THE VALUE OF SCHOOL

IT’S EASY TO CONFUSE SCHOOLING WITH EDUCATION. A SCHOOL ENVIRONMENT IS

THAT SUPPORTIVE BRIDGE BETWEEN HOME

AND THE WORLD OUTSIDE, AN INCUBATOR OR SPRINGBOARD FOR THE LIFE SKILLS

NEEDED OUT THERE. SCHOOL IS MORE THAN ACADEMICS, WRITES ANNE SCHAUFFER

For many parents, juggling children and schooling at home during lockdown has taxed them beyond breaking point. Others have coped better, and some even believe it works well for them, and are toying with the idea of this as their new normal. But to what extent is this right for every child? Even if they’re happy being “schooled” in the easy comfort of home, is this a well-rounded education? There are numerous complex life skills taught and learnt in a school environment, some of which are not able to be replicated at home. Parents contribute crucial, valuable puzzle pieces to a child’s developing life, but so, too, does the societal microcosm provided by schools, teachers, and a wide range of children. Dr Caron Bustin is an educational psychologist with extensive hands-on experience. From her perspective, there’s also ample global scientific research on a child’s emotional, academic and social development, and how the school environment supports that: “The school-going child progresses from the inner sanctum of the family circle, to the first external domain within wider society. Schools act as the interface between the individual and the macrosystem, the world at large. Going to school requires a child’s adjustment from dependence on parents and home, to ABOVE: Dr Caron Bustin – belonging and socialising in a same age group – an educational plus developing trust in another adult, the class psychologist. teacher, who in turn represents the authority of the

institution and wider values. It’s a big step.”

And it builds from there: “Past research shows that children with poor social skills through insufficient social opportunities are at higher risk for negative behaviour,” she says.

An ability to interact appropriately is a key social skill; bluntly, children need to learn to get along with other people. “Social skills and social interactions are the foundation of human consciousness,” she explains. “These emerge through a dynamic interplay between the individual and his/her environment, and are believed to be fundamental to our functioning, for relationships and community life. School provides the ideal stamping ground to

An ability to interact appropriately is a key social skill; bluntly, children need to learn to get along with other people

enhance that capacity to adapt and perform in a lifelong way. Interestingly, research shows that parents tend to underemphasise social problems, and focus more on their child’s physical and educational aspects as priorities.”

What about discipline? Is home discipline different from that of school? “Rules are a reality at all levels of human life, laid out to guide and protect human rights, interaction and dignity. By grasping the bigger picture hypothetically, children begin to wrestle with life issues. As their powers of critical thinking emerge, they can interrogate the rules, the rule of law, ethics and duties.” At school, there are rules, and then there are unwritten social ones – not unlike in life. Functioning in a complex society like a school environment, children grow to understand the nuances.

Caron goes on to say, “The power between parents and a child is uneven, often about obedience and acceptance. Peer interactions are more balanced and egalitarian. Interactions with friends or peers allows for negotiation and less adult-dependent reliance – this enhances selfassertion and problem solving, just as friendship serves as a buffering agent to protect and nurture during adolescence.”

Psychologist Paul Bushell believes that in a constantly changing world, emotional intelligence is the greatest gift we can give our children: “If young people can understand their own and other people’s thoughts, feelings and behaviours, they are more likely to manage their feelings and make choices for their behaviour. Equally, they’re likely to be more empathetic and embracing of diversity, and be flexible, curious, creative, and resilient.”

No time like the present pandemic to examine this theory, and for Paul, it’s clear people with those skills have been better able to weather this storm: “Emotional intelligence is best learnt through real-life experiences, uplifting ones as much as tough ones. Schools create wonderful opportunities (in and out the classroom) for young people to grow and practice their emotional intelligence development.” Paul doesn’t knock home schooling at all, but feels that ultimately, success requires more than online learning: “For the average family, schools still provide the best conditions for holistic »

ADAPTING THROUGH INNOVATION

Ensure your child is learning in a modern way that is relevant and equips them with the tools they need to stay ahead of any challenges that come their way.

A Personal System of Instruction (PSI) and a blended learning approach to education provide a dynamic and innovative platform for your child to reach their full potential at their own pace. Whether they are working from home or on the Redwood premises, they can work confidently without the fear of falling behind.

ADAPTIVE, RESILIENT, FUTURE-READY.

To find out more or book a meeting, contact Redwood College on 031 572 7182 or email info@redwoodschools.co.za

learning and personal development. At home, children don’t get the opportunity to engage in a variety of experiences, opinions, values and ideas. Nor experience some of the curved balls and disappointments life always throws at us. The sooner we learn and practice these skills, the better prepared we’ll be.”

Familiar with the term “helicopter parenting”? “For the modern parent who feels very anxious for their child’s future in a constantly changing world, adversity and challenge is often seen as a threat to be avoided at all costs,” says Paul. “The result is a style of parenting which is over-controlling, and doesn’t allow enough experiences for children to learn their own tastes, boundaries and coping skills. This does little for growing curiosity, independence,

ABOVE: Local psychologist Paul Bushell. resilience, creativity and emotional regulation.”

Caron agrees, “Hovering hyper-vigilantly over a child, and being reluctant to ensure children take accountability for their actions is prevalent in many communities. Parents place a high emphasis on their children, and going to school can be quite threatening because schools are great levellers – the playing field is level. Here, every child is given the chance to prove him or herself.” She adds, “This might sound quite harsh, but it’s what children are wired to do. They’re wired to rise to the challenge and explore what is within, so they can realise their potential and self-actualise.”

A school environment is both a safe place, and a real one. Life can be played out as it would out there in the world, so it’s a rehearsal, a practise »

ground – a place to shine, to make mistakes and recover from them, to form bonds and shed others, to accept yourself, and, of course, be schooled academically. Caron feels that “Navigating the social milieu and interpreting the behaviour and expressions of others, helps a child form a self-image and, in turn, relationships. The concept of group membership introduces an even higher order of complexity for a child – how does he or she fit into the group norms, and what characteristics define the group? Just as groups can influence a child’s behaviour, the group’s diversity allows a child to explore new identities and a different status in the hierarchy, such as being the leader, or a friend known to be supportive, or one who can stand up for his/her values.”

For Caron, the school’s goal is clear: “To help every child discover what is within, and to nurture and develop that gift or talent. So, when the child leaves the school, he or she is imbued with a sense of true worth, based on an inner value entirely irrespective of

material attributes, external achievement or social standing.”

When it comes to school or home schooling, it’s not about one being right, the other wrong. It’s about making the very best choices for your particular child at a particular time. But it’s also about being armed with all the information to make an informed decision. As Caron adds with a smile, “Who says it’s easy being a parent?” *

Preparing boys for LIFE

FOR NEARLY 100 YEARS, CLIFTON HAS EDUCATED THE YOUNG MEN OF DURBAN, PROVIDING THE FOUNDATION THEY NEED TO JOIN THE ADULT WORLD WITH COMPETENCE AND CONFIDENCE

From his first day of school to the day of his final matric exam, your son will begin writing the pivotal opening passages of his life story. And as Clifton understands that every boy is different, his individuality will be nurtured to allow his story to unfold in its own style.

Through an abiding culture of holistic development, individual attention and care, your son is given the tools to define his identity. Early and ongoing academic guidance and structure create a framework for the inspired and well-rounded gentleman to flourish. From keen academic focus and leadership opportunities to the fulfilment of a variety of sporting and cultural activities, your son will craft daily tales of challenges overcome and victories achieved. Both individually and as a team player, his extra-curricular life at school will mould his lifestyle in the years to come. A customised, forwardthinking curriculum seamlessly integrates with a varied, multi-faceted extra-curricular programme to fill your son’s days with social, studious and sporting passions. With a world of opportunities at his fingertips, he will be given every chance to exhibit his abilities as a balanced, committed young man who can make positive contributions in his community and in his world. As he grows, so will his knowledge and ability. Aptitude and competition are balanced with the ink of humility, as your son writes his days within a value-driven system of ethics and morality. Most importantly, as he looks back on his formative years at Clifton, he will know that he filled the pages with his family – friends, teachers, coaches and mentors. Clifton will be at his side sharing in the experiences and lessons that will continue to drive him through life. We look forward to welcoming you to the Clifton family. Your son’s story is entwined in your own – and we are excited to mark the milestones of his school journey with you and your family.

FOR MORE INFO

031 312 2147; www.cliftonschool.co.za