). Indirect procedures: A musician’s guide to the Alexander Technique (2nd edition), Oxford University Press.
Dimon, T (2015). Anatomy in action, North Atlantic Books, California.
Holdaway, G. & Low, S. (2-3 July 2023) ‘Unleashed musical potential with BodyMinded thinking’, [conference presentation], ASME XXIV National Conference Music Unleashed, Sydney, accessed 30 October 2023 https://www.asme.edu.au/wp-content/uploads/2023/07/ASME-2023-Abstractsbooklet.pdf.
Kleinman, J , & Buckoke, P (2013), The Alexander Technique for musicians. Bloomsbury Blandine, London.
Low, S. (1-4 July 2022), ‘Coaching violin/ viola students to play with more ease’, [conference presentation], AUSTA National Conference Strings of Australia, Melbourne, accessed 30 October 2023, https://www.austa.asn.au/nc22-sheau-fang-low/
Low, S (2023), ‘The embodied pedagogy: Preliminary personal reflection of incorporating the Alexander Technique in string teaching’, Learning in Practice, vol. 7, no. 1, pp 3-7 accessed 20
September 2024, https://barker.institute/documents/121/The_embodied_ pedagogy_Preliminary_personal_reflection_of_incorporating_-_PRINT.pdf
Madden, C (2014 ), Integrative Alexander Technique practice for the performing artists: Onstage synergy, Intellect, Bristol, UK.
Madden, C (2017), ‘Glimpsing the collaboratives: Alexander Technique teachers working with teachers of other disciplines’, in C Madden & K Juhl (eds), Galvanizing performance: The Alexander Technique as a catalyst for excellence, Singing Dragon, London, pp. 262 – 276.
Stanislavski, K (2016). An actor prepares. Bloomsbury Academic.
Vineyard, M (2006). How you stand, how you move, how you live. Da Capo Press, Cambridge. Westfeldt, L (1998). F. Matthias Alexander: The man and his work. Mouritz, London.
Pedagogical Translanguaging in Refugee Education: Bridging Cultures, Languages, and Learning
Dr Timothy Scott Research Principal, Barker Institute
Abstract
This article explores the transformative potential of pedagogical translanguaging in refugee education, focusing on its ability to address the potential academic, social, and emotional challenges faced by students of refugee experience. Pedagogical translanguaging is a process that employs students’ entire linguistic repertoires, validating their identities, bridging language gaps, and fostering a sense of belonging. Through this inclusive approach, educators can create multilingual ecologies that celebrate linguistic diversity while promoting equity, inclusion, and academic success. The article examines six key considerations: recognising and valuing linguistic resources, facilitating academic achievement, promoting equity, scaffolding language acquisition, fostering social-emotional well-being, and supporting teachers in multilingual classrooms. Six practical lesson ideas, such as bilingual vocabulary journals and emotion wheels in multiple languages, illustrate how translanguaging can be implemented effectively to enhance learning and resilience. By adopting translanguaging practices, educators empower refugee students to thrive in diverse classrooms, ensuring their inclusion and equipping them for meaningful participation in their new communities.
– Validates students' cultural and linguistic identities while fostering pride in their multilingual abilities
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Reinforces academic understanding by connecting new content to familiar linguistic frameworks
Encourages mutual respect, celebrates linguistic diversity, and fosters a sense of belonging for all students T a b le 5 –
–
Helps students connect English vocabulary to their existing linguistic knowledge, aiding retention and comprehension
T a b le 6 – E
Encourages emotional expression, builds trust, and fosters empathy among peers. T a b le 7 – R
T
–
c h e r s – Shifts the power dynamic, positioning students as experts while equipping teachers with strategies to use multiple languages in instruction.
Introduction
[Translanguaging is] planned by the teacher inside the classroom and can refer to the use of different languages for input and output or to other planned strategies based on the use of students’ resources from the whole linguistic repertoire Cenoz (2017), p.194.
Pedagogical translanguaging involves employing intentional strategies that draw on and activate students' entire linguistic repertoire as a resource for learning. It is an important aspect for educating children and young people of refugee experience as it is an inclusive approach that validates their linguistic identities, bridges language gaps, and supports their access to academic content while fostering a sense of belonging and cultural affirmation. Cenoz (2017)’s earlier comment, drawn from an article on translanguaging practice in school contexts, underscores the impact translanguaging can have on any learning environment: the look and feel of the classroom, the place of the teacher within the students’ learning experiences, and the prioritisation of the students’ learning needs.
For a learning environment where the individual members of which are children and young people of refugee experience, from nations with language backgrounds other than English, pedagogical translanguaging is critical. It empowers students’ understanding of what is being taught in the classroom, at the same time as helping reify education as both fundamental and enabling rights (cf. UNHCR, 2011). It is also an approach to learning that helps teachers fulfill…
…a collective responsibility to ensure education plans take into account the needs of some of the most vulnerable children and youth in the world – refugees, internally displaced children, stateless children and children whose right to education has been compromised by war and insecurity. These children are the keys to a secure and sustainable future, and their education matters for us all.
António Guterres, United Nations High Commissioner for Refugees in UNESCO (2016), p.13.
Gueterres’ statement from the Incheon Declaration and Framework for Action for Sustainable Development Goal 4 introduces a global moral challenge for educational leaders and practitioners. Educating children and young people of refugee experience is founded on an ethical responsibility to address the needs of the most vulnerable in today's world. It is also based on a belief that education can prevent the circumstances that led to their displacement and statelessness, leading to a more peaceful future. Of course, for children and young people of refugee experience to see that aspiration realised, the question of successfully accessing what is taking place in the classroom is a crucial first step
The purpose of this article, then, is to present some considerations about how pedagogical translanguaging might appear in the context of refugee education. This article has been structured to explore how the approach supports children of refugee experience academically, socially, and emotionally, in addition to providing practical examples or lesson ideas that might be implemented by the educational practitioner Inspired by the foundation and opening of Marri Mittigar, a special assistance school for children and young people of refugee experience, earlier this year by Barker College, this article takes one of the key aspects of how children and young people of refugee experience might learn best and
explores it further (see: Scott, 2023) While this helps to account for the motivation in writing this article, it should be noted that many of the concepts or ideas posited here are relevant for use in other educational contexts where culturally and linguistically diverse (CALD) students may be present. The lesson ideas presented after each consideration have the learning and teaching of refugees in mind, but they have been presented in such a way as that they can be applied elsewhere.
Recognising and Valuing Linguistic Resources
Pedagogical translanguaging uses all the languages in the students’ multilingual repertoire as a resource. These languages can be curricular languages and also other home languages. Students can activate prior knowledge of other languages and maximize their own resources when they translanguage.
Cenoz & Gorter (2022) p.345.
The concept of pedagogical translanguaging comes from the term “translanguaging”, first coined in Wales in the 1980s by Cen Williams, a prominent Welsh educationalist His use of the term described the intentional and structured use of English and Welsh within a single lesson, an approach which differed from many previous methods of bilingual education that tried to separate languages by class, time, or day. Pedagogical translanguaging has a broader application, seeking to develop multilingualism and value in switching languages for input and output. The goal of pedagogical translanguaging is to enhance language proficiency in both the input and output languages by recognising that students’ multilingual repertoires are valuable resources (Cenoz & Gorter, 2022).
As refugees adjust to life in a new country, learning the local language is significant for their ability to succeed and thrive in their new community. In a recently published edited collection of 20 possible strategies that can support the education of immigrant and refugee youth, Bajaj et al. (2023) places the chapter on translanguaging as the first consideration, reflecting its significance (see: Bartlett & Bettney, 2023). Their exploration of translanguaging provides several examples of what classroom teachers can do to ensure that the linguistic needs of refugee students are met, such as positioning every teacher as a language teacher and providing peers with multiple opportunities to interact using English and Home Languages (Bartlett & Bettney, 2023, pp. 34–35). The implication that can be drawn from each one they discuss is how such approaches enable these students to demonstrate what they know. From this, confidence and positivity grow. Acknowledging the linguistic and cultural assets that children of refugee experience bring to the classroom is important to promote belonging and that all aspects of their identities are welcomed, valued, and beneficial to all student learning that takes place.
Valuing home languages in the classroom plays a crucial role in fostering students' confidence, sense of belonging, and connection to their identity, particularly for those of refugee experience. Recognising and incorporating students’ home languages affirms their cultural and linguistic identities, signalling that their heritage is respected and valued (Cerna, 2019). This recognition can be transformative for students who might otherwise feel marginalised, as it reinforces their sense of self-worth and validates their experiences within a new and often unfamiliar educational context. When students see their languages and cultures reflected in the classroom, it not only boosts their confidence but also empowers them to engage more actively in their learning (cf. Eurydice, 2009, p. 51). The acknowledgment of their linguistic resources demonstrates that their voices matter,
encouraging them to take risks in learning and to participate in discussions without fear of judgment (cf. Taylor & Sidhu, 2012).
Furthermore, fostering an environment that celebrates linguistic diversity promotes a stronger sense of belonging. Refugee students, who may have faced displacement and trauma, often grapple with feelings of alienation in a new cultural setting. In his report to the OECD regarding refugee education models, Cerna (2019) illustrated the impact of displacement followed by alienation by referencing experiences of Bosnian refugee students attending school in their host country Sweden. An inability to engage socially with Swedish students led to feelings of shame and isolation, which in turn impacted academic achievement. By integrating home languages into lessons and classroom activities, educators can create a space where the situation experienced by the Bosnian students in Sweden might be avoided, and the students feel seen, valued, and included. Table 1 is an example of how this might be achieved. The inclusive environment that comes because of such approaches helps to build meaningful connections with peers and teachers, cultivating a supportive community that embraces diversity. Ultimately, valuing home languages is not just a pedagogical strategy; it is a pathway to inclusion, empowerment, and holistic development for refugee students.
Table 1: Lesson idea for recognising and valuing linguistic resources L e s s o n T it le : C u l t u r a l I d e n t i t
Students share a personal or cultural story in their home language, then collaboratively translate key elements into English
A c t iv it ie s
1. Students write or draw a brief story in their home language about a meaningful experience or tradition.
2. Students form small groups, sharing their stories orally with peers who speak the same or different languages.
3. The class creates a "Cultural Stories Gallery" with summaries in both home languages and English.
O u t c o m e
Validates students' cultural and linguistic identities while fostering pride in their multilingual abilities.
Facilitating Academic Success
Refugee students often face significant challenges in acquiring Cognitive Academic Language Proficiency (CALP), the advanced language skills required to understand and express complex ideas in academic contexts. Unlike Basic Interpersonal Communication Skills (BICS), which focus on conversational language and are typically developed within a few years, CALP involves mastering abstract vocabulary, subject-specific terminology, and advanced grammar structures. The differences between the two are outlined in Table 2 below.
Table 2: The difference between BICS and CALP. Based on: Cummins (2021), p.47.
P u r p o s e
C o n t e x t
C o m p l e x i t y
Social integration
Informal, social situations
Academic success
Formal, academic settings
Simple, concrete language Complex, abstract language
T im e t o D e v e lo p 1-2 years 5-7 years
E x a m p le s
D e p e n d e n c y o n
C o n t e x t
Greeting someone, ordering food
High (relies on non-verbal cues)
Writing a report, solving a math problem
Low (requires understanding abstract concepts)
Students of refugee experience entering schools after interruptions to their education may lack foundational literacy skills in both their home language and the new language of instruction, making the leap to CALP even more challenging. Facilitating academic becomes increasingly difficult. Additionally, they may encounter unfamiliar educational systems, culturally specific concepts, and teaching styles that can hinder comprehension and engagement. One author puts it this way:
Some of these students at least find themselves in the precarious situation of learning print literacy for the first time, in a language that is not their first and in which many have only basic levels of competence, in a school system that is foreign or perhaps the first school system that they have encountered, and with restriction on their engagement with schools brought about by their temporary visa status and indeed often their age.
Woods (2009), p.83
These challenges are compounded by the emotional and psychological toll of displacement, which can affect their ability to concentrate and retain information. Without adequate support, refugee students risk falling behind their peers academically, leading to feelings of frustration and disengagement. Addressing this gap requires targeted strategies that not only build CALP but also acknowledge and incorporate the linguistic and cultural assets students bring with them, fostering a sense of belonging while promoting academic success.
Translanguaging offers a powerful strategy for bridging the academic gaps students of refugee experience face by enabling them to process complex ideas in their strongest language. Being an approach that leverages the entire linguistic repertoire of students means critical thinking, problem solving and engaging with new concepts is accessible and meaningful. For example, a student learning about scientific phenomena in English can first discuss the concept in their home language, ensuring a deeper grasp of the material before transitioning to academic English. This can be seen in the lesson example offered in Table 3. Such scaffolding reduces the cognitive load associated with processing unfamiliar content and unfamiliar language simultaneously. Translanguaging also provides opportunities for peer collaboration, where students with shared linguistic backgrounds can support one another in decoding complex ideas, fostering a collaborative and inclusive learning environment that lends to success. Additionally, the strategy allows students to draw parallels between their home languages and English, enriching their understanding of both
and accelerating language acquisition. By validating and utilising the linguistic strengths students already possess, translanguaging builds confidence and academic competence, transforming linguistic diversity into a resource rather than a barrier. This approach not only bridges gaps in understanding but also empowers students to take an active role in their learning journey, setting the foundation for long-term academic success.
Table 3: Lesson idea for facilitating academic success
Students use their home languages to engage with complex scientific vocabulary and concepts
A c t iv it ie s
1. Provide bilingual science materials (e.g., a worksheet on the water cycle in multiple languages).
2. Students first discuss the concept in their home language and then collaboratively summarise it in English.
3. Conduct a class experiment and have students label diagrams using both English and their home languages.
O u t c o m e
Reinforces academic understanding by connecting new content to familiar linguistic frameworks
Promoting Equity and Inclusion
Focus on multilingualism goes against traditional perspectives that emphasise language separation and aims at softening boundaries between languages so that language users make the most of their own multilingualism
Cenoz & Gorter (2021), p.14.
Pedagogical translanguaging within a refugee education context promotes equity and inclusion, notions advocated for globally The Incheon Declaration, a statement on education adopted at the World Education Forum in Incheon, South Korea, in May 2015 and presented as a continuation of the Millennium Goals on Education, restated a commitment to a vision of education that ensured inclusivity, equitability and the promotion of lifelong learning opportunities for all (UNESCO, 2016, pp. 7, 9). As part of the proposed strategies for achieving such a goal, the Incheon Declaration states that measures should be instituted that:
develop inclusive, responsive, and resilient education systems to meet the needs of children, youth and adults in crisis contexts, including internally displaced persons and refugees.
UNESCO (2016), p.34.
The notions of inclusivity and quality of education referred to in the Incheon Declaration were affirmed in the Global Compact on Refugees (UNHCR, 2018, see also: 2019a), a framework prepared by the United Nations to improve the worldwide response to the needs of refugees. The Global Compact on Refugees calls upon resources and expertise to
enhance the quality and inclusiveness of national education systems so access to education is available equally for refugee and host community children (UNHCR, 2018, p. 26). The expectation placed on schools is that the quality of the education offered to children and young people of refugee experience will result in the same level of access to post-school learning opportunities, be that at a higher or vocational education level, as students from the host community (for example: Dryden-Peterson, 2011; UNESCO, 2015; UNHCR, 2019b, 2021; World Bank & UNHCR, 2021). Yet despite the global expectations placed on education systems, schools, and teachers to ensure equity and inclusion for students of refugee experience, if the language of instruction for a refugee student is not his or her own then significant barriers to equity and inclusion can remain.
Refugee students often experience marginalisation in classrooms that prioritise monolingual instruction, where their linguistic diversity may be overlooked or undervalued. Such environments can inadvertently send a message that only the dominant language – it might be English, for example – holds academic or social worth, leaving students from diverse linguistic backgrounds feeling alienated. Translanguaging disrupts this dynamic by creating inclusive spaces that celebrate and utilise the rich linguistic resources refugee students bring to the classroom. By integrating students’ home languages into lessons, translanguaging affirms their identities and positions their linguistic knowledge as a valuable educational asset. For example, a science teacher might encourage students to research terms in their home language before translating them into English, enabling deeper understanding while maintaining cultural ties. This approach not only improves academic outcomes but also fosters a sense of belonging and validation. When linguistic diversity is embraced as a strength, students are more likely to engage confidently, knowing their cultural and linguistic heritage is respected. Translanguaging thus transforms the classroom into a space where all voices are valued, disrupting patterns of exclusion and marginalisation while enriching the learning experience for all students.
Translanguaging challenges the dominance of monolinguistic classrooms by advocating for linguistic equity and inclusivity. Traditional monolingual approaches can marginalise students who are still developing English proficiency, placing them at a disadvantage compared to their peers (cf. Ollerhead, 2018). Translanguaging, however, acknowledges the value of multilingualism and leverages students’ home languages as a bridge to learning, rather than viewing them as obstacles. This approach aligns with contemporary educational practices that recognise the importance of language in shaping identity and fostering belonging. By integrating multiple languages into teaching, teachers create opportunities for students to draw on their existing linguistic knowledge, supporting both their academic development and personal confidence. For instance, establishing a Multilingual Classroom Charter based on values students see as the most significant, as outlined in Table 4, can encourage a sense of belonging and inclusion. Beyond the classroom, this practice also promotes broader social cohesion by signalling respect for linguistic diversity and challenging the perception that English is the only legitimate medium for education. Translanguaging thus plays a critical role in dismantling inequitable language hierarchies, fostering an inclusive educational environment where all students, regardless of their linguistic background, can thrive.
Table 4: Lesson idea for promoting equity and inclusion
L e s s o n T it le : M u lt ilin g u a l C la s s r o o m C h a r t e r
O b j e c t i v e
Create an inclusive classroom agreement that values all languages. A c t iv it ie s
1. Brainstorm key classroom values (e.g., respect, kindness) in English.
2. Ask students to translate these values into their home languages.
3. Combine the translations into a multilingual classroom poster displayed prominently.
O u t c o m e
Encourages mutual respect, celebrates linguistic diversity, and fosters a sense of belonging for all students
Scaffolding Language Acquisition
By scaffolding students to translanguage in a multilingual classroom, teachers create a collaborative environment. This environment promises opportunities for [Emergent Bilinguals] to bring their linguistic repertoire into the classroom, affirm their identity, and make meaning from texts.
Cui & Pacheco (2023), p.395
Translanguaging supports language acquisition by drawing on students’ existing linguistic knowledge, enabling them to make connections between their home language and the language of instruction. This approach capitalises on what students already know, allowing them to build a deeper understanding of new vocabulary, grammatical structures, and academic content. By encouraging students to use both languages interchangeably in the classroom, translanguaging reduces the cognitive burden of processing unfamiliar material, creating opportunities for more meaningful engagement (cf. Woods, 2009, p. 83). For example, using a bilingual vocabulary journal, as outlined in Table 5 below, allows students to record new terms in the target language alongside translations or definitions in their home language. This practice reinforces their grasp of academic vocabulary while providing a bridge between their linguistic repertoire and the language of schooling. Over time, students gain confidence in navigating between languages, developing stronger language skills in both. By leveraging the linguistic resources students bring to the classroom, translanguaging fosters a dynamic, learner-centred environment that accelerates the process of language acquisition and academic success.
The interplay between BICS and CALP is crucial for understanding how translanguaging accelerates progress in both (Cummins, 2021), with BICS focusing on conversational fluency in everyday situations and CALP looking to mastery of the more complex and abstract language required for academic success. Translanguaging bridges these domains by providing students with a familiar linguistic scaffold to support their development. For instance, as outlined in the lesson idea in Table 5 below, a bilingual vocabulary journal helps students connect conversational expressions to academic terminology, promoting transitions between informal and formal language use. Through translanguaging, students can use their conversational fluency as a foundation to engage with more challenging concepts and texts, gradually building CALP. Similarly, applying academic vocabulary in
meaningful, real-world contexts reinforces both their understanding and their ability to use the language in informal settings. This holistic approach ensures that students develop robust language skills that are transferable across different contexts, empowering them to succeed academically and socially. By fostering growth in both BICS and CALP, translanguaging equips students with the linguistic tools they need to thrive in diverse educational and social environments.
Table 5: Lesson idea for language acquisition
L e s s o n T it le : B ilin g u a l V o c a b u la r y J o u r n a ls
O b j e c t i v e
Students build their English vocabulary by drawing on home language equivalents
A c t iv it ie s
1. Introduce a thematic unit (e.g., ecosystems) with visuals and key terms in English.
2. Students write each term in their home language alongside its English equivalent, adding definitions and examples in both languages.
3. Use the journals in pair activities where students teach each other terms.
O u t c o m e
Helps students connect English vocabulary to their existing linguistic knowledge, aiding retention and comprehension
Fostering Social-Emotional Wellbeing
…teachers who adopt a trans-semiotic stance in the classroom through the use of multimodal and multilingual resources effectively integrate students’ culture and language into classroom learning, bringing about increased participation, engagement and confidence when doing literacy work. This creates a multilingual ecology in which students’ knowledge and experiences are legitimised and celebrated.
Ollerhead (2018), p.15.
Ollerhead’s comments, drawn from the conclusion of an article about the different ways teachers could mobilise multilingual and multimodal teaching approaches with culturally and linguistically diverse (CALD) students, underscores how being understood as a whole person at the level of language and experience can foster social-emotional wellbeing in any student. This observation on Ollerhead’s work echoes what is characteristic of this article: the considerations surrounding translanguaging presented here have application to any school or classroom setting where CALD students, of any persuasion, might be. Socialemotional wellbeing is particularly significant to refugees.
Children and young people of refugee experience often encounter significant psychological and emotional hurdles stemming from their experiences of trauma, displacement, and the challenges of resettlement. They might have faced war, violence, or persecution, leading to deep-seated emotional scars that manifest as anxiety, depression, or post-traumatic stress. The disruption of their education, coupled with the challenge of adapting to a new cultural and linguistic environment, can heighten feelings of isolation and alienation. Brown, Miller, and Mitchell (2006) note that students of refugee experience often lack topic-specific vocabularies, understanding of academic genres, and the cultural knowledge necessary for
academic success, all of which can compound their emotional struggles. The inability to communicate effectively in the host language further inhibits social connections, deepening a sense of exclusion. The Emotion Wheels in Multiple Languages activity, outlined in Table 6 below, is one way to directly address these challenges by helping students articulate their feelings in both their home language and English (Itzhak et al., 2017). This dual-language approach not only validates their cultural identity but also equips them with the vocabulary needed to express their emotions, promoting resilience and fostering peer connections. By creating a safe space where students can share and reflect on their emotional experiences, this activity supports their long-term well-being and helps them feel more secure and confident in their new environment.
Translanguaging provides a powerful strategy to create a supportive environment where students of refugee experience feel seen, heard, and valued. This practice acknowledges and incorporates students’ home languages into classroom activities, affirming their identities and reducing the isolation they may feel in an unfamiliar context. By encouraging the use of home languages, teachers signal respect for students’ cultural and linguistic backgrounds, fostering a sense of belonging and inclusion. Ollerhead (2018)’s exploration of how multilingual and multimodal translanguaging practices can enhance literacy engagement, identity affirmation, and learning outcomes for CALD students in Australian classrooms shows how it is possible to link language to music or colour, thereby enabling students to express emotions in accessible ways, enhancing resilience and fostering engagement The Emotion Wheels in Multiple Languages activity detailed in Table 6 exemplifies a similar approach, allowing students to use their strongest language to describe their emotions before translating these into English. This process not only bridges linguistic gaps but also helps students develop the social-emotional skills needed to navigate challenges (Itzhak et al., 2017). When students share their emotion wheels with peers, they can build empathy and strengthen relationships, which are critical for their overall wellbeing.
O b je c t iv e
Support students in expressing emotions in both English and their home language
A c t iv it ie s
1. Provide a blank "emotion wheel" and ask students to fill it with feelings in their home languages and English.
2. Use role-playing scenarios where students express emotions using the wheel.
3. Facilitate discussions about how emotions are understood and expressed differently across cultures.
O u t c o m e
Encourages emotional expression, builds trust, and fosters empathy among peers.
Table 6: Lesson idea for fostering social-emotional wellbeing
Supporting Teachers in Multilingual Classrooms
In pedagogical translanguaging practices and activities, there are specific objectives that will be accomplished by carrying out a series of learning tasks that use resources from two or more languages in the same class. The teacher will select the necessary material so that students use the multilingual learning strategies which are most appropriate to achieve the objectives of the lesson. By using these strategies learners can take an active role and be responsible for their own learning when they link prior knowledge to new knowledge.
Cenoz & Gorter (2022), pp.346-347.
Teachers play a vital role as facilitators of translanguaging practices, fostering inclusive and dynamic learning environments that celebrate linguistic diversity. As facilitators, teachers purposefully design activities that recognise students’ home languages as valuable resources and integrating them into classroom routines, lesson plans, and discussions. For example, teachers might encourage students to articulate complex ideas in their home language before translating them into English or use multilingual tools such as bilingual dictionaries or texts to support comprehension. Effective facilitation also requires cultivating a classroom culture where all languages are respected and valued, building students’ confidence and a sense of belonging. This approach demands a shift in teaching perspectives, moving from monolingual to multilingual frameworks. By acting as mediators of language and culture, teachers not only advance academic outcomes but also empower students to embrace their identities and fully engage in their education.
To effectively implement translanguaging practices, teachers must be supported with professional development that provides practical strategies and tools. Many teachers may have limited experience working in multilingual classrooms or lack an understanding of how to harness students’ home languages as assets for learning. Professional development programs can bridge these gaps by offering training in translanguaging techniques, such as designing inclusive lesson plans, creating bilingual resources, and facilitating multilingual discussions. Workshops and collaborative learning sessions can also help teachers examine their own attitudes towards linguistic diversity, fostering the confidence to adopt translanguaging approaches. Training should balance the use of home languages with the need to develop proficiency in English, ensuring students achieve both linguistic and academic goals. By prioritising professional development, schools empower teachers to create classrooms that embrace diversity, promote equity, and support students’ academic and social-emotional well-being. With the right training, teachers can become advocates for translanguaging, transforming their classrooms into spaces where multilingualism is celebrated and used as a powerful tool for success. Table 7 details one way where this objective might be achieved. Assuming the role of language student, the teacher is positioned to be both vulnerable and fair-minded. Vulnerability comes from taking on the place of the student, learning words and phrases in a language not their own and being prepared to then use those words and phrases regularly. Fair-mindedness comes from understanding the view of the classroom from the perspective of a student who has to work in a language that is not their own and making shifts in their own practice in response to what they have learnt through the experience of being taught by their own student.
Table 7: Lesson idea for supporting teachers in the multilingual classrooms
e s s o n T it le : R o le -
O b je c t iv e
Empower students to teach their home languages to the teacher and peers.
A c t iv it ie s
1. Assign students to small groups where they prepare a short lesson introducing basic phrases in their home language.
2. Students teach these phrases to the class, with the teacher modelling curiosity and participation.
3. Incorporate phrases into regular classroom routines (e.g., greetings, transitions).
O u t c o m e
Shifts the power dynamic, positioning students as experts while equipping teachers with strategies to use multiple languages in instruction
A comment about the use of technology to enable pedagogical translanguaging for children and young people of refugee experience
Technology has made pedagogical translanguaging far more accessible than what educational leaders and practitioners might think. The ability to have, through personal handheld devices, the means for a teacher to express to a student a complicated idea in their home language and have simultaneous translation take place has provided the means for teachers to build multilingual practices into what they do each lesson. Conversely, the same personal handheld devices enable students to express themselves in the language of instruction, having completed any preparatory work to support what might have been set by the teacher in their own language. Figure 1 is an example of what a translator on a personal device might look like It is a screenshot from the author’s iPhone and shows part of a conversation through Microsoft Translate with a visiting Japanese exchange student who visited his Global Studies class. The conversation took place in two languages – English and Japanese – and, as it was the first time the student visited the class, the conversation sought to provide an explanation of what content that had been covered in class prior to the exchange student’s visit.
Figure 1: English to Japanese translation to explain lesson context to a Japanese exchange student (Note how the two languages display on the iPhone. Each face the speaker so the text of the conversation in each speaker's own language can appear in the right direction. The translator also has speech facility so the text can be heard in each speaker’s language).
Conclusion
In summary, the legitimacy of pedagogical translanguaging is supported by extensive research demonstrating that mobilising students’ multilingual and multimodal repertoires can connect curriculum to students’ lives, scaffold learning, affirm their identities, and reinforce their knowledge of how language works as an oral and written communicative system
Cummins (2021), p.273
Pedagogical translanguaging offers a transformative approach to refugee education, addressing the academic, social, and emotional challenges faced by students of refugee experience. By leveraging students’ entire linguistic repertoires, translanguaging validates their identities, bridges language gaps, and fosters a sense of belonging. It disrupts monolingual norms, creating multilingual ecologies that recognise the value of linguistic diversity and promote equity and inclusion. This approach can empower students to draw on their linguistic and cultural resources, enhancing their academic outcomes while fostering resilience and well-being.
The lesson ideas presented in this article are suggestions of how translanguaging can be effectively integrated into classroom practices, from Bilingual Vocabulary Journals to Emotion Wheels in Multiple Languages. These strategies not only support language acquisition and literacy development but also help students navigate the psychological impact of trauma and displacement. Moreover, by positioning teachers as facilitators and advocates for linguistic equity, pedagogical translanguaging redefines the role of educators, equipping them to meet the unique needs of multilingual classrooms, and to help the students in their care to have the tools to contribute meaningfully to their new communities and beyond.
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Wise Heads, Loving Hearts, Useful Hands: A framework for Character Education
Peter Gibson Dean of Character Education
Mark Lovell Associate – Character and Enterprise Education
A b strac t
This article explores a new framework which provides a holistic approach to character education rooted in classical and Christian philosophical traditions. Challenging the prevalent model of education (reducing humans to a “thinking thing”), which models learning as mere information transfer, this framework emphasises the intentional formation of the whole person. It aims to develop students who are wise in decisionmaking, motivated by noble intentions, and practically equipped to contribute meaningfully to society. Through fostering nurturing healthy desires, positive habits, and engaging in purposeful actions, this approach prepares students to navigate the complexities of modern life with wisdom, compassion, and integrity. By integrating this framework into educational practices, schools can inspire and equip students to pursue excellence not just for personal achievement but for the betterment of others.
In trod u c tio n
In the words of the educational philosopher James KA Smith, “behind every constellation of educational practices is a set of assumptions about… the kinds of creatures we are” (Smith, 2009, p.26). In one’s own educational context, it is important to ask what this “set of assumptions” is.
A prevalent approach today is to conceptualise the human person primarily as a "thinking thing." In education, this mindset often leads to what can be described as the "piggy-bank" method, where the school’s role is reduced to depositing coins of information into students’ minds. This article argues that this model is insufficient and disconnected from true education, particularly in the realm of character development. Rather than merely transferring knowledge, education should encompass a more holistic approach, nurturing the whole person.
A holistic education should be more humane, more relational. A school with this in mind aspires to a model of teaching and learning which intentionally engages with the whole child. It aims to provoke minds, to quicken hearts, to strengthen its students’ capacity for action. It thinks of education as formation, not just information (Smith, 2009). Indeed, we define Character education as
the planned, comprehensive and systematic approach of all educational activities that develops positive personal virtues (moral, civic, performance, intellectual). It
aims to intentionally, explicitly and implicitly develop students with the capacity and capability to flourish in their life and make a worthwhile contribution to a changing world
After: Edmonson et al., 2009; The Jubilee Centre for Character and Virtue, 2020.
To that end, a model of character education has been developed based on a holistic understanding of the human person, one that is focused on meaningful personal growth and flourishing, the ‘good’ of others and the motivation to make a worthwhile contribution to the ‘common good’ in a changing world.
Th e F ra me wo rk
Frameworks addressing the Head, Heart, and Hands (3Hs) are not new to the character education space. Notable among school-based character education programs which have seen success with a similar model is Lickona’s (1992) Character Education Partnership (CEP) model which saw positive academic, social and emotional outcomes in students. More broadly, American Character Education programs utilise a similarly holistic model which focuses on developing the Head necessary to navigate moral complexity, a Heart of genuine care for oneself and for others, and the Hands the practical skills which enable one to act out their core ethical values in an effective way (Berkowitz & Bier, 2005).
A new framework, Wise Heads, Loving Hearts, Useful Hands framework, is described in this paper. The framework provides a formulation for the development of character which has a threefold focus. It aims to teach students how to think wisely about matters of moral complexity; it aims to lead students into a loving inclination towards others; it aims to develop the moral skills which will allow them to live in a virtuous way. In other words, it aims to teach students to do the right thing with the right motivation in the right way. These three elements are inextricably linked, investment in developing one aspect will have a flowon effect on the others.
This framework leads students deeper into an intentional journey of character growth to set them on the right trajectory for a well-lived life. By looking within themselves and reflecting on their values, habits and character strengths, students can look beyond the perimeter of their own experience and into the lives of others with the view to serve and encourage them to be the best they can be.
Cla ssic a l a n d Ch ristia n Un de rpin n in gs
This framework finds its philosophical roots in the classical and Christian traditions. First, classical philosophy has contributed greatly to an understanding of character. In his Nicomachean Ethics, Aristotle outlines a moral framework which has as its cornerstone the Platonic ‘cardinal virtues’ of prudence, justice, temperance, and courage, virtues which he understood to form the basis of an ethical life. For Aristotle, the ability to live a life in accordance with these virtues depends on the strength o f a person’s capacity to reason; whether or not they have a wise head. This practical wisdom, something he calls phronesis, allows a person to choose the ‘middle way’ of virtue between the dual extremes of vice: deficiency and excess. For example, courage is the middle way between brashness and cowardice. Aristotle believed that the person who possessed this quality was not only wise but, because their wisdom allowed them to live excellently, was also truly happy, a state he called eudaimonia (Peterson & Seligman, 2004; Aristotle, 2004).
Additionally, this framework for character education is informed by the Christian tradition. When asked which was the most important commandment, Jesus responded like this: “Love the Lord your God with all heart and with all your soul and with all your mind and with all your strength” (Mark 12:30). In saying this, Jesus revealed something about his understanding of the human condition. He says that humans have a heart (the centre of our emotions and motivations), a mind (the centre of our thoughts and beliefs), strength (our capacity for action) and a soul (that which integrates all of who we are). In short, there is something beautifully complex about the human person (Willard, 2002; Mackie, 2017).
The intellectual, emotional and action-based components of character are mentioned elsewhere in the New Testament, too. The Apostle Paul writes to the church in Rome about their minds: “Do not conform to the pattern of this world, but be transformed by the renewing of your mind” (Romans 12:2). Jesus speaks to the significance of our hearts in a major sermon: “A good man brings good things out of the good stored up in his heart… for the mouth speaks what the heart is full of” (Luke 6:45). And relating to action, here is Jesus again: “Greater love has no one than this: to lay down one’s life for one’s friends.” (John 15:13).
It is here that the key distinction between the classical and Christian philosophical traditions becomes evident. Whereas the highest good in classical philosophy relates to the achievement of personal excellence through wisdom, the Christian worldview emphasises the supremacy of love, particularly sacrificial love, in the human experience. The telos (ultimate purpose) of a character education program should be to develop personal excellence for the sake of others. It should aim to sharpen students’ minds, soften their hearts, and strengthen their hands in such a way that they can be self-efficacious and servant-hearted members of society.
W ise H e ad s
Navigating the moral complexity of life requires a great deal of wisdom. In his book Virtuous Minds (2013), Phillip E. Dow argues for the centrality of educating the intellect in developing good character. Wisdom, he says, stems from the willingness and determination to seek after the truth and to interrogate it. Such a mindset depends not only on one’s intellectual curiosity but also on their ability to make astute moral judgements in ambiguous situations (Wright, 2011).
A core focus of Wise Heads, therefore, is developing the virtue literacy necessary to navigate moral complexity. Virtue literacy consists of three interrelated components: virtue perception, virtue knowledge and understanding, and virtue reasoning (The Jubilee Centre for Character & Virtue, 2022; Arthur et al., 2017). Virtue perception relates to the ability to recognise the daily situations which require the exercising of virtue. Virtue knowledge and understanding relates to the possession of a vocabulary of virtues which allows for the expression of one’s understanding of what is right and wrong. And virtue reasoning relates to the making of reasoned judgements about the application of particular virtues, including the ability to explain differences in moral situations. This kind of virtue literacy is foundational to the practical wisdom which allows individuals to respond well to the challenges of life, to flourish personally, have empathy and compassion for others, and to develop strong relationships.
Over time, thoughts solidify into beliefs, beliefs inform choices, choices give rise to habits, and ultimately, habits shape character. Therefore, alongside teaching the virtue literacy needed to navigate life's complexities, a character education program should also help students develop habits of mind that positively shape their character (Dow, 2013). These habits are largely influenced by the inputs we receive, so such a program should expose students to the best of what has been thought and expressed through excellent literature, art, music, and philosophy. Engaging with humanity's greatest works elevates students' minds, refining their intellectual and aesthetic sensibilities while also enhancing their imagination, creativity, and capacity for innovation (Smith, 2016).
Lo v in g H ea rts
The governing centre for human behaviour is just as much in the heart as it is in the head. It is possible to know what is right and yet lack the desire or motivation to act on that knowledge. In many cases, what we want most dictates what we decide to do. A hypothetical case, potentially from any school, demonstrates the centrality of the heart to virtuous character:
Lucy, a hypothetical Year 11 student, would like to be a Prefect next year and decides to start volunteering at the local soup kitchen to fill out her CV. While at the soup kitchen, she enjoys working with the team and develops some friendships with the people who visit on a regular basis; she is a valuable member of the team and does such a good job that she is named ‘Volunteer of the Month’ in just her second month as a team member. At the beginning of Year 12, though, Lucy is passed over for the role of Prefect and decides to give up her volunteering right away, saying, “there’s no point anymore”.
The driving force behind Lucy's decision -making reflects her deepest desire. Her positive actions were limited by the orientation of her heart. Her story reflects a fundamental truth about human nature: the heart acts like a magnet, drawing the whole person toward what it desires most (Miller, 2018). Smith (2016) suggests that to be human is to embark on a quest, continually striving toward what we long for, crave, and desire. He asserts that we are what we love because our lives are directed by our deepest wants. If this is true, then the essence of education must be the education of the heart (West, 2016).
Facilitating the development of the heart should be a central aspect of any character education program. Key questions to consider include: How can we gently guide the attitudes of a person’s heart? In what ways can we shape the motivations that influence their choices? How do we inspire a transformation in the things someone loves? A significant part of the answer lies in cultivating habits (Pietsch, 2018; Smith, 2016; Clear, 2018).
Our heart is formed by our habits, and this is both good and bad news (Smith, 2016). The bad news is that if our habits are dishonourable, then they can have a corrosive effect on our inner person, our heart. There are risks for someone in with less than desirable habits forming in a negative way; craving of instant gratification, seeing the worst in others, or a warped view of intimacy could be examples of this.
The good news, though, is that we have a say in the trajectory of our own formation. If we cultivate healthy habits and have a thoughtful rhythm of life, we can nudge our inner selves towards a love of the good, the true and the beautiful. If our habits include things like expressing gratitude to those around us, performing little acts of service and practising
personal-reflection, we will, slowly but surely, become people who are naturally grateful, empathetic, servant-hearted and reflective (Miller, 2020).
A helpful way to envision a person's inner landscape is as a garden. In the garden of the heart unhealthy habits are like weeds that choke out life. While these habits may seem satisfying at first, they do not bear good fruit over time. A character education program should acknowledge this and equip students with the tools to remove these destructive tendencies, creating space for healthy growth. As students work to uproot harmful habits, a character education program should guide them in planting seeds of virtue - healthy habits that will grow over time and bear good fruit. But how do we engage the heart and inspire the emotions needed to foster virtuous habits?
Another useful metaphor is to see the heart as a stringed instrument, with its strings plucked by personal reflection, great literature, stories, metaphors, images, and moral scenarios. These create an imaginative experience that shows rather than tells, allowing emotions to be stirred and hearts inspired to change their habits
Healthy habits take time to grow and may not feel as instantly rewarding as the habits we seek to uproot. However, through perseverance, the rewards, a life rich with deep relationships and a profound sense of meaning are worth every effort. As these seeds are sown and watered, the weeding must continue (Pietsch, 2018; Smith, 2016).
Thomas Cranmer, the first Archbishop of Canterbury, famously said, "What the heart loves, the will chooses, and the mind justifies." We do what we love, and what we do defines who we are. Therefore, a character education program must explicitly focus on the formation of students’ hearts - their desires, motivations, and affections - through the cultivation of healthy habits.
U se f u l H and s
We cannot think or desire our way to new habits; virtuous habits are cultivated through action. The path to forming these habits often lies in engaging the body, where we learn through experience; an understanding that transcends words. Experience drives meaningful growth where the formation of personal virtues - moral, civic, performance, and intellectual - is an embodied process. This emphasises the importance of integrating experiential learning into character education (Smith, 2016; Beard & Wilson, 2018). Useful Hands focuses on four action areas to engage through experience: responsible self-management, interpersonal skills, community service, and creative contribution.
A vision is students who do the right thing of their own accord, holding themselves to a high standard of behaviour (Arthur, Fullard & O’Leary, 2022; Berkowitz & Bier, 2005). Allowing students to have agency in managing themselves responsibly in their day-to-day life and in real-life contexts, equips them to be useful to the people in their lives and to contribute productively to their communities. Following instructions is important, but the internalisation and autonomous outworking of good conduct is a sure sign of good character.
However, good character depends on more than just the ability to self-manage, it is also contingent on one’s ability to demonstrate compassion in a way that makes others feel seen. For this reason, in developing Useful Hands, cultivation of hard interpersonal skills
occurs that will allow students to flourish in their relationships and in the tiny moments of their lives. This includes teaching and modelling to students how to have a meaningful conversation, how to listen well, how to welcome a newcomer into their group, how to relate to someone older than them, and how to ask for and offer forgiveness (Brooks, 2023).
Alongside interpersonal skills, Useful Hands also focuses on serving in the community. This element develops students' capacity and sense of responsibility to contribute to their communities, aligning with biblical notions of faithful stewardship (1 Peter 4:10) and the call to use one's gifts for the benefit of others (Luke 12:48). We seek to develop students’ abilities to relate to others in skilful ways because healthy relationships are the building blocks of a well-lived life.
With serving in community as the focus, students are taught about the value of civic participation in community and real-world settings through service initiatives. The value of service lies both in the opportunity it provides to be a blessing to others, a nd on account of the way it promotes a sense of fellowship, belonging and purpose - ingredients central to human flourishing.
Importantly, the motivation for good stewardship and responsibility to others stems from a sense of gratitude, obligation and compassion (Ross, 1930). The habituation of generosity through the action of service transforms the human heart and is an antidote to the tyranny of greed.
The exposure to opportunities to develop skills for creative contribution builds on stewardship, participation and generosity. This element of speaks to students’ capacity for and interest in generating original ideas in response to identified social need. Stemming from a sense of empathy and social engagement, students’ ability to devise innovative and meaningful solutions to the evolving and ambiguous challenges facing contemporary society will allow them to make a difference to the lives of others (Enterprise & Entrepreneurship Guidance: Guidance for UK Higher Education Providers, 2018).
The Future of Jobs Report, 2023 indicates that nearly 44% of all workers will need some form of reskilling in the future years (World Economic Forum, 2023). The most sought-after skills include creative thinking, analytical thinking, and curiosity, as well as resilience, flexibility, and agility. Additionally, expertise in systems thinking, AI, big data, and talent management is increasingly in demand. In today's complex and rapidly evolving world, it is essential not only to possess these skills but to apply them ethically. This aspect of the Useful Hands framework aims to help students combine a healthy ambition to contribute meaningfully to society through creative initiatives from a foundation of strong character that flows into everything they do.
Ultimately, Useful Hands highlights how the virtues of the heart and mind are expressed through practical experience and real-world actions. In this dynamic process, learning through doing creates a continuous loop of character growth flows out of and into both the head and heart. Useful Hands also develops the practical skills necessary for students to flourish and contribute to their communities, emphasising an outward focus that benefits others. The goal is not to cultivate good character for its own sake, but to encourage meaningful contributions to the world around us.
The framework offers a comprehensive approach to character education. It seeks to develop students who make wise decisions, are driven by admirable intentions, and are practically equipped to contribute meaningfully to society. By integrating this framework schools can move beyond the narrow focus of information transfer and instead emphasise intentional formation of the whole person. This approach may equip students to meet the challenges of the modern world and inspire them to pursue excellence to benefit others.
Re f e ren c e s
Aristotle. (2004). The Nicomachean Ethics (J. A. K. Thomson, Trans.; H. Tredennick). Penguin Classics.
Arthur, J., Fullard, M., & O’Leary, C. (2022). Teaching Character Education: What Works Research Report Birmingham: University of Birmingham, Jubilee Centre for Character and Virtues.
Beard, C., & Wilson, J. P. (2018). Experiential Learning: A practical guide for training, coaching and education (4th ed.). Kogan Page.
Berkowitz, M. W., & Bier, M.C. (2005). What works in Character Education: A research-driven guide for educators. Washington, DC: Character Education Partnership.
Brooks, D. (2023). How to know a person: The art of seeing others deeply and being deeply seen Random House New York.
Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Avery.
Dow, P. E. (2013). Virtuous minds: Intellectual character development for students, teachers, and parents. InterVarsity Press.
Enterprise and Entrepreneurship Guidance. (2018). Guidance for UK higher education providers. QAA.
Lickona, T. (1992). Educating for character: How our schools can teach respect and responsibility Bantam Books.
Mackie, J., BibleProject. (2017). Me’od: Biblical insight into character formation. BibleProject.
Miller, C. B. (2018). The Character Gap. Oxford University Press.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.
Pietsch, T. (2018). Character reborn: A philosophy of Christian education. Routledge.
Smith, J. K. A. (2009). Desiring the kingdom: Worship, worldview, and cultural formation. Baker Academic.
Smith, J. K. A. (2016). You are what you love: The spiritual power of habit. Brazos Press
The Jubilee Centre for Character & Virtue. (2022). Framework for character education in schools University of Birmingham.
Ross, W. D. (1930). The Right and the Good. Oxford University Press.
West, R. (2016). The Heart of Education Salt & Light Publishing.
Willard, D. (2002). Renovation of the heart: Putting on the character of Christ. NavPress.
World Economic Forum. (2023). The future of jobs report 2023. World Economic Forum.
Wright, N. T. (2010). After you believe: Why Christian character matters. Harper Collins Publishers.
Understanding and supporting students with Attention Deficit Hyperactivity Disorder
Amanda Eastman Christian Studies Teacher
Abst r act
This article is designed to inform and support teachers working with students who have Attention Deficit Hyperactivity Disorder (ADHD). It outlines common strengths and challenges faced by these students and recommends teaching strategies for effective differentiation. It emphasises a strengths-based approach, which is essential for maximising engagement and positive self-concept. It also discusses implications for assessments and suggests further resources to support teachers, students and their families.
In t ro duct i o n
Attention Deficit Hyperactivity Disorder (ADHD) is currently one of the most predominant juvenile neurodevelopmental disorders (Drechsler et al., 2020) and diagnosis rates are increasing (Felt et al., 2014). Statistically, any given class at any school is likely to have multiple students with this diversity, so it is important for teachers to understand the associated strengths and challenges. ADHD can have a significant impact on both learning and self-concept (Gray et al., 2016). Presentations of ADHD vary significantly (Antshel et al., 2014), but typically include inattention, hyperactivity or a combination. According to the Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-V), inattentive symptoms include poor focus, difficulty listening, distractibility, disorganisation and forgetfulness. Hyperactive symptoms include fidgeting, restlessness, excessive talking, impulsivity and frequent interrupting.
Current research suggests that both presentations of the disorder essentially stem from a deficit in Executive Functioning (EF) skills (Antshel, 2014). The dominant model in ADHD is Barkley’s Executive Dysfunction Model (Barkley, 2014). In the absence of a universal definition, Barkley describes EF as synonymous with ‘self-regulation’ (Barkley, 2012, p.173). EF skills require intentionality to plan, initiate and monitor progress. However, in people with ADHD, lower dopamine levels in the pre-frontal cortex limit responsiveness to punishment or reward, resulting in reduced intentionality of behaviour and thus inhibited EF skills. The two significant types of EF delay in students with ADHD are reduced inhibition and working memory deficit. According to Schultz and Evans (2015), this primarily manifests in the school context as difficulty with organisation, planning and memory. Thus, this paper will focus on the impact and remediation of these EF challenges.
Traditional classrooms often require students to sit still and listen for extended periods, then complete multi-step tasks individually or collaboratively. These expectations will be difficult for a student lacking in impulse control and working memory. Disinhibition can lead to behavioural problems and emotional impulsiveness. Working memory deficit will inhibit
aspects of learning such as recalling multistep instructions while undertaking a task, comprehending information while note-taking and integrating new information with existing knowledge (Dehn, 2014). These issues present a significant instructional issue for teachers, requiring them to modify the classroom environment and teaching approach for students with EF difficulty.
A further complication arises for students who are twice exceptional, meaning they are gifted and have a disability. The two exceptionalities can have a masking effect, meaning they often remain unidentified. Consequently, the students’ needs are not adequately supported, and cognitive, emotional or behavioural problems can be exacerbated (Missett, 2018). The following recommendations suggest ways that teachers can support learning through low-preparation, high-impact, differentiation strategies. These approaches can benefit all learners, so should be seen as useful classroom routines, rather than additional work for a small subset of learners.
Teac hi n g St r at eg i es
A guiding principle to support diverse learners should be the Universal Design for Learning (UDL) framework, whereby flexibility and choice are employed to maximise accessibility and engagement (CAST, 2018). Interventions for students with ADHD should be guided by an Individual Plan (IP) which in the Barker Context has been collaboratively developed by Barker’s Individual Learning Centre, in collaboration with teachers, parents and the student, with additional input from external service providers as required (Patti, 2016). Effective IPs should also follow a strengths-based approach, incorporate data, utilise resources, and provide practical strategies for differentiation, adjustments, and modifications during lessons and assessments.
Australian schools are shifting from a withdrawal model to a Response to Intervention (RTI) model. According to this model, it is the responsibility of all teachers to deliver differentiated instruction in inclusive classrooms, but some students will require more targeted support in smaller groups (Pesova et al., 2014). This approach is also known as the Multi-Tiered System of Supports (MTSS), where layered interventions are implemented depending on severity of needs (Fletcher et al., 2018). This can be seen in the table below.
Table 1: Recommended interventions for ADHD according to the tiered model.
S Setti ng
Tier 1 – inclusive classroom setting
Tier 2 – additional small-group support
Tier 3 –intensive individual support
Recommend ed s trategi es for s upporti ng ADHD
- Apply Universal Design for Learning (incorporating flexibility and choice).
- Explicitly teach routines and procedures through modelling and practice.
- support students in goal setting and pursuing.
- Apply strategies from IP, which may include:
- Chunk lessons and tasks into manageable sections
- Give multimodal instructions
- Explicitly teach strategies for organising and prioritising
- Reduce cognitive load (see specific strategies below)
- Break down the writing process
- Teach self-monitoring strategies and promote growth mindset
- Assessment provisions
- Targeted working memory exercises in small groups (e.g. N-Back, counting span, flash cards)
- Students may need adjustments to the amount of work or time given for completion
- Personalised counselling support
- Individual mentoring and assessment support / tutoring
- Challenging Horizons Program (CHP)
Fletcher et al (2018) attests that strong differentiation in mainstream classrooms is integral to the success of tiered intervention models. Therefore, this resource will elaborate primarily on the Tier 1 strategies, to support and upskill classroom teachers in meeting diverse needs through differentiation.
It is worth noting that teaching strategies are just one aspect of optimal ADHD intervention. The trifold approach has proven most effective – including psychosocial, pharmacological and educational supports (Erialdi et al., 2012). Combined interventions should also include developing a strong home-school partnership. The following paragraphs outline possible intervention strategies, which should be selected and adapted according to the individual needs of each student, as presentations of ADHD vary significantly.
In every instance, it is integral to employ a strengths-based approach, not just adjust for the deficits. Pervasive negativity towards ADHD can have a detrimental impact on selfesteem, warranting a shift towards more inclusive views of neurodiversity (Bisset et al., 2022). To this end, educators must identify and develop the talents of students with ADHD and help them to build a positive self-concept. Sedgwick et al. (2019) identify six core strengths: cognitive dynamism, courage, energy, humanity, resilience and transcendence. Lazarus (2021) goes so far as to provocatively label ADHD a “superpower,” citing skills such as hyperfocus, the ability to make unique connections and creativity. A focus on these strengths will assist in creating safe and supportive environments, which are critical for students with ADHD to thrive (Kryza, 2014).
This essential sense of belonging can also be established through setting, modelling and practicing clear routines (Kryza, 2014). This is especially important for those routines which students with ADHD may struggle with, such as assessment submission processes, transitioning between tasks, accessing materials and supplies, and asking and answering questions in turn. This could also include routines for working collaboratively, which students with ADHD self-reportedly struggle with (McDougal et al., 2022).
Once a positive environment has been established, it is critical to explicitly build EF skills. To this end, Meltzer (2014) recommends focusing on the following six processes: goal setting, cognitive flexibility, organising, prioritising, accessing working memory and selfmonitoring. When it comes to goal setting, goals are more effective if they are student driven (Schultz & Evans, 2015). However, the student will likely need assistance with goal planning – understanding and organising the steps needed to pursue that goal. In terms of organisation, templates, thinking maps and graphic organisers can be used to aid learning, especially when used consistently across different grades and subjects (Melzer, 2014). However, these processes will need sustained repetition, as short-term interventions are unlikely to elicit lasting changes (Schultz & Evans, 2015).
Working memory can be enhanced by reducing cognitive load. The following list of strategies (adapted from Dehn, 2014) will assist in this objective:
• Sequence material from simple to complex.
• Connect to prior learning
• Avoid handing out or switching between multiple materials simultaneously
• Limit unnecessary wordiness.
• Include movement breaks
• Allow processing time.
• Provide handouts rather than require notetaking
• Seat away from distractions.
• Provide a quiet learning environment
• Chunk multi-step tasks into manageable sections.
• Use well-developed memory aids and teach rehearsal strategies.
• Teach metamemory (understanding how memory works and monitoring demands)
• Provide worked examples
• Display procedural steps and written reminders (e.g. number lines or commonly misspelled words)
• Build in repetition and re-teaching and work towards automaticity.
• Use multimodal instruction (i.e. present information visually and verbally)
• Avoid requiring students to multi-task.
• Allow extra time or self-paced learning
It is also helpful to break down the writing process, which “requires the coordination of numerous cognitive and executive function processes including organisation, planning, memorising, generating language and editing” (Meltzer, 2014, p.45). For example, mnemonics, sentence starters, visual aids and charts can assist with structured writing and note-taking. Part of the writing process should also include teaching students to reflect and revise, thus building their self-monitoring strategies (Meltzer 2014). This could include tools such as personalised editing checklists. Kryza (2014) also suggests self-assessment strategies such as exit cards, ‘think alouds’, and metacognition journals. These processes can be followed by self-reflection sheets, which encourage metacognitive awareness, especially when students receive credit for their reflective efforts (Meltzer, 2014).
Asse ssm e n t Im pl i cat i o n s
Assessment should not just be a summative means of determining what a student has learned, but can also be an effective instructional tool to guide teaching and learning practice. Recommendations from the National Inquiry (Rowe & National Inquiry into the Teaching of Literacy, 2005) suggest that assessment should be used for diagnosis, remediation, progress monitoring, provision of feedback and reporting for all students. Compounding this, Mavuso (2014) attests that assessment can be an integral learning support strategy when the data is used to plan and monitor accommodations. The table below outlines four basic types of accommodations that could be relevant students with ADHD (adapted from International Dyslexia Association, 2020).
Within these four categories, there can be either adaptations or modifications. Adaptations do not alter the content, whereas modifications alter expectations of what a student is required to learn, as outlined in Table 2.
Table 2: Categories of assessment accommodations for students with a disability
Presentation
Response
Setting
Timing / scheduling
Variation to instructional materials, e.g. verbal or audio instructions, highlighted text, glossaries.
Alternate ways to demonstrate understanding, e.g. scribe or dictation software, typed response, answer in textbook rather than separate answer sheet.
Change in location or conditions e.g. individual or small group setting.
Flexible scheduling e.g. rest breaks, extra time, or several shorter sessions.
Figure 1: Adaptations and Modifications in assessment settings. Source: Dyslexia – SPELD Foundation (2024)
The functional impact of the disability should be assessed to determine which accommodations are required for the student to access assessments in an equitable manner. For ADHD, this would commonly involve small group setting and rest breaks. However, a study among college students showed that EF deficit in students with ADHD led to ineffective use of the time accommodations (Lovett & Leja, 2015). This suggests that secondary school students should also receive test taking provisions, whereby the process of utilising rest breaks and extra time is explicitly modelled and guidance is gradually removed as confidence builds.
Co n cl usi o n
It is essential for teachers to employ inclusive practices to ensure learning is accessible for all students. For students with ADHD, EF deficits can be addressed through explicitly and repeatedly developing organisation, planning and memory skills. An IP should be developed with personalised adaptations and / or modifications for instruction and assessments. In some cases, more intensive interventions may be necessary through Tier 2 and 3 settings. This should also include the provision of counselling support as needed. For all students, teachers should create safe and supportive learning environments which focus on identifying and nurturing the strengths of each individual.
Addi t i o n al R e so urce s
The following list has been curated to build understanding and capacity in relation to ADHD support:
Australian Institute for Teaching and School Leadership: Spotlight on inclusive education: https://www.aitsl.edu.au/research/spotlights/inclusive-education-teaching-students-withdisability
This site provides an overview of disability legislation and supportive language. It includes helpful videos from people with disabilities so that communication and supports can be understood from their perspective. It provides information for schools and teachers on multi-tiered intervention and personalised adjustments. It also outlines how the Universal Design for Learning (UDL) approach can be used to meet diverse learning needs. It is a helpful starting point for teachers wanting to improve their inclusivity.
ADHD Foundation Australia: https://adhdfoundation.org.au
This site contains links to services, resources and recommendations for a range of support groups for children, adults and parents. The holistic range of services includes therapy programs, counselling services and budget supports. There is also an ADHD Helpline to provide information and assist with referrals.
How to ADHD (McCabe, 2024): https://howtoadhd.com
This site is designed to support people with ADHD to understand and utilise their brains through a series of videos and resources. It has a positive stance on neurodiversity and can help to build acceptance and self-efficacy around ADHD.
ADDitude magazine: https://www.additudemag.com
This repository of resources promotes awareness and resources for students, adults and parents facing an ADHD diagnosis. The slideshow of famous people with ADHD could be particularly useful to show students to reframe ADHD more positively.
Australian ADHD Professionals Association: http://aadpa.com.au
This association facilitates professional learning for teachers through providing researchbased resources, webinars and events.
Promoting executive function in the classroom (Mel tz er, 2010 ).
This book has been included as it contains reproducible worksheets for the classroom which could be very helpful for teachers wanting practical resources for building EF skills.
ADHD Foundation Australia. (n.d.). Delivering National ADHD Community Support and Services Across Australia. https://adhdfoundation.org.au.
Australian ADHD Professionals Association. (n.d.). Resources, Events & Support for Professionals Working With Individuals With ADHD https://aadpa.com.au/about-aadpa/
Australian Institute for Teaching and School Leadership. (2020). Inclusive education: Teaching students with disability https://www.aitsl.edu.au/research/spotlights/inclusive-education-teaching-studentswith-disability
Antshel, k. M., Hier, B. O. & Barkley, R. A. (2014). Executive functioning theory and ADHD. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of executive functioning. (pp. 107- 120) Springer.
Barkley, R. A. (2012). Executive Functions: What they are, how they work, and why they evolved Guilford Press.
Barkley, R. A. (2014). The assessment of executive functioning using the Barkley Deficits in Executive Functioning Scales. In S. Goldstein & J. Naglieri (eds). Handbook of Executive Functioning, pp. 245 –263. https://doi.org/10.1007/978-1-4614-8106-5_15
Bisset, M., Winter, L., Middeldorp, C. M., Coghill, D., Zendarski, N., Bellgrove, M. A., & Sciberras, E. (2022). Recent Attitudes toward ADHD in the Broader Community: A Systematic Review. Journal of Attention Disorders, 26(4), 537-548. https://doi.org/10.1177/10870547211003671
CAST (2018). Universal Design for Learning guidelines version 2.2 https://udlguidelines.cast.org
Dehn, M. J. (2014). Supporting and strengthening working memory in the classroom to enhance executive functioning. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of executive functioning. (pp. 495 - 508) Springer.
Dyslexia – SPELD Foundation. (2024). What are accommodations? https://dsf.net.au/professionals/teachers-and-tutors/supporting-students-with-learning-difficulties-in/what-are-accommodations
Drechsler, R., Brem, S., Brandeis, S., Grunblatt, E., Berger, G. & Walitza, S. (2020), ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(5), 315-335. https://doi.org/10.1055/s-0040-1701658.
Erialdi, R. B., Mautone, J. A. & Power, T. J. (2012). Strategies for implementing evidence-based psychological interventions for children with Attention-Deficit/Hyperactivity Disorder. Child and Adolescent Psychiatric Clinics of North America. 21(1), 145-159. https://doi.org/10.1016/j.chc.2011.08.012
Felt, B. T., Biermann, B., Christner, J. G., Kochhar, P., & Richard, V. H. (2014). Diagnosis and Management of ADHD in Children. American Family Physician, 90(7), 456-464. https://login.wwwproxy1.library.unsw.edu.au/login?url=https://www.proquest.com/scholarlyjournals/diagnosis-management-adhd-children/docview/2454402142/se-2.
Fletcher, J., Reid Lyon, G., Fuchs, L. S. & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. Guilford Publications. https://ebookcentral.proquest.com/lib/unsw/detail.action?docID=5508451
Gray, S. A., Fettes, P., Woltering, S., Mawjee, K., & Tannock, R. (2016). Symptom Manifestation and Impairments in College Students With ADHD. Journal of Learning Disabilities, 49(6), 616-630. https://doi.org/10.1177/0022219415576523
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Kryza, K. (2014). Practical strategies for developing executive functioning skills for ALL learners in the differentiated classroom. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of executive functioning (pp. 523 - 554) Springer.
Lovett, B. J., & Leja, A. M. (2015). ADHD symptoms and benefit from extended time testing accommodations. Journal of Attention Disorders, 19(2), 167–172. https://doi.org/10.1177/1087054713510560
Mavuso, M. F. (2014). Strategies for facilitating learning support processes. What can teachers do to support learners with specific learning difficulties? Mediterranean journal of social sciences 5(2), 455 –461. https://doi.org/10.5901/mjss.2014.v5n2p455
McCabe, J. (2024). How to ADHD. https://howtoadhd.com
McDougal, E., Tai, C., Stewart, T. M., Booth, J. N. & Rhodes, S. M. (2022). Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School classroom: Perspectives of children with ADHD and their teachers. Journal of Autism and developmental disorders 53, 3406 – 3421. https://doi.org/10.1007/s10803-022-05639-3
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Missett, T. C. (2018). Twice exceptional students: Gifted students with disabilities impacting learning. In H. L. Hertberg Davis (Ed.), Fundamentals of gifted education: considering multiple perspectives (2nd ed., pp.361-371). Routledge, Taylor & Francis Group.
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Schultz, B. K., & Evans, S. W. (2015). A practical guide to implementing school-based interventions for adolescents with ADHD. Springer. https://doi.org/10.1007/978-1-4939-2677-0.
Beyond High Achievement: The role of gifted and talented programs in fostering inclusive educational growth and supporting diverse learners
Claire Hoare
Individual Learning Centre Coordinator, PK – 6
Abst r act
This paper critically examines the role of gifted and talented programs in fostering intellectual, emotional, and social development within diverse student populations. While traditionally viewed as mechanisms solely for enriching the experiences of highachieving students, these programs are posited as essential tools for holistic educational growth. The article highlights the importance of debunking misconceptions surrounding giftedness, particularly the erroneous belief that gifted students do not require additional support. By advocating for a shift away from conventional IQ assessments to more inclusive and multi-criteria identification methods, the research underscores the necessity of recognising twice-exceptional learners whose potential may be masked by additional challenges. Furthermore, the implementation of universal screening is proposed as a means to address biases inherent in traditional referral systems. A broader understanding of giftedness, coupled with tailored interventions, can empower all students to realise their full potential, thereby cultivating an inclusive educational environment. This comprehensive approach not only enhances academic performance but also promotes the psychosocial well-being of the entire student body.
In t ro duct i o n
Gifted and talented programs may often be perceived as a “necessary evil,” designed solely to provide enrichment for high-performing students. However, well-structured programs go beyond simply enhancing the performance of high achievers. They support intellectual, emotional, and social development across the broader student cohort, fostering creativity and personal growth (Briggs et al., 2008). A key challenge in gifted education is dispelling the misconception that gifted students do not need additional support. While some gifted learners may excel independently, many face challenges, including underachievement, which highlights the need for differentiated learning experiences that address both academic and emotional needs. The shift from traditional IQ-based assessments towards more holistic, multi-criterion approaches allows for more nuanced identification of gifted students, especially twice-exceptional learners whose abilities may be masked by coexisting difficulties. Two particularly helpful articles related to clarifying the field of “gifted
education” were published in last year’s edition of Learning in Practice including Eastman’s “Who, what, why, how? Four questions all teachers should ask about gifted education” (2023) and Matters’ “An overview of Giftedness: transforming potential through responsive teaching” (2023). This article elaborates on each of these by more closely investigating the role of universal screening. At Barker College, we are committed to expanding the identification of gifted students through this process of universal screening that recognises the diverse abilities and backgrounds within our student body. This inclusive approach ensures that all students, particularly those from underrepresented groups, are given equitable opportunities to thrive academically, socially, and emotionally.
The B ro ad er Im p act o f Gi ft e d an d T al en t e d P ro g r am s
Effective gifted and talented programs do more than just enhance the performance of highachieving students; they have a broader, far-reaching impact that benefits the entire student population. While cognitive skills such as critical thinking and problem-solving enable gifted learners to engage fully with challenging material, the emphasis on non-cognitive skills including emotional intelligence, self-regulation, and resilience equips students with essential life skills necessary for long-term success (Briggs et al., 2008). Ultimately, by elevating both student achievement and psychosocial development, gifted programs contribute to improved mental health outcomes, as students gain tools to manage stress and build self-esteem. This nurtures a well-rounded, emotionally resilient, and socially responsible student body, preparing them not only for academic excellence but also for thoughtful engagement in their communities. Thus, effective gifted and talented programs create a more inclusive and supportive educational ecosystem that raises the standard of development for all students.
Di spel l i n g Mi sco n cept i o n s i n Gi ft ed Ed ucat i o n
One of the critical tasks in gifted education is debunking common misconceptions, such as the belief that gifted students do not require additional support. While some gifted students may succeed without intervention, this is certainly not true for all. While giftedness is often associated with high achievement and positive school adaptation, it can also lead to challenges and instances of underperformance. Therefore, as educators, we have a responsibility to provide gifted and talented students with enriching educational opportunities that enable them to realise their full potential. Tailored interventions that address both the academic and emotional needs of gifted learners are essential for ensuring inclusivity and preventing isolation. By nurturing their potential through advanced learning opportunities, schools can create an environment where gifted students are empowered to thrive. Eastman (2023) dispels many of these myths in her article answering four important questions teachers should ask about gifted education.
Ho l i st i c Appro ach es t o Id en t i fyi n g Gi ft edn ess
Identifying giftedness is inherently complex due to the diversity within the gifted population. Traditionally, the measurement of Intellectual Quotient (IQ) was the main and the only method often used to identify gifted people (Carman, 2013, as cited in Pinnelli & Baccassino, 2022) These and standardised assessments primarily focus on observable abilities, often overlooking the broader potential of many learners (Briggs, Reis, & Sullivan, 2008, as cited in Hodges et al., 2018). This narrow approach has since been replaced by a more inclusive model that considers both quantitative and qualitative factors. According to Maker (1993, cited in Maker & Sarouphim, 2010, intelligence is a fluid construct, and the concept of
giftedness has evolved to recognise creativity, motivation, non-academic traits, and achievements across multiple domains, broadening our understanding of what it means to be gifted. As Elbert Hubbard aptly stated, "There is something finer than ability it is the ability to recognise ability" (Hubbard, as cited in Maker & Sarouphim, 2010, p.42). Expanding the identification process is essential to ensure that no student's unique talents go unnoticed or unsupported. However, the complexity remains, particularly for twice-exceptional students whose abilities may be obscured by other exceptionalities. As our understanding of giftedness evolves, schools must adopt more holistic identification methods to ensure all students can reach their full potential.
Additionally, the definition of giftedness directly influences the methods used to identify gifted students. If a school’s focus is only on intellectual and cognitive abilities, standardised assessments would be employed. Relying solely on such tests that measure cognitive ability and intelligence presents challenges, as the scores obtained may not accurately reflect a student’s true diverse and holistic abilities. This is due to several factors, including ceiling effects, cultural biases, arbitrary cutoff scores, the inclusion of processing speed in many assessments, and the uneven profile of abilities often seen in gifted individuals (Sofologi et al., 2022). Furthermore, teacher subjectivity could also play a part in students not being identified correctly for a variety of reasons including their own personal view of giftedness. More authentic assessments are being sought to identify students with high potential. The advantage of such assessments is the ability to test for a range of higher-order thinking skills, reduce the gap between testing and instruction, cover broader areas of intelligence, and test students in more life-like and complex situations. Authentic assessments can provide qualitative data on the way students approach problems and the strategies they use to solve them.
Un i vers al Sc ree n i n g fo r In cl u si ve I den t i fi cat i o n
Universal screening is important because it addresses individual biases and subjectivity associated with identification processes such as referral-based system. It does not replace current identification practices but complements them. Universal screening involves testing all students in a year group using a non-verbal reasoning test, such as the Cognitive Abilities Test (COGAT) or General Ability Test (AGAT) which assess reasoning and problem-solving skills. This approach benefits teachers by highlighting cognitive strengths and weaknesses of every student, enabling them to better cater to these students in the classroom. Including a non-verbal assessment in the universal screening process would assist in broadening the gifted population of a school (Hodges et al., 2018). According to the literature, underrepresentation continues to occur among many demographic groups, including ethnic minorities, female students, students with physical or learning disabilities, and students living in poverty (Kitano, 1990; St Jean, 1996; Stormont et al., 2001; Worrell, 2015; Yoon & Gentry, 2009; cited in Carman et al., 2018). These groups tend to score lower on ability, achievement, and other cognitively based tests than their overrepresented peers (Plucker et al., 2013, cited in Carman et al., 2018). Universal screening mitigates these inequities, fostering a more diverse and inclusive approach to identifying giftedness.)
At Barker College, our aim is to broaden the identification of gifted students through a multi-criterion, universal screening approach that reflects the diverse abilities and backgrounds of our student body. Recognising that giftedness can manifest in various forms, we strive to move beyond traditional markers such as high achievement or IQ scores. Instead, we implement a more holistic model that includes qualitative measures like
creativity, motivation, and problem-solving abilities (Hodges et al., 2018). This approach is particularly important for identifying twice-exceptional students, such as those with ADHD, whose intellectual potential may be masked by challenges that interfere with conventional testing (Briggs et al., 2008).
Through universal screening, we aim to provide every student with an equal opportunity to be recognised, ensuring that no talent is overlooked. This proactive strategy helps us identify a wider range of gifted students, including those from underrepresented groups who may not excel in standardised tests but demonstrate exceptional abilities in other areas (Siegle, 2013). By reducing our reliance on conventional identification methods and expanding our assessment criteria, we are better equipped to support students with diverse needs and abilities (Maker & Sarouphim, 2010).
Within any school community, a significant proportion of twice-exceptional students, particularly those diagnosed with ADHD, exhibit heightened levels of giftedness compared to their peers (Reis et al., 2016). However, their unique challenges often complicate their identification, making it crucial that we adopt comprehensive and inclusive strategies. Our goal is to ensure that every student, regardless of their exceptionalities, receives the support they need to thrive academically, socially, and emotionally. By recognising and nurturing the full range of talents within our student body, we empower all students to reach their fullest potential.
Co n cl usi o n
The implementation of inclusive gifted and talented programs is vital for fostering an enriching educational environment that benefits the entire school community. By dispelling misconceptions surrounding giftedness and embracing a holistic approach to identification and support, educators can ensure that all students, particularly those from underrepresented backgrounds and twice-exceptional learners, receive the resources they need to thrive. The transition from traditional IQ assessments to multi-criterion methods will not only broaden the understanding of giftedness but also enhance the emotional and social development of diverse student populations. Ultimately, by promoting comprehensive and equitable educational practices, gifted and talented programs can play a transformative role in cultivating a supportive and dynamic learning atmosphere, empowering every student to achieve their fullest potential.
R efer en ce s
Alodat, A. M., & Zumberg, M. F. (2018). Standardizing the Cognitive Abilities Screening Test (CogAt 7) for Identifying Gifted and Talented Children in Kindergarten and Elementary Schools in Jordan. Journal for the Education of Gifted Young Scientists, 6(2), 1–13. https://doi.org/10.17478/jegys.2018.73
Briggs, C. J., Reis, S. M., & Sullivan, E. E. (2008). A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students. The Gifted Child Quarterly, 52(2), 131-145. http://ezproxy.sl.nsw.gov.au/login?url=https://www.proquest.com/scholarlyjournals/national-view-promising-programs-practices/docview/212066780/se-2
Carman, C. A., et al. (2018). Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans. Gifted Child Quarterly, 62(2), 193–209. https://doi.org/10.1177/0016986217752097
Flint, L. J. (2001). Challenges of Identifying and Serving Gifted Children with ADHD. Teaching Exceptional Children, 33(4), 62–69. https://doi.org/10.1177/004005990103300409.
Hodges, J., Tay, J., Maeda, Y., & Gentry, M. (2018). A meta-analysis of gifted and talented identification practices. *Gifted Child Quarterly*, *62*(2), 147–168. https://doi.org/10.1177/001698621775210
Gubbins, E. J., Siegle, D., Peters, P. M., Carpenter, A. Y., Hamilton, R., McCoach, D. B., Puryear, J. S., Langley, S. D., & Long, D. (2020). Promising practices for improving identification of English learners for gifted and talented programs. Journal for the Education of the Gifted, 43(4), 016235322095524. https://doi.org/10.1177/0162353220955241
Maker, C. J., & Sarouphim, K. M. (2010). *Talent development in gifted education: Theoretical perspectives and practical applications*. *Gifted Education International*, 26(1), 13-29.
Morgan, H. (2020). The Gap in Gifted Education: Can Universal Screening Narrow It? Education, 140(4), 207–214.
Mun, R. U., Hemmler, V., Langley, S. D., Ware, S., Gubbins, E. J., Callahan, C. M., McCoach, D. B., & Siegle, D. (2020). Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward. Journal for the Education of the Gifted, 43(4), 297–335. https://doi.org/10.1177/0162353220955230
Reis, S. M., Neu, T. W., & McGuire, J. (2016). The social-emotional needs of gifted children: What educators need to know. Gifted Child Quarterly, 60(2), 95-108.
Sarouphim, K. M., & Maker, C. J. (2010). Ethnic and gender differences in identifying gifted students: A multi-cultural analysis. International Education, 39(2), 42–56. https://trace.tennessee.edu/internationaleducation/vol39/iss2/4
Siegle, D. (2013). *The importance of universal screening for gifted programs*. *Gifted Child Today*, 36(3), 152-154.
Sofologi, M., Papantoniou, G., Avgita, T., Lyraki, A., Thomaidou, C., Zaragas, H., Ntritsos, G., Varsamis, P., Staikopoulos, K., Kougioumtzis, G., Papantoniou, A., & Moraitou, D. (2022). The Gifted Rating ScalesPreschool/Kindergarten Form (GRS-P): A preliminary examination of their psychometric
Subotnik, R. F., Olszewski-Kubilius, P., Corwith, S., Calvert, E., & Worrell, F. C. (2023). Transforming gifted education in schools: Practical applications of a comprehensive framework for developing academic talent. Education Sciences, 13(7), 707. https://doi.org/10.3390/educsci13070707​:contentReference[oaicite:0]{index=0}
Pinnelli, S., & Baccassino, F. (2022). Giftedness and gifted education: A systematic literature review. Frontiers in Psychology https://www.frontiersin.org/articles/10.3389/fpsyg.2022.877994/full​:contentReference[oaicite: 1]{index=1}.
Exploring the Enablers and Barriers faced by Primary School Educators teaching Autistic Students in mainstream classrooms: A proposed mixed-methods study in Australia
Michelle Habgood Junior School Individual Learning Centre Support Teacher
E d i tor’s note:
This article is the culmination of academic reading and research planning from a Barker staff member to meet the increasing needs of inclusive education in Australia and worldwide. At this stage, it is a proposed first-hand investigation, and we are exploring opportunities to facilitate its implementation at various schools. If you are interested in being involved, or are considering similar research, please contact the Barker Institute.
Abst r act
This research proposal arises from the growing emphasis on inclusive education highlighting the enablers and barriers educators face when teaching students on the autism spectrum in mainstream primary classrooms in Australia. The proposal highlights legislative and policy documents, such as the Disability Discrimination Act, which mandates reasonable adjustments. Literature underscores the benefits of inclusive settings for students with autism contributing to both academic and social development. Additionally, the presence of students with autism fosters diverse thinking, enhancing the environment for all learners. Although much progress has been made, classroom educators continue to face barriers such as limited training, lack of resources and difficulties in managing sensory and social needs specific to students with autism. Therefore, this article proposes a first-hand investigation into the key enablers and barriers primary school educators face when teaching autistic students in mainstream classrooms in Australia. Data would be collected via a quantitative online survey of 50 primary teachers, followed by semi-structured interviews of 5-8 of the respondents.
Li t erat ur e R evi e w
Increas i ng E mph as is on Incl u si ve E du cati on
Inclusive education has gained global attention due to the growing recognition of the importance of equitable educational opportunities for all students, regardless of ability or disability. In Australia, inclusive education has become a priority, with states and territories implementing policies such as the Disability Standards for Education 2005, underpinned by the Disability Discrimination Act 1992, which mandates that schools must make reasonable adjustments to accommodate students with disability. This shift is particularly important for
students with hidden disability such as autism spectrum disorder, who face challenges in mainstream classrooms. Research has consistently shown that students with disability, including those on the autism spectrum, benefit academically and socially from inclusive settings when provided with the necessary support (Anglim et al., 2018; Koller et al., 2017; Saggers et al., 2023). However, while Australia has made notable progress, there remains persistent barriers, such as limited teacher training and insufficient resources, that need to be addressed to fully realise the potential of inclusive education (Bond & Hebron, 2016; Gómez-Marí et al., 2022; Saggers et al., 2023).
Aut i sm Sp ect rum Di so rd er
Autism spectrum disorder (ASD) is considered a hidden disability as many learners with autism do not have obvious physical signs of their condition (Maxam & Henderson, 2013; Roberts & Webster, 2020). The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) (American Psychiatric Association, 2013), outlines the diagnostic criteria for ASD include deficits in social communication and interaction, such as difficulties with socialemotional reciprocity, communication and maintaining relationships. Additionally, individuals exhibit restricted, repetitive behaviours, like repetitive movements, insistence on sameness, intense fixations, and unusual responses to sensory input. In Australia, autism diagnosis in children has increased in recent years. According to the Australian Bureau of Statistics, as of the 2022 Survey of Disability, Ageing and Carers, 1 in 70 people are diagnosed with autism spectrum disorder (Australian Bureau of Statistics, 2022). Among children, particularly those aged between 5 to 14 years, the prevalence is even higher, with around 4% of children in this age group diagnosed with autism. On average in every mainstream primary school classroom there may be 1 to 2 students diagnosed with autism (Saggers et al., 2023).
Effect i v e E ducat i o n P r act i ce fo r Aut i
st i c St u den t s
Debates on inclusive education often focus on barriers. However, students with autism bring many valuable contributions to mainstream classrooms, enriching the learning environment for everyone (Roberts & Webster, 2020). Autistic students have a unique way of thinking and problem-solving which fosters creativity and innovative ideas, encouraging neurotypical students to appreciate and value diverse perspectives exposing them to different cognitive styles and enhancing their overall learning experience (Leifler et al., 2022; Saggers et al., 2023). The inclusion of autistic students often leads to improvements in educator’s classroom practices as they adopt more structured sensory-friendly and differentiated teaching methods. These practices benefit all students by creating a more organised, predictable, and supportive learning environment, particularly for those who thrive on routine and clarity (Reed, 2019; Roberts & Webster, 2020).
With the increase in the number of autistic students learning in mainstream classrooms, it is imperative educators are aware of and implement the numerous evidence supported enablers assisting autistic students in their academic success (Saggers et al., 2023). According to the ‘Removing educational barriers in Australian schools for autistic students’ white paper (Saggers et al., 2023), autistic learners require a supportive school network such as acceptance and inclusivity, supportive staff, teachers and principals, a flexible and adaptive environment; an understanding of autism through a neuro-affirming approach, a sense of belonging and supportive home environment. Roberts & Webster (2020), research into including students with autism in schools: A whole school approach; identified similar
key elements that demonstrate effective educational practices and create inclusive environments for all students such as; visionary leadership, collaboration, support for staff and students, effective parental involvement, refocused use of assessments, appropriate levels of funding, and curricular adaptation and effective instructional practice.
B arri ers fac ed by Edu cat o r ’ s t eachi n g A ut i st i c St u den t s
While many educators support inclusive education, they often feel underprepared and under-resourced to address the diverse needs of autistic students (Leonard & Smyth, 2020; Roberts & Webster, 2020). This highlights the necessity for educators to have a broad range of strategies at their disposal to ensure effective inclusion (Hutchinson, 2022). Without adequate resources and support, teachers struggle to implement the adjustments necessary for successfully integrating students with autism into mainstream classrooms.
Furthermore, autistic students are vulnerable to sensory overload from stimuli such as noise, lighting, and crowded spaces, leading to distress and behavioural challenges. Creating a sensory-friendly environment without disrupting the broader classroom routine is a common struggle for educators (Lindsay et al., 2013). As a result, educators often find themselves balancing the needs of autistic students against maintaining classroom order which adds to the complexity of inclusion.
Additionally, many educators’ express difficulties in engaging autistic students in classroom activities and fostering a sense of community. The social and emotional behaviours of autistic learners can create challenges when trying to involve them in group tasks or typical classroom routines (Garrad et al., 2019; Lindsay et al., 2013 Raudeliūnaitė & Steponėnienė, 2020). Professional development in autism-specific strategies has been identified as a key barrier to overcoming these challenges, suggesting that educators are often not equipped with the necessary tools for long-term success of inclusive education. In many cases, mainstream educators have limited access to resources or external support, making it difficult to balance the needs of autistic students with the demands of a diverse classroom highlighting the need for additional support.
The consensus in the literature suggests that greater investment in professional learning is necessary for educators to successfully meet the needs of autistic students in mainstream classrooms (Garrad et al., 2019). Educators must be equipped with effective strategies, including flexible curriculums, supportive sensory environments, and consistent routines, to ensure the success of autistic students in inclusive settings. Gap i n R es earc h
While interventions for autistic students are well-researched, there is a gap in understanding their practical implementation in schools (Saggers et al., 2023). Although schools have invested in professional development for teachers working with autistic students, it is unclear how effectively these practices are applied outside research contexts. To address this, schools must adopt a proactive approach where leadership collaborates with the broader school community to build staff capacity and establish organisational frameworks that support the consistent application of evidence-based practices (Roberts & Webster, 2020).
The success of students with disability, including autism, heavily relies on educators’ willingness and ability to provide accessible instruction and foster an inclusive learning
environment. Educators with limited experience working with autistic students often demonstrate lower motivation to engage and exhibit reduced self-efficacy (Garrad et al., 2019). Creating a school culture that embraces inclusivity requires fostering respect for individual differences and celebrating the unique qualities of each student.
Ongoing professional development and support are crucial to shaping educators’ practices, attitudes, and perceptions. These efforts are expected to positively impact the academic outcomes, personal well-being, and sense of belonging of students with disabilities. Such initiatives contribute to creating a more welcoming and inclusive school climate for all students (Maxam & Henderson, 2013).
The purpose of this proposed study is to examine what the key enablers and barriers primary school educators face when teaching autistic students in mainstream classrooms in Australia.
R ese arch O bj ect i ve s
This research aims to identify the key enablers that assist primary school educators in teaching autistic students effectively, while also examining the barriers they face in mainstream Australian classrooms. A mixed-methods approach will be used to gain a more comprehensive understanding of both quantitative trends and qualitative thematic analysis of individual lived experiences of educators who teach autistic students in mainstream classrooms (Creswell & Guetterman, 2024). Additionally, the study aims to explore how various factors such as gender, age, level of education, professional role, school type, years of teaching, and prior experience with autism spectrum disorder influence educators’ experiences. Finally, this research seeks to investigate strategies educators’ implement to overcome these barriers and enhance their teaching practices for autistic students.
R ese arch Qu est i o n
What are the key enablers and barriers primary school educators face when teaching autistic students in mainstream classrooms in Australia?
R Res earch Sub Q ues ti ons :
1. What are the enablers that facilitate the effective teaching of autistic students in mainstream classrooms?
2. What are the perceived barriers faced by primary school educators when teaching autistic students in mainstream classrooms?
3. How do teacher demographics (gender, age, education level, role, school type, experience) influence the identification of these barriers and enablers?
4. What strategies do teachers employ to overcome the challenges and enhance inclusion for autistic students?
R ese arch Met ho do l o g y
A convergent mixed-method design will be adopted to collect both quantitative and qualitative data simultaneously and then compared for comprehensive analysis (Creswell &
Guetterman, 2024). Quantitative data will be collected using Likert scale questions (Hutchinson & Chyung, 2023) in an online survey and qualitative data collected through interviews, classroom observations, and document analysis.
P Parti ci pants
The participants for this study will consist of primary school educators in mainstream classrooms across Australia who have experience teaching autistic students. A stratified random sampling method (Creswell & Guetterman, 2024) will be used to ensure a diverse representation across key variables, including gender, age, education level, years of teaching experience, and school type. The study aims to collect data from 50 participants, across approximately 10 different primary schools, through an online survey, while a smaller subset of 5-8 participants will be selected for more in-depth methods such as semistructured interviews, classroom observations and document analysis. This approach will ensure a comprehensive exploration of the research objectives.
D Data Col l ecti on Meth od s
The quantitative online survey will be designed to assess educators’ perceptions of the key barrier and enablers they experience when teaching students with autism. The questions will explore factors such as professional training, support systems, and classroom management strategies. In addition, demographic questions will be included to capture data on the variables of interest, such as gender, age, level of education, school role, school type, years of teaching experience, and experience teaching students with autism.
Semi-structured interviews will collect qualitative data and be conducted with selected educators to delve deeper into their personal experiences, perceptions, and strategies for teaching students with autism. These interviews will focus on uncovering more nuanced barriers and enablers that may not have been fully captured in the survey responses.
Classroom observations will collect qualitative data and be conducted using a nonparticipant approach to document real-time interactions between educators and autistic students. An observational checklist will focus on key aspects such as educator engagement, instructional methods, accommodations and overall classroom dynamics to assess how inclusive strategies are applied in practice.
Document analysis will collect qualitative data and be conducted on educator’s annotations from programmes and IEPs. The focus will be on how educators plan, adapt, and reflect on their teaching approaches to meet the needs of these students.
D Data Anal ys i s
Quantitative data from the online survey will be analysed using descriptive statistics, calculating frequencies and means to gauge overall perceptions of barriers and enablers. Inferential statistics, specifically multiple regression analysis, will be used to explore how demographic variables like gender, age, and experience predict educators’ identification of these barriers and enablers (Creswell & Guetterman, 2024).
Qualitative data from interviews, observations, and document analysis will be analysed using thematic analysis (Braun & Clarke, 2022). Transcripts and notes will be coded to identify key themes, which will then be compared across participant groups, eg. Gender, school type, to highlight patterns and differences in experiences and strategies.
Li mi tati ons
Potential limitations in the study are sampling bias, as the geographical scope might be restricted to specific regions in Australia, making it difficult to generalise findings in all schools, particularly between urban and rural areas. Additionally, achieving a diverse sample of educators from various schools could be challenging. Another concern is the generalisability, since the variability of ASD makes it difficult to apply findings broadly. Different students with ASD have distinct needs, meaning educators may encounter unique challenges that the study may not fully capture. Also, self-reported data could be biased, as educators might underreport challenges or overemphasise success due to social desirability bias.
E th i cal Cons i d erati ons
Ethical considerations to be reviewed by a Human Research Ethics Committee include sensitivity of the subject matter, educators may be reluctant to disclose challenges they face for fear of professional judgement. Also, obtaining informed consent from participants, ensuring they are fully aware of the study’s goals. All personal data will be anonymised, and results will be reported in aggregate to maintain confidentiality. Participation will be entirely voluntary, with individuals able to withdraw at any time.
E xpected Ou tcomes
The research is expected to identify key enablers and barriers faced by educators in primary schools when teaching autistic students in mainstream classrooms. It will also provide insights into how demographic factors influence educators’ experiences. The findings will contribute to recommendations for professional development, policy reforms, and classroom strategies to support educators and enhance the inclusion of autistic students in mainstream classrooms.
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The impact of Intergenerational trauma on Indigenous Australians’ experiences of education today.
Susanna Matters Coordinator of Gifted and Talented, Junior School
Abst r act
Education has the potential to be a powerful protective factor for young people as it is a social determinant of wellbeing. In prioritising Indigenous Education, the Barker Community seeks to provide culturally-responsive practice which acknowledges the impact of intergenerational trauma. Intergenerational trauma is a specific category of collective identity trauma which is passed on over time by individuals within the same family, community or population (Carello, 2020). It can occur alongside ‘cultural trauma’; the result of disruption to the transmission of culture which erodes at selfworth. Written from a non-Indigenous standpoint, this article explains how a ‘both ways’ approach at a psychological, educational and pedagogical level can be leveraged to heal and prevent intergenerational trauma, and to allow all Australians to strive for a more reconciled nation. By combining Indigenous and non-Indigenous research, an in-depth understanding of intergenerational trauma can be reached and applied to achieve optimal academic care of First Nations students
Defi n i n g Traum a
Trauma can be ‘one off, ongoing or cumulative’ and can be experienced by ‘individuals, communities or entire populations’ (Harrison & Sellwood, 2022). The effect of trauma is a strong sense of defencelessness and/or dependence incurred through ‘an overwhelming force or a sustained, repeated ordeal’ (Harrison & Sellwood, 2022) which can be reinforced through the targeting of an individual or systemic power imbalances (Carello, 2020). Trauma can occur when an individual feels physically and/or emotionally unsafe, hurt or threatened. It results in a long-term functional impact which co-exists with reduced physical, social, emotional, and/or spiritual wellbeing (SAMHSA, 2014).
Intergenerational trauma is a specific category of collective identity trauma which is passed on over time by individuals within the same family, community or population (Carello, 2020). As in the case of Indigenous Australians, intergenerational trauma can occur alongside ‘cultural trauma’, a term coined by Halloran (2004) to explain the ways in which disruption to the transmission of culture erodes at self-worth. Colonial forces such as violence and elimination, dispossession, displacement, racism, policies of segregation and/or assimilation are all examples of aggressive, targetted attacks on individuals, families, communities and cultures (Menzies, 2019; Wolfe, 2006). In Australian Indigenous communities, the ongoing distress of forced child removal particularly contributes to and exacerbates intergenerational trauma (Halloran, 2004; Healing Foundation, 2019; Menzies, 2019).
The long-term physical and psychological effects of intergenerational trauma are well documented by Palyku psychiatrist, Helen Milroy (2018). Milroy (2018) outlines that significant disruption to families and communities has a detrimental effect on crucial attachment relationships. In turn, this leads to poor physiological and mental health outcomes, high-risk behaviours and associated consequences such as increased stress and premature death (Milroy, 2018).
Intergenerational trauma in Indigenous Australian communities and families is the result of governance practices which are driven by racist ideology, maintain a state of white privilege and fail to recognise the value of local ways of knowing, being and doing (Sriprakash et al., 2022). Both historic and contemporary policies, which greatly influence formal educational experiences for Indigenous Australians, are founded in this colonialist agenda (Beresford, 2012). Importantly, research shows that social structures based in inequality and discrimination have long-term negative results on educational outcomes, which subsequently leads to poorer employment and economic prospects (Awofeso, 2011). These conditions perpetuate intergenerational trauma and lead to distrust of systemic constructs, including those which enable education. The i n
Education, seen as a formalised, systemic process, fits the World Health Organisation’s (2024) conditions to be a ‘social determinant’ of health, being a construct in which ‘people are born, grow, live, work and age’. As such, if driven by positive intent, education has the potential to be an important protective factor for health and wellbeing, and disrupt the inheritance of intergenerational trauma. Thus, in their duty of care for students, policymakers and teachers need to consider the critical connection between health and formal educational experiences. It therefore follows that trauma-informed pedagogy is vital in the conceptualisation of Indigenous Education initiatives in Australia today. Such an approach needs to focus on healthy regulation, relationships and routines (Harrison & Sellwood, 2022). This is because educational programs which target school engagement, attendance and rates of completion are not effective unless the underlying trauma experienced by Indigenous students is acknowledged and remedied (Menzies, 2019).
Intergenerational trauma affects the extent to which a child’s environment and relationships can be responsive and supportive (Harrison & Sellwood, 2022; Siegel, 1999). This factor has significant impact on the development of self-regulation; the ability to adjust one’s focus, feelings and urges, and regulate essential physiological processes for survival (Harrison & Sellwood, 2022). These skills are the very basis for effective learning. Self-regulatory processes develop through intimate, healthy interactions with carers in early childhood (van der Kolk, 2014). As such, if trauma impedes this close attachment, it follows that a child will be at a disadvantage in terms of school readiness, a key predictor of future educational outcomes (NSW Government, 2022). In the context of learning, the responsibility befalls on educators to develop a trauma-informed pedagogy which draws upon relationships, routines and environments to further develop self-regulatory skills (Harrison & Sellwood, 2022). The Closing the Gap targets three to seven skills, articulating the beneficial health and educational ripple effect for Indigenous Australian children who have their needs met in early childhood and schooling (Australian Government, 2020).
Intergenerational trauma, with its roots in unhealthy attachment, can create dysfunctional relationships within, across and beyond families. Relationships are a source of connection, belonging, trust, safety and support (Harrison & Sellwood, 2022). They are pivotal to both Indigenous and non-indigenous wellbeing paradigms. For instance, Maslow’s hierarchy of shows personal security and relationships as precursors to esteem and self-actualisation (Woolfolk & Margetts, 2018), and Gee et al.’s (2014) Indigenous social and emotional wellbeing wheel illustrates connection to family, kinship and community as key informants of self. Relationships therefore determine behaviour and one’s ability to engage with learning opportunities (Bronfenbrenner, 1979). Accordingly, trauma-informed pedagogy for Indigenous Australians needs to embed opportunities to build and strengthen relationships. Gower, a descendent of the Yawuru people, observes that a ‘community-based’ approach to raising children can encourage respectful, sustaining relationships (Exell & Gower, 2021). For example, inviting families and communities into schools can be instrumental in developing partnerships to extend learning beyond the classroom. Sarra et al. (2020) also observe that high expectations relationships, which are simultaneously supportive and challenging, help to establish a sense of self-worth (a source of motivation) in Indigenous students.
Trauma creates a state of hypervigilance, whereby a person’s brain is on alert for any threats in the form of disruption to predictability and learnt scenarios (SAMHSA, 2014). A traumainformed pedagogy incorporates consistent routines to assist students with their selfregulation so they can optimally engage with learning (Harrison & Sellwood, 2022). While routines have the potential to benefit all students, an educator particularly wishing to address intergenerational trauma in Indigenous Australian students, develops cultural responsiveness within routines (Sarra & Ewing, 2021). For example, opportunities to learn from Country, partnerships with local elders, engagement in yarning circles and participation in community initiatives can all be mindfully embedded in routines (Harrison & Sellwood, 2022). In this way, cultural trauma, a subtype of intergenerational trauma, is also addressed and potentially relieved.
To wa rds a ‘ bo t h wa ys ’ a ppro ac h at a ps ycho l o g i cal , educat i o n al an d ped ag o g i cal l evel
This paper has so far outlined the impact of intergenerational trauma on Indigenous Australians and its connection with education. In establishing education as a social construct, the author is now able to suggest and critically evaluate ways in which it can be harnessed to reflect a ‘both ways’ approach. A ‘both ways’ approach offers policymakers, educators and communities the opportunity to draw upon extensive cross-cultural and multidisciplinary knowledges and resources, and establish mutually respectful relationships, for the sake of healing and preventing intergenerational trauma and working together for a more reconciled nation (Ober & Bat, 2007). The author posits this outcome will correlate with improved educational outcomes for Indigenous students today due to the previously discussed connection between trauma and education. However, as part of a ‘both ways’ approach, historical injustices must be acknowledged with a commitment to Aboriginal selfdetermination. Self-determination empowers Indigenous communities to make decisions based on their needs and strengths, and privilege local ways of knowing, being and doing (Harrison & Sellwood, 2022). Seen in this light, self-determination is a protective wellbeing factor (Tujague & Ryan, 2023).
The Healing Foundation (2019), on Ngunnawal Country, describes itself as a ‘national Aboriginal and Torres Strait Islander organisation’ which ‘promotes trauma-aware, healinginformed practice to help government, policymakers, and workforces understand their role in intergenerational healing’. Its vision clearly articulates that, with ‘both ways’ collaboration, it is possible to heal intergenerational trauma. This outlook is an important platform upon which action can occur in the educational field. Indeed, if one views education as being reflective of broader social constructs, it is well situated for grappling with, reconciling and manifesting both western and indigenous worldviews (Sriprakash et al., 2022). From there, individual pedagogies can be shaped.
Tujague and Ryan (2023), two sisters of Australian Aboriginal and South Sea Islander descent, share their knowledge of trauma and developing cultural safety through a ‘yarning’ approach. In doing so, Tujague and Ryan (2023) reflect on their lived experiences of Aboriginal and Torres Strait Islander peoples both ‘in their own words’ and ‘within an Indigenous Knowledge framework of healing practice’. They conceptualise trauma-informed practice metaphorically as being situated in ‘billabongs of knowledge’ because billabongs may be dry on the surface ‘but water (knowledge) remains below’ (Tujague & Ryan, 2023). Within the ‘billabongs’, Tujague & Ryan (2023) apply a ‘both ways’ approach to decolonise and expand their clinical practice. Tujague & Ryan (2023) draw upon the Indigenous ‘Circles of Knowledge and Connection’ model as well as SAMHSA’s (2014) ‘5 Rs Model’. Tujague & Ryan’s (2023) ‘both ways’ practice, at a psychological level, sets both a precedent and foundation for a ‘both ways’ approach at educational and pedagogical levels.
At an educational level, broad engagement with the issues of intergenerational trauma is needed. Otherwise, policies and practices which are not informed by culture, knowledge and lived experiences will continue to marginalise and maintain the invisibility of white privilege (Sriprakash et al., 2022). Sriprakash et al. (2022) observe the importance of being mindful of the material, epistemic and affective dimensions of formal education as they reinforce the status quo. For example, schools commemorating certain historic events of significance is an affective condition by which teachers and learners are influenced to uphold a national, established perspective (Sriprakash et al., 2022). Borell et al. (2018) argue that these deliberate choices serve as acts of historical privilege which can enable collective forgetting and the impact of trauma. Reflective questioning and engaging in dialogue are effective ‘both ways’ strategies to challenge practices which occur in the dimensions of education (Sarra et al., 2020; Sriprakash et al., 2022; Tujague & Ryan, 2023).
Curriculum design and implementation presents another opportunity at an educational level for supporting Indigenous students affected by intergenerational trauma. Currently, in the Australian curriculum, Aboriginal and Torres Strait Islander Histories and Cultures is a crosscurriculum priority (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2020). While this positioning is a step towards a ‘both ways’ approach, until the curriculum is actually conceived and implemented through a ‘both ways’ paradigm, an English-centred, ‘western’ approach retains hegemony. Nakata (2011) suggests a ‘cultural interface’ exists as the ‘contested space’ between Indigenous and non-Indigenous people. He offers that this cultural interface presents a chance to reconsider curriculum design from a ‘both ways’ stance, evaluating whether it is meeting the contemporary needs of Indigenous students. Interestingly, the New South Wales Educational Standards Authority (NESA), defines Aboriginal Education as going beyond curriculum design (2020). NESA (2020) articulates that partnerships between schools and Aboriginal communities, strategies for Aboriginal students, the teaching of Aboriginal Languages, and professional development must
accompany the curriculum. All these components require authentic insight into local knowledges and cultures, and the active involvement Indigenous communities. As such, these components encourage a ‘both ways’ approach which, in turn, assists to mitigate the risk of intergenerational trauma.
At a pedagogical level, educators commonly misunderstand the causation behind the difficulties encountered at school by Indigenous students who have experienced trauma (Harrison & Sellwood, 2022). Barriers to learning can be cognitive, behavioural at/or socioemotional (Harrison & Sellwood, 2022). Educators need to understand the impact of intergenerational trauma to externalise the barrier to learning to be situated within the environment and societal constructs such as pedagogy, policy, discourse, rather than within the student per se. Professional learning and critical self-reflection play an important role in dispelling misconceptions (Bishop & Durksen, 2020). A self-reflective teacher with positive intent has the potential to challenge wider discourses which reinforce unhelpful stereotypes and deficit thinking. The intent of educators to be inclusive and strengths-based is therefore critical in best practice. With this approach, educators can feel empowered to intentionally ‘design, develop and implement practices, processes and approaches’ which are individualised to cater for students in their local context (Harrison & Sellwood, 2022). Here, a ‘both ways’ approach again becomes relevant for educators working with Indigenous students. Harrison and Sellwood (2022) suggest creating community partnerships and opportunities for parental involvement are instrumental in shaping a culturally responsive pedagogy. To enact these strategies well, educators need to build community trust through respectful relationships on Country which are grounded in listening and consultation (Harrison & Sellwood, 2022). In this way, educators allow for negative memories of authority to be heard and acknowledged, so a future-focused, ‘both ways’ approach may be adopted to better meet the needs of Indigenous students today. O’Neill at al. (2018) observe that ‘competency and self-esteem’ in First Nations communities develops through both elders guiding teaching and learning, and the practice of sharing. Thus, trauma-informed and culturally responsive pedagogy requires the representation of Indigenous voices. Resultingly, the likelihood of students engaging in positive learning experiences increases while the risk of re-traumatisation decreases.
Co n cl udi n g R em a rk s
Education can be viewed as an example of a social and historical construct and process which reinforces settler-colonialism (McCartan et al., 2022). As such, it is vital that the author of this paper acknowledges her position as a settler of European descent on Guringai Country. While she draws upon both Indigenous and non-Indigenous research, the author has no lived experience of First Nations intergenerational trauma. As such, her recommendations within this paper for a culturally responsive, trauma-informed pedagogy are generalised, and before being implemented, they need to be scrutinised and adjusted from a relationally responsive standpoint to embed local knowledges based upon a worldview of connectedness, authentically interpret cultural metaphors, and prioritise a proactive Indigenous voice (Frazer Yunkaporta, 2019; Sheehan & Walker, 2001). Ultimately, however, by combining Indigenous and non-Indigenous research an in-depth understanding of intergenerational trauma can be reached. This is because non-Indigenous research examines trends in causation and symptoms, and Indigenous knowledges are centred around connectedness and the restoration of naturally occurring relationships (Tujague & Ryan, 2023). Thus, while a relationally responsive standpoint is imperative, the author believes a ‘both ways’ approach to addressing the impact of intergenerational trauma
at a psychological, educational and pedagogical level is beneficial. Within this approach, self-determination is a priority.
Finally, the author, takes an optimistic approach and asserts that within a ‘both ways’ paradigm, educators are ideally placed to assist students, their families and community to heal from trauma. However, it would be remiss to think the responsibility sits with educators alone. A multi-disciplinary approach and broader responsibility needs to be taken to show a true commitment to healing trauma and improving quality of life for Indigenous Australians. As such, the author encourages a continued, robust and hopeful dialogue between all Australians around the issue of sovereignty; the very core of First Nations intergenerational trauma (Bishop, 2022). Although this discussion is challenging for many stakeholders, it creates a context from which a ‘both ways’ paradigm authentically emerges.
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Telling Aboriginal Stories through Circus and Physical Theatre – Collaboration, Education, and Cultural Connection
Brendan Hatte Grange Coordinator
Ack now l ed gement
This paper acknowledges the Yugambeh Nation, whose story is represented in the performance of Living Sculptures: How The Birds Got Their Colours as well as Johnathon Brown’s people, the Anaiwan Nation. I acknowledge their Elders past, present and emerging and their continuing care for country and culture through storytelling.
Abst r act
This paper explores Aboriginal storytelling through physical theatre and circus. It considers important factors for contemporary collaboration between circus companies and Aboriginal communities, as well as circus and physical theatre’s capacity to educationally and culturally empower young Aboriginal People. It draws on two interviews with Robbie Curtis and Johnathon Brown, who have worked together on Living Sculptures: How The Birds Got Their Colours produced by ARC Circus in collaboration with Yugambeh storyteller Luther Cora. Curtis’s interview serves as a lens to explore key considerations that a non-Aboriginal theatre practitioner should consider when collaborating with Aboriginal communities to tell Aboriginal stories. The importance of Aboriginal led projects, trust and authentic collaboration, the dangers of tokenism and considerations of casting will be highlighted. Curtis and Brown’s perspectives on the fusion of contemporary and traditional forms of theatrical performance are also explored. Brown’s interview highlights how authentic storytelling, dance, circus and physical theatre can empower young Aboriginal People in their education and in their connection to community and culture. He also underscores the importance of workshops and opportunities in school settings.
In t ro duct i o n
Aboriginal involvement in Australian circus’s has a long history. In the early 21st Century the professionalisation of circuses and the white dominance of the industry led to a significant depletion of Aboriginal performers. In more recent years there has been a concerted effort to empower Aboriginal performers and companies to tell their stories through circus and physical theatre (Lavers and Burrt, 2017, pp.311-313).
In this setting it is important to consider how circus companies can appropriately collaborate with Aboriginal performers and communities to tell Aboriginal stories. It is also pertinent to highlight the educational and cultural benefits that circus and physical theatre can play in empowering young Aboriginal People. These goals are the focus of this paper. It highlights the importance of Aboriginal led processes; trusting and authentic relationships; the dangers of tokenism; the challenge of casting Aboriginal performers; and the fusion of
contemporary and traditional theatrical forms. This paper also explores the potential for educational opportunities to empower young Aboriginal People through exposure to storytelling through dance, circus and physical theatre.
The paper brings together the reflections of Robbie Curtis and Aboriginal performer and Anaiwan man Johnathan Brown. 1 Curtis and Brown worked together in ARC circus’s Living Sculptures: How The Birds Got Their Colours (HBGC), a spectacular Indigenous-led, sitespecific, contemporary performance piece that fuses traditional First Nations dance, storytelling and contemporary circus (ARC Circus, 2024b). Originally developed for the Swell Sculpture Festival in 2022 (Swell, n.d.) it was also performed at the Sydney Festival (What’s On, 2024) and the Joondalup Festival (2024) in Perth.
Robbie Curtis is Co-founder and Artistic Director of Arc Circus, an Australian based international performing arts company which celebrates and creates extraordinary stories through the power of circus, dance, and theatre. Curtis has over twenty years of experience working nationally and internationally. Curtis is recognised for fusing dance and circus to tell varied and engaging narratives (Arc Circus, 2024a).
Johnathon Brown is an Anaiwan man and a graduate of the NAISDA Dance College. NAISDA (2024) is Australia’s leading arts training organisation providing nationally accredited qualifications for Aboriginal and Torres Strait Islander young people. Brown has worked nationally and internationally for over a decade, recently performing at the Edinburgh Fringe Festival with Na Djinang Circus, a First Nations-led company which explores human relationships through the body from an Indigenous perspective (Na Djinang Circus, n.d.); as well as performing with Circa Cairns, a First Nations-led contemporary circus ensemble, dedicated to creating bold art from the nexus of place and culture.
Fi rst N at i o n s L ed P ro ces s
HBGC is a collaboration between ARC Circus and Yugambeh cultural leader Luther Cora. Luther has strong cultural connections to the Gold Coast region and shares his cultural knowledge in a wide variety of settings, including regularly at the Currumbin Bird Sanctuary and at large events, such as the Commonwealth Games and the Indigenous All-Star games. Luther firmly believes that Aboriginal stories should be shared with all people as Australian stories (Pride, 2021).
As the custodian of the HBGC narrative, Luther’s leadership was key throughout the creative process. Curtis was very conscious that Luther led the collaboration, he states:
…We were telling his story …We were facilitating his story telling… people thought it was just Luther’s show… that was great because it… meant we did our job.
Curtis desires that ARC Circus tells Aboriginal stories through an Aboriginal voice and facilitates that telling the best they can. Curtis emphasises the importance of Luther and his
1 All references attributed to Curtis or Brown relate to respective interviews with each.
story being ‘front and centre’ and the need to put ego to one side, adopting a posture of learner rather than teacher.
Trust & Aut hen t i c Co l l abo rat i o n
The importance of appropriate consultation and gaining cultural permissions when working with Aboriginal communities cannot be overstated (Day, et al., 2024, p.11; Board of Studies NSW, 2008). Curtis states that Luther enabled the process of consultation with the Yugambeh community and that Luther had a big input choreographically and controlled the narrative of the performance. Luther was very specific about the version of the story that was being told and that other versions do exist in different nations and language groups. Notably Wilson et al. (2018, pp.77-78) highlights the importance of engaging local Aboriginal communities on whose country someone else's story is being told.
The use of narrative circus always supported the telling of the story Curtis calls this facilitation ‘harder work’ than being the one in control. Trust developed between Luther and Curtis fostered authenticity and allowed for a cultural and creative exchange. There is no sense of a deficit mindset in the collaboration (Casey, 2011, pp.57-60; Morrison et al., 2019, pp.6-32). The influence that Luther had on Curtis extended to him becoming a mentor of his, which shows Curtis’s willingness to learn. Curtis speaks of the collaboration and performance as a signpost towards reconciliation and a shared future.
The themes of changing environments and sustainability came naturally from the collaboration and were a natural extension to the content of the story. These are not elements that Luther often incorporates into his storytelling. Often his stories follow a traditional frame-work. Yet in a trusting environment the creative process thrived. It was a two-way relationship in which ideas were offered and received. Certain acrobatic movements, evoked for Luther, mountain landscapes that could be incorporated into the performance. Likewise, the collaboration created other elements that added to the overall performance. For example, the outdoor setting and the use of circles that evoke Corroborees.
Avo i di n g To k en i sm
Despite working with First nations performers in the past, HBGC was the first time that Curtis has worked with a First Nations story. He felt the need for genuine collaboration and was aware of the dangers of tokenism (Lowe et al., 2019, p.258; Eckersley 2019, p.34; Morrison et al., 2019, pp.40-50; Duke, 2019). He noted that in the past he has been part of performances in which Aboriginal Performers have been asked to do “Indigenous stuff”. He sees this as being disingenuous and lacking authenticity. The danger of such tokenism highlights the need for Aboriginal led projects and Aboriginal control over narratives and cultural elements.
Di versi t y i n Cast i n g
Curtis highlights the lack of diversity often found in theatrical institutions and the difficulty of promoting diverse voices. He commented that large institutions can be monocultural and biased towards those with more wealth (see also Lavers and Burrt, 2017, pp.311-313; Burke, 2023; Arvanitarkis, 2019). Curtis mentioned that the circus industry, and ARC Circus in particular, is trying to rectify this by promoting more diversity in its intakes, but that it remains a challenge. For HBGC, in the first instance, the casting was constrained to local
performers through the grant structure for the show. In later performances such as the Sydney Festival casting was able to include more diversity and Aboriginal Performers. BellWykes et al. (2019) notes dangers of cultural appropriation and the importance of following cultural protocols for casting roles for First Nation stories.
B l en di n g Tra di t i o n al an d Co n t em po ra ry Mo vem en t
Contemporary dance has been described as open embodiment, whereas Aboriginal dance is governed by Elders and approved community members (Swain 2014, 2020 as cited in Day et al., 2024, p.4). This juxtaposition poses a challenge when blending contemporary and traditional movement. Curtis is clear that in HBGC, Luther led how traditional Aboriginal movements could be incorporated, especially in the duet between the Pelican and the Crow. He notes that the fusion of the contemporary and the traditional can be respectfully negotiated in an environment of trust and open mindedness. Performing the biggest tricks was not the focal point but movement became a secondary vehicle to the narrative itself.
B ro wn ’ s Jo urn ey
Attention now turns to Brown’s journey in storytelling through dance and circus. From an early age his Aunty Bianca Cooke encouraged him to perform and embody cultural teachings at any opportunity. At sixteen or seventeen Brown had the opportunity to play Rugby League for South Sydney or Newcastle; or to go to the NAISDA dance school. With encouragement from his Father he chose the latter. At NAISDA he developed a wide range of dance styles and performed overseas. Upon graduating he began to work in circus and now works for several circus companies that explore Aboriginal perspectives through their performance.
Brown describes leaving his family as a difficult step but one that helped him grow into an independent young man. He also explains how NAISDA developed his professionalism and deepened his education, opening up a new world of dance styles.
Brown describes the impact that his success has had on his hometown community: They want to see, you know, small country… town boy like me getting out of home to go out there and perform and come back and connect and share more.
Through his performances Brown has been able to tell his own story which has been an empowering process. Two of his favourite performances have been Of the Land with Na Djinang Circus and Dark Side of Me, which received critical acclaim in the Sydney Morning Herald (2016). These two performances have allowed Brown to express his understandings of cultural storytelling and the importance of daily acknowledging country, which he learned from his Father (see Kher-bek, 2003), as well as exploring his own emotions and the complexities of life, which lie below the surface.
B l en di n g Tra di t i o n al an d Co n t em po ra ry Mo vem en t – B r o wn ’ s P er spe ct i ve
Brown too has a perspective on blending contemporary and traditional dance. NAISDA has a long history of developing a multiplicity of approaches in the synthesis of traditional and contemporary dance styles (Lester, 2020). Brown describes an understanding between the traditional and contemporary forms of movement. He speaks of the influence that one can
have on the other and the growth and creativity that can occur with their synergy. He describes how cultural elements can blend and give flavour to more contemporary movements.
Brown describes his cultural dancing as: “…very grounded and strong and protecting and also giving at the same time and also loving at the same time too.” He describes how his own community and communities around the country appreciate seeing the blending of contemporary and traditional styles. He sees an opportunity for his community to grow and learn and become greater. This process has deepened his connections to community and culture.
Im pact i n g t he N ext Gen erat i o n
Brown describes a personal connection that he tries to foster when working with young people. He wants young people to feel ‘at home’ and to show their true selves, not wearing a mask when performing in daily life. Brown reflects how this attitude served him through his career and that staying strong to himself has enabled him to express himself authentically.
Brown describes how at high school he regathered interest in Aboriginal performance and sought opportunities to share dances and stories. Engaging young people in their culture is key to helping young Aboriginal People make positive decisions and feel strong in their identities. He states: ‘I’m proud and I’m black… That’s what you want them to feel.’
Brown sees the need for more cultural leaders to work in schools to run regular programs and workshops that will benefit Aboriginal and non-Aboriginal young people. He sees such education as the way forward for the growth of our nation. Brown also sees the restoration and teaching of Aboriginal languages as a parallel need and opportunity which would strengthen such initiatives.
Literature supports these sentiments. There is a significant connection between fostering a strong sense of Aboriginal identity through storytelling, theatre and language among Aboriginal Students and educational achievement (Sarra, 2003; Guenther et al. 2019, p.210; Board of Studies NSW, 2003; Blight, 2015, pp.21-35; Hradsky and Forgasz, 2022, pp.981-983). Likewise, the use of culturally responsive pedagogies and arts-based teaching can enable Aboriginal students to engage more in various aspects of the curriculum (Morrison et al., 2019; Mills and Dooley, 2019; Gibson and Ewing, 2020; Patteson et al., 2010).
The ACARA Cross-Curriculum Priorities place importance on Aboriginal understandings. Likewise, the NSW Government Aboriginal Education Policy (2008), promotes the involvement of local Aboriginal Education Consultative Groups in stimulating Aboriginal teachings and cultural practices in schools. Unfortunately, many teachers are unaware of how to promote these priorities (Davis, 2018, pp.223-224). Bell Wykes et al. (2019) helpfully provides a wealth of resources for Teaching First Nations Content and Concepts in the Drama Classroom that can be utilised to engage more schools with workshops that allow students to explore Aboriginal dance, song and language in school settings.
Brown’s journey is illustrative of how engaging Aboriginal young people with their own stories and telling them through their bodies can enable their personal growth, education and their connection to culture and community. Brown is able to reflect on his journey with
a sense of pride, a strong identity and a professional career that goes from strength to strength.
Co n cl usi o n
HBGC serves as an example of how a theatre practitioner can collaborate with Aboriginal communities to tell Aboriginal stories. It illustrates the importance of Aboriginal leadership, trust and authentic collaboration. In contrast to other projects, it highlights the dangers of tokenism and importance of diverse casting. Curtis and Brown’s perspectives on the blending of contemporary and traditional forms is eye opening and shows that effective collaboration can lead to a successful and powerful fusion of these forms. Brown’s journey helps to demonstrate how storytelling, dance and theatre can empower young Aboriginal People in their education and their connection to community and culture. Brown emphasises the importance of authentic storytelling, workshops and opportunities in school settings that can inspire Aboriginal young people in the future.
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About the Authors
About the Authors
Rhiannon Bateman is an Alexander Technique teacher. She trained through Bodyminded Sydney Alexander Technique and The Balance Arts Center (NYC) and is certified by Alexander Technique International. Her areas of interest are the performing arts, hypermobility and neurodivergent individuals. As well as her Alexander Technique Training, she holds a Bachelor of Arts from the University of Sydney and a Diploma of Screen and Media from Sydney Actor’s School. Rhiannon is constantly expanding her knowledge in ways that benefit her teaching. In the past year she has completed Somatic Voice Work Training level 1 and the Neuro Orthopaedic Institute Group’s ‘Explain Pain’ course.
Amanda Eastman has taught History, Learning Support and Christian Studies at Barker College. From 2012 – 2014 she was the Assistant to the Director of Studies, overseeing the implementation of the Australian Curriculum. In 2017, she began working as the Assistant to the Director of the Barker Institute, contributing to initiatives such as the Barker Journey longitudinal research project and the editing of the Barker Institute journal. She has also enjoyed participating in a variety of Barker’s cocurricular activities such as softball, touch football, hockey, snow sports, boarding, Cru and Focus On. She is currently working part time at Barker, whilst studying for a Master in Gifted Education and teaching undergraduate education students.
Peter Gibson serves as the Dean of Character Education at Barker College. Previously, he held key positions, including Head of Senior School (Deputy Principal) at Shellharbour Anglican College and Head of Boarding at Trinity Grammar School. Throughout his career, Peter has fostered academic excellence through a Growth Mindset approach to learning, enhanced student wellbeing through the development of whole-school pastoral care programs, and enriched school life for students through extensive implementation of co-curricular initiatives and programs. In his current role, Peter is leading an innovative concept in Character and Enterprise Education, aimed at equipping students with the values, skills, and mindset needed to flourish in an ever-changing world. He is also leading the integration of the Round Square across the K-12 curriculum, enhancing global citizenship, student leadership, and personal development into the heart of the school’s ethos.
Michelle Habgood is a support teacher in the Individual Learning Centre in the Junior School. She has a master’s degree in Special and Inclusive Education and 25 years of diverse teaching experience. She is dedicated to fostering an inclusive and supportive learning environment for all students. Her career spans various educational roles, including classroom teaching in Australia and internationally, enriching her approach to individualised learning. Michelle is passionate about ensuring that every student has equal access to quality education and the tools they need to thrive in their surroundings.
Claire Hoare is the Individual Learning Centre Coordinator (Pre-K–6) at Barker College. Previously, she served as the Gifted and Talented Coordinator. Since joining Barker College in 2021, Claire has brought her extensive expertise to the school, holding a Master of Education (Gifted and Talented) from the University of New South Wales and a Master of Education (Special Needs) from the University of Sydney. With teaching experience across South Africa, England, and Australia, Claire is dedicated to empowering diverse learners to reach their full potential. She is an advocate for using data to inform teaching practices and is deeply committed to building teacher capacity to better support students. Beyond her teaching role, Claire actively contributes to Barker’s co-curricular offerings, coordinating the Junior School’s oratory program.
Brendan Hatte is Program Coordinator at the Grange Outdoor Education facility at Barker College. He has over 15 years of experience working with Aboriginal young People in a youth work setting, in regional New South Wales. Brendan also has a background in street performance and teaching circus skills. He is currently completing a Master of Teaching (Secondary) degree through the University of New England with specialisations in Ancient History and Drama.
Dr Matthew Hill is the Director, Barker Institute with a focus on professional learning, research, and innovation in the school. He teaches Physics and the new Science Extension course at the School which introduces students to scientific academic research. Matthew’s doctorate reflects his passion for science education focussing on Representational Fluency amongst physics students at school and university. He has published in leadership, education, and science journals and been involved in course development and teaching at The University of Sydney and The University of Western Sydney. He has also completed a Graduate Diploma in Divinity at Ridley College in Melbourne.
Mark Lovell is part of the Character and Enterprise education team at Barker College and a qualified English teacher. He is also currently a Ramsay Scholar at St John’s College, Annapolis, who loves to think about education, faith and the human condition.
Ms Susan Layton is a Research Assistant with the Barker Institute. After completing a double degree in Arts and Business from Deakin University, she studied Mandarin in Taiwan under a graduate scholarship awarded by the Australian Vice Chancellors Committee. She has worked for Government and private business in Asia, the UK and Australia. Susan is excited about the opportunity to approach current and future issues facing education from a research perspective.
Sheau-Fang Low’s passion for music pedagogy is reflected in her master’s degree, along with training and certification in Suzuki Method, Dalcroze Eurhythmics, and most recently the BodyMinded Alexander Technique teacher training. She is an AMEB (NSW) string examiner and has been a violin pedagogue at Barker College for more than two decades. Sheau-Fang is sought after for her ability to adapt her teaching to suit the various learning styles of her students; and has given presentations in numerous workshops and conferences on various aspects of violin teaching. She is a long-standing member of the Willoughby Symphony Orchestra.
Susanna Matters is the Gifted and Talented Coordinator at Barker College working across Kindergarten to Year 8. In 2015, Susanna received the New South Wales Teachers’ Guild Certificate of Excellence for Early Career Teachers. In 2017, she was awarded with excellence a Master in Gifted Education from the University of NSW and named the Australian College of Educators NSW Young Professional of the Year. In 2020, Susanna completed a Professional Certificate of Educational Neuroscience from the University of Melbourne. She is passionate about developing culturally-responsive models of giftedness, and commenced a Master of Indigenous Education at Macquarie University this year.
Dr Andrew Mifsud is the Director of Digital Learning Innovation and a Music teacher at Barker College. His doctoral research was an ethnographic study on student perceptions and experiences of secondary school blended learning environments. This research used cultural-historical activity theory to theorise an expansion of the learning activity based on resolving internal and external contradictions. Andrew has also been involved in social learning sites, digital learning, and music education research projects. He has presented this work at national and international education conferences. Andrew is the NSW Secretary of the Australian Society for Music Education. He is a past recipient of the ASME Music Educating for Life Award and Outstanding Professional Service Award for his work promoting professional learning in the music education community. Andrew is a Teacher Coach at the College of Teachers at Barker. He is currently leading a school-wide project to implement a new school digital information system.
Dr Timothy Scott has held various leadership roles in schools in Australia and abroad for the past 24 years, alongside teaching history and modern languages. He is currently Research Principal at the Barker Institute, the schoolbased educational research centre at Barker College. His research interests include intercultural and interlingual learning and teaching, refugee education, and the role of student voice in improving educational practice. Tim believes embedding research informed practice has become increasingly important and is the mark of contemporary schools, empowering their teachers as experts and enabling their learners to flourish. He is also one of the lead researchers for the Barker Institute’s ongoing, decade-long longitudinal study, the Barker Journey. Concurrently with his educational research responsibilities, Tim teaches History and Global Studies at Barker. Tim’s PhD investigated socio-political influences on contemporary German conceptions of history and archaeology.
James Stewart is the Head of ICT and has worked extensively across the NSW Independent sector for the past 25 years. He holds a range of diverse degrees including a Bachelor of Arts from Sydney University, Licentiate of Music from Trinity College London, and Master of Education from Newcastle University. He is a member of the AISNSW ICT Strategic Directions group, chair of the AISNSW ICT Conference committee, and speaks regularly at EdTech events across Australia. His passion to is develop, facilitate, and promote schools as institutions of excellence and is adamant that School ICT systems and services be future focused, strategic, resilient, agile, and adaptable to ensure that they meet the ever-increasing compliance, business continuity, administrative and learning needs of a modern educational institution.
