Welcome to Issue 4 of the WISEducation Magazine!
How to support your teenager: Love in action
Wellbeing and the wolves in your heart
The knock-on effect of student wellbeing on teachers
Supporting international boarding student wellbeing with holistic health practices
The complexities of accepting my trans identity in school: A student's perspective
The impact of the pandemic on speech and language development in early years
Three positive psychology based tips for dealing with uncertain/stressful times
Middle leader wellbeing needs to be part of your school strategy
Positively enhancing respect, reflection and collective responsibility of young learners Safeguarding in an international school
Mindfully restoring our schools post COVID-19
Do you feel like you belong?
Welcome to Issue of 4 of the WISEducation Magazine! The aim of the WISEducation Magazine is to discuss topical issues and challenges that affect the wellbeing of our international school communities. We're especially excited to share issue 4 as this marks almost 1 year of the WISEducation Magazine! To date WISEducation has contained over 50 articles from a wide range of professionals, including teachers, school leaders, counsellors and holistic therapists, from around the world!
Connect with Sadie: Twitter: @_WISEducation Connect with Laura: Twitter: @LauraD_PE
Our hope is that we can positively contribute towards providing spaces that help our students grow into globally minded, socially and culturally conscious young people, who are equipped with the tools and resources that they require to overcome challenges, learn from failures, and achieve success at school and beyond. We are incredibly excited to present all of the ideas and projects that fill these pages and would like to extend a huge thank you to all of the contributors! Thank you for tireless dedication and commitment to wellbeing which clearly shines through these pages, and we hope your stories will inspire other people as much as they have inspired us. Thank you for taking the time to read the WISEducation Magazine - your support really means so much! We hope you enjoy Issue 4!
The issue's must-read articles Helen Kelly is a researcher, writer, speaker and consultant in the field of school wellbeing. "Gamified" Between 2006 Exams and 2020, when she retiredCentral from her Homework work as a school principal, Helen led international schools in Bangkok, Berlin and Hong Kong. Through her work as The Positive Principal, she aims to provide practical support for schools to help them to enhance wellbeing and maximise the potential of the whole school community.
The last 18 months have been the most challenging that schools can remember. The impact of the pandemic has really taken its toll on the mental and physical health of students, parents, educators and school leaders. In some parts of the world, the vaccine roll-out and the return to face-to-face learning signposts that the end of the crisis is near, while elsewhere it is hard to know when normality will be restored. My research into the wellbeing of international school teachers and leaders during the pandemic provides evidence of just how demanding the crisis has been for many. 61% of teachers and 70% of leaders say they came close to breaking point at some time during 2020, while 57% of teachers and 67% of leaders feel that work-related stress during the crisis has impacted negatively on their health. Teaching and leading in international schools is a stressful business at the best of times and it would be a mistake to think that unhealthy levels of workplace stress are experienced only at times of crisis. My pre pandemic research from 2017 shows that 97% of international school leaders find leading an international school to be emotionally challenging work, while the ISC Research International School Wellbeing Survey 2018 found that 57% of staff feel emotionally drained by their work half or most of the time.
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While international schools are, on the whole, blessed with highly engaged students, often from privileged socio-economic backgrounds with supportive parents, they also come with a unique set of challenges to be navigated by the school community. The cross-cultural aspects of
The brain is hardwired to notice and emphasise the negative so a positive school culture does not happen by itself but needs to be intentionally crafted. The main components are the development of a shared vision for the whole school community, based upon the common values that they hold dear
international school life brings both opportunities and challenges. In my 2017 research, 72% of leaders said they found working with people from other cultures to be emotionally demanding work while two-thirds found living in a country outside of their
and a focus upon building positive relationships through positive communication.
home country to be emotionally challenging. The transitional nature of the international school community also presents unique challenges for stakeholders. ISC Research findings from 2018 show
need to belong is a fundamental human motivation. Positive relationships are not the soft or trivial aspects of school culture but are the core from which everything else flows. For young children, healthy
that 48% of teachers felt that transition between schools has a negative effect on students, while my 2017 report was filled with stories of headteachers and principals failing to transition well and experiencing high levels of stress and isolation.
development depends on the quality and reliability of their relationships and affects all aspects of their development, while for adolescents, the degree to which their need for relatedness is fulfilled is critical to their becoming successful adults. Many studies also show that the primary factor in building
So, despite their many advantages, international schools need to work hard to ensure that everyone feels supported and included and that stress is kept to a minimum across the community so that individuals can thrive and perform at their optimum.
resilience for children and adults is having caring and supportive relationships within and outside the family.
Most wellbeing initiatives these days seem to focus on managing stress rather than preventing it. During the pandemic there has been a huge need for this but I would argue that moving forward schools need to focus more on developing and maintaining a
relationships within and between stakeholder groups and individuals are lacking. Communication is the key to unlocking successful relationships but most schools have an insufficient focus on developing the communication skills of students,
positive school culture as a pathway to support the wellbeing of the whole community. I am sure that most schools feel they already have a positive culture yet in my 2021 teacher wellbeing survey, only 20% of teachers felt that their workplace culture had a positive effect on their wellbeing. In the 2018 ISC Research report, 30% of staff said they did not feel a sense of belonging to their school; 43% did not feel that their school was concerned about their personal wellbeing and just under a third would not recommend working in their school to a friend. So there is clearly work to be done.
teachers and leaders. Yet many of the key underlying principles of positive communication are universal and can be easily learned. A study by New South Wales Commission for Children and Young People in 2009 showed that what children wanted most from their teacher was very similar to what teachers wanted from their colleagues - to be greeted by name and with a smile; to have others believe in them and value their strengths; to feel respected and have their efforts acknowledged and their opinions sought and to have others support them to feel good about themselves by helping them to achieve things. These simple steps go a long way to creating a school culture that maximises wellbeing for all, yet have these simple things been lost along the way in striving for the academic excellence upon which most international schools build their reputation?
What do I mean by a positive school culture and what are the components of this? A school has a positive school culture when high levels of trust, mutual responsibility and reciprocity are experienced by stakeholders and they feel a sense of belonging to the school community underpinned by a shared identity and shared values. Research shows that for staff, positive school culture brings higher levels of collaboration, improves wellbeing, retention, morale and productivity and reduces incidents of burnout. For students, a positive school culture improves engagement and social skills, enhances self-esteem and leads to improved behaviour, academic success and overall wellbeing.
The first step in improving school culture is to acknowledge the importance of relationships. The
A school will not achieve optimum functioning if the
The issue's must-read articles Rhiannon Phillips-Bianco "Gamified" Exams is a Year 5 Class Teacher and a Homework Central Wellbeing and Mental Health Leader at Junior School Leidschenveen, The British School in the Netherlands. Their Healthy Minds programme was shortlisted for the ISC Research award in January 2021. Find out more HERE. Also, check out
Wellbeing and Mental Health has been a hot topic in schools for a few years now, and it has become even more critical with the impact of Coronavirus. As a Class Teacher and Wellbeing and Mental Health Curriculum Leader, I have been developing a whole-school approach to support student wellbeing since 2018. The timing wasn’t coincidental. I was returning to class teaching for the first time after a lengthy absence due to severe depression and PTSD; I had a totally new perspective on the importance of mental health. During my recovery, I was very well supported by my family, friends, colleagues, mental health professionals and my school. Three and a half years on, I am delighted to say that I have thrived, and I feel that my focus on, and passion for, student wellbeing has been a significant factor in my successful return to work. Knowing I can’t promote wellbeing without looking after my own has reminded me to prioritise my health so that I am best placed to fulfil my role. Furthermore, I have found that constant research and reading about the topic have greatly improved my understanding of
Rhiannon's TES articles HERE.
how daily, micro choices impact mental health. Perhaps most importantly, I have also realised that supporting your class with
Connect with Rhiannon: Twitter: @RhiPhillipsB
their wellbeing has an automatic, positive knock-on effect on your own as a teacher, as well as improved education outcomes for them.
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If your school has not yet put teacher wellbeing
I spent the first forty years of my life believing
at the forefront, perhaps you could try some of these strategies within your classroom – not only will they benefit your students, both in supporting their social development and
that feelings were best kept hidden and that showing I could cope with anything was the only acceptable way to behave at work. It was undoubtedly working with an excellent therapist
improved education outcomes, but I am also confident that they will benefit you. Emotional Literacy.
that taught me to break this habit. However, my daily focus on this crucial aspect of developing student emotional intelligence has also benefitted my own.
The students in our international school come from over forty countries, 70% speak a language
I strive to model sharing my feelings, in an appropriate way, with colleagues and students,
other than English at home, and the majority are multilingual. Being able to name and label emotions is a crucial step in managing them, so we aim to give our students the vocabulary they
and I have found that it comes far more naturally when expressing my own needs. This might be setting boundaries or asking for support when I need it. Feeling comfortable to be upfront about
need in English and their home language. Multilingual emotions charts initiate this, and then we encourage and model, expression of emotions and needs. This may be one-to-one with a student in distress, facilitated for groups or during whole-class Healthy Minds sessions.
what I need to thrive has helped me and has, in turn, had a ripple effect on those around me. There is a genuine culture of support throughout the school, and staff are willing to show vulnerability and share their challenges.
Credit: Graphics by Juan Arias, BSN
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Self-awareness. During our Healthy Minds sessions, students develop self-awareness. They are taught to recognise when they might need a break and what kind of break they may need. It could be because they’ve noticed they are fidgeting or struggling
Furthermore, I’ve found myself making decisions that this ethos has influenced. If I’m feeling down, I do something kind for someone else as I know this will give me a boost and them. I regularly express gratitude both internally and to others, something I would have been shyer about doing before. And I show greater compassion not only to others but
with the noise around them or have a knot in their stomach. As a result, they may take a few minutes
also to myself. We teach our students to be selfcompassionate, and it’s their ability to do so that
in the Calm Corner to use a breathing exercise, have a drink of water and stretch their legs, or reach out to someone for help. Some students have
often reminds me to do so too.
become so aware that they even recognise when the class is restless and let me know that everyone needs to get outside for a Brain Break K (our version of the Daily Mile) or a GoNoodle video. Teaching students to be self-aware has made me more self-aware too. I drink more water; regularly force myself to get ten minutes’ fresh air at lunchtime even when I’m too busy; find a quiet space following a noisy afternoon. Moreover, if the whole class is doing a breathing exercise, listening to soothing music, or doing their Brain Break K, I join in and feel the positive benefits. It’s a win-win!
Walk the Talk. Ultimately, a breakdown and subsequent therapy forced me to reflect and change how I looked after my mental health. Teaching others to look after theirs, too, has ensured that I do so on a daily basis. Wellbeing is not about passing fads or gimmicks. It’s about essential self-care, day in, day out, and setting ourselves up to thrive. And if we teach our students this vital life skill, ensuring we walk the talk, I know it will also greatly benefit us. Even if your school isn’t ready to make this a priority, don’t be afraid to make it a focus in your classroom – others will soon notice the positive impact it has, and the ripple effect will be real!
Fostering Positive Emotions. Our students learn about how acts of kindness, gratitude and compassion can influence their wellbeing tremendously. Through initiatives such as ‘Cool to be Kind’ week, secret complimentgiving post-it missions, Random Acts of Kindness homework challenges and writing in gratitude journals, it’s a theme that permeates throughout the school. Once again, this can be a focus within your class if it’s not encouraged school-wide. The impact of this on me has been two-fold. To begin with, I thrive on working in an environment that oozes kindness and compassion. By encouraging our students to behave in this way, our already thoughtful staff constantly take it one step further amongst themselves. Acts of kindness, a friendly word, a colleague checking in, or an offer of support are the norm in our school environment, and it is a joy to work in such an atmosphere. I wholeheartedly agree with Adrian Bethune, a Healthy Body and Mind Leader, teacher and author, that: “It’s about acknowledging that emotional contagion exists – essentially that moods and feelings are contagious between people” because I have lived and breathed it within my school.
Rhiannon Phillips-Bianco
The issue's must-read articles Dylan is a student and aspiring PE teacher. He is passionate about challenging outdated "Gamified" Exams practices within teaching and making education something Homework Central which is truly inclusive. He is especially passionate about inclusion of transgender and gender diverse students. Connect with Dylan: Twitter: @Dylan1764
The jump from year 6 to year 7 is a huge turning point in everyone's lives. All of a sudden there are a new set of unwritten rules to follow and you’re expected to just adapt accordingly to your new environment. I remember that first day of year 7; stepping into a brand new (all girls) school and having an overwhelming feeling of ‘I don’t belong here’. Secondary school and socialising with new people was already a daunting prospect to me; but when I realised that I’m trans everything became a whole lot more complicated. There was an immediate disconnect between me and my new environment; I always considered myself as a bit different; somewhat of an outsider but someone who also got along with everyone. In fact there are several parts of my identity that stereotypes would deem paradoxical. That one realisation that I’m trans came with so many other things to consider. When will I come out to friends? Who do I tell first? Can I be trans at an all girls school? How do I get on the NHS waiting list? How much will surgery cost? And these were all just initial thoughts; I couldn’t even quantify how many more I have had since that realisation 7 years ago. What I can tell you is that institutions are bad at catering to trans people. Even the gender identity services are unable to provide sufficient healthcare; I was on the waiting list for children's services for over a year before they contacted me… they contacted me to say I aged out of the children's service and I’m being transferred to the adult waiting list. I’m still waiting.
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One thing which I realised, was that no one around me really understood the lengthy processes involved in transitioning; in fact there was even one rumour going around school that I had secretly started the process of hormone replacement therapy (in reality at this point I had not even had a referral to the gender identity services yet). A lot of people assume that it is an easy process and therefore don’t understand the amount of patience and pain coming out as trans comes with. It was so difficult trying to explain my identity and obstacles when I was still discovering myself and yet to learn of how many problems would be coming my way because of it. I’d often try and manipulate my identity to suit people around me; this was absolutely exhausting. Although I had very supportive friends, being trans was very isolating; I noticed a change in conversations around me because they no longer thought it was ok to talk about ‘feminine’ things around me. This unconsciously pushed me to think I should conform to ‘masculine’ ideas as I was no longer allowed to associate with femininity because I had come out. It took me several years to deconstruct these ideas.
Despite the efforts from my school to emphasise the importance of wellbeing, as a trans person I never felt truly understood. They didn’t understand how worthless I felt when I had to argue my case for them to use my correct name and pronouns; or that dreadful feeling every time I heard my birth name. To someone who isn’t trans it might seem like a small thing to make a fuss over but imagine it like this: you go to your friends house a few times a week for dinner and they know you’re allergic to eggs. The first day you go they use eggs in the dish; you let it slide because it was just one time. But then every other day they also use eggs because they keep forgetting. Eventually it becomes annoying and you stop making the effort to go over to theirs because they can’t seem to care enough to cater to you and your needs. It’s sort of like that with pronouns and names; when we are constantly having to correct people it becomes tiring and it feels like they don’t care for or respect us and our emotional needs. A lot of people would get tired of me making such a big deal out of my transness; but I wish they’d realise that was never my intention. In fact most trans people do their best to go under the radar after coming out; but when we’re made to justify ourselves on a daily basis it becomes hard to ignore that our transness plays a huge part in who we are. We have to embrace it whether we want to or not because society won’t let us ignore it. Whether it be in school or on the news, there is always some sort of discourse around trans identities which we simply cannot just ignore.
The issue's must-read articles
Diane Trif is the Researcher in Residence at Marlborough College Malaysia. Her work is focused on helping the College design and implement its wellbeing strategy and measure the impact of interventions across different initiatives within the school. Before coming to Marlborough, Diane earned her Master’s in Applied Positive Psychology at the University of Pennsylvania and worked at a higher education nonprofit organization in Washington D.C. Her passion is helping students and staff build resources that will help them cope with varying life challenges and grow personally and professionally.
"Gamified" Exams
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Connect with Diane: Twitter: @diane_trif and Linkedin
It has been truly wonderful for those able to welcome back students to campus at the start of the new Term. While familiar COVID-19 related challenges continue to test our resolve, international schools are taking all the precautionary measures to ensure the safety of their communities. For those unable to accommodate in-person teaching just yet, the routines of on-line or concurrent teaching are starting to feel a bit more familiar. But the ongoing testing, waiting for vaccines, and switching between online and in-person learning are surely adding to the growing uncertainty and anxiety during this already difficult time. It is important that we continue to care for not only the physical health but also the mental health of all members of the community – including teachers and parents. Psychological wellbeing has been described as a state of both feeling good and functioning effectively. This part of functioning effectively doesn’t deny that often there is great adversity present, but rather emphasizes the importance of having the adequate tools at our disposal to deal with life’s challenges as we face them and respond in constructive and uplifting ways. Positive psychology has some useful insights to offer in times like this. I’d like to share some well researched and useful tools that can help us cope during times of extreme uncertainty and stress. I hope they are as useful to you as they have been to me.
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Put It in Perspective.
One of the worst parts of uncertainty, in fact the one element that is most fear inducing, is the perception that things can always get much worse in any given situation. The lack of predictability about the future causes our minds to automatically want to imagine the worst case scenario. This is known as “catastrophizing” and it is believed to be evolutionarily adaptive, meaning that we cannot always control this impulse. Professor Martin Seligman at the University of Pennsylvania recommends a simple exercise to calm this mindset early on before it hijacks our emotional centre. When we catastrophize, we lose critical energy worrying about the irrational worse case outcomes of a situation. This prevents us from taking purposeful action, while creating high levels of anxiety, decreasing focus, and increasing helplessness. The goal of the “Putting It in Perspective” exercise is to counteract this effect. In The Resilience Factor, authors Andrew Shatte and Karen Reivich describe it as a reframing of our perceptions about how an unknown event or failure will affect us. These are four steps to follow when you find yourself stressed about an unfamiliar situation or outcome: 1. Stay Present. Most catastrophizing happens when we are thinking about the future. Staying in the present is focusing on the situation in front of you rather than on potential outcomes ahead. Catastrophizing is based on fear, not fact. To counter it, think about the facts at hand. Do you know what they are? Do you have all the facts or can you find them? Is there real evidence to support your belief about the future? 2. Think through your worst-case scenario. While it may seem counter intuitive, it is helpful to picture the very worst thing that could happen in order to take away its power. Try to think of the most negative outcome you can imagine. What would you do? Is there a possible future beyond this worst case event? How would you deal with it?
3. Think through your best-case scenario. Now imagine the absolute best-case scenario, making it as detailed and intricate as the worst-case one. If you are being creative, both the best-case and worst-case scenarios will seem highly unlikely. By observing the likelihood of both worst and best case outcomes, you can redirect your thoughts to a more rational perspective. 4. Think about the most likely outcome. Catastrophizing is a type of thinking trap known as “black-or-white thinking”. The trick is to recognize that the most likely outcome is somewhere in-between the two extremes, and then make a plan for how you will deal with this outcome. This is more productive than spending energy on unlikely scenarios. With a realistic plan in place, we are also likely to feel more confident and empowered in our ability to cope. Emotion-focused Coping vs. Action-focused Coping. This exercise is extremely useful when dealing with rapidly changing situations – such as COVID-19 developments – over which we have little to no control. Data shows that there are essentially two types of coping strategies – passive and active coping. Passive coping is allowing the situation to unfold without doing anything, and enduring the negative emotions and results. Active coping refers to strategies that are directed at problem solving, and entails taking direct action to deal with a stressor and to reduce its effects (Zeidner & Endler, 1996). Some examples are solving problems, investing more effort, or seeking new information. Active coping is an adaptive way of dealing with events and an important component of resilience. However, issues arise when solutions and plans are constantly changing due to rapidly evolving circumstances. The pandemic has been hard on so many because the instability has prevented people from being able to plan and problem solve. This is where emotionfocused coping can be of great benefit.
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Emotion-focused coping is a type of active coping that encourages people to focus on the elements of situations that are within their personal locus of control. In low- or no-control cases, this means dealing with present emotions (emotion-focused coping), instead of trying to control the environment (problem-focused coping). Research shows that using an emotion-focused, compared with problem-focused coping style is perceived as more helpful in low-control situations (e.g., Strentz & Auerbach, 1988). Some strategies for changing an emotional reaction to a negative event include using distraction to lift mood, accepting the negative emotions and allowing them to pass through without becoming identified with them, and increasing the amount of positive emotions present through social interactions, laughter, and pleasant moments to balance out the negative effects of the unwanted emotions. Self-compassion. Self-compassion is a validated predictor of well-being and resilience in times of difficulty or stress (Barnard & Curry, 2011; MacBeth & Gumley, 2012). Kristin Neff (2003) explains that self-compassion involves treating yourself with kindness (as you would a close friend) when considering personal inadequacies, mistakes, failures, and painful life situations. Self-compassion comprises the following three components: self-kindness versus self-judgment, a sense of common humanity versus isolation, and mindfulness versus over-identification. Why are we self-critical in times of difficulty? We falsely believe that being so will motivate us to achieve more or succeed - but actually, the opposite is true. When we are stressed and feeling low, criticism can undermine our motivation and then we are not in the best place to deal with problems. When life is stressful, instead of trying to control or fix the problem right away, self-compassion suggests taking a pause to offer oneself soothing words and comfort. Saying to yourself “this is hard” or “this is a moment of suffering” and accepting it – this is mindfulness. Being mindfully aware of personal suffering is critical to be able to extend compassion towards the self. At the same time, it is important to be mindful in a way that prevents getting carried away by a dramatic storyline, something Neff (2003) calls “over-identification.”
The sense of common humanity in selfcompassion means realizing that humans cannot be perfect all the time, that sometimes we fail, make mistakes, or have problems. Selfcompassion connects one’s own imperfect condition to that of the human condition and asks the question “how am I similar to others?” Next time there is a difficult emotion, moment, or experience, Neff recommends acknowledging it and saying one of the following phrases: -
May May May May
I I I I
give myself the compassion that I need learn to accept myself as I am forgive myself be strong.
- May I be patient Below are some guided meditations for times of stress, based on the science of self-compassion: Self-Compassion for Caregivers [Video - 9 minutes] Compassionate Friend [18 minutes] Giving and Receiving Compassion [20 minutes] Affectionate Breathing [21 minutes] Compassionate Body Scan [24 minutes] Loving-Kindness Meditation [20 minutes] Self-Compassion/Loving-Kindness Meditation [20 minutes] Noting Your Emotions [18 minutes] Soften, soothe, allow: Working with emotions in the body [15 minutes] Self-Compassion Break [5 minutes] These are three tools from Positive Psychology which can be used to cope with uncertainty and stress. Of course, some of these exercises may prove easier to do than others. It is important to try different things and choose something that works. Each individual will respond to and grow from adversity in a unique way.
The issue's must-read articles Jess Gosling is a British international teacher currently based in Taipei. "Gamified" Exams She is an Early Years Homework Central advocate who empowers children in her interactions, recognizing their right to agency within play~based, child~centred learning. Connect with Jess: Twitter: @JessGosling2 and Linkedin
I have worked in international schools for the majority of my teaching career, with the youngest of children. The children have always been majority EAL learners so of course our focus is language. But equal to this; my focus is developing the child. By developing the child, I look to help children understand first and foremostly what makes a ‘good’ person. Then I help co-create a collective responsibility for one another alongside a deep and meaningful respect for both adults and peers. I hadn’t realized that this was my super power, so to speak, until I started listening to other colleagues. My mentor during my teacher training asked, “why do you care so much?” which left me a bit stumped. In my first UK school I was observed for PSHE and told my lesson was ‘outstanding’. At my second school, in Egypt, the PE teacher showed absolute disappointment when I told her I would be moving on. She explained she really wanted her child in my class, as the children loved one another so much. She taught our eight Reception classes and she felt my class ‘stood out’.
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I hadn’t thought about these ancient events until recently, as I reflected that for the second year of filling in PSE goals for my class, they are ace-ing all the Early Years intentions in this area. Last year I had attributed it to my ‘easy’ class, they were pretty calm and got on well. Everyone thought so. This year, when the list was read out, eyebrows were raised. As I first worked with my new class, I felt I had a group which were quite mis-matched in personalities. In addition, the language level was very low. Over one third of the class could speak just one or two words in English as they joined. So, I reflected on this new class and what I could do to build their sense of community and respect for one another. I decided I would begin by being more explicit and clearer in my intentions, use
Talk about respect…a lot! We discuss respecting one another in many
stories/puppets to convey concepts and failing that…translate where possible. It was important to create within each child a feeling of ‘self’. I believe it is only when children are aware of their own identity and who they choose to be, they can begin to reflect on their attitudes towards others.
contexts. We discuss the lack of respect behind laughing at a friend who makes a mistake, the last to leave for lunch and telling another ‘you are not my friend’. The children reflect on these points and we look at our emotions chart to discuss which ones they would feel. I hope to instill empathy for one another.
To create a truly reflective, supportive and positive environment I feel teachers need to:
I don’t chastise children for this behaviour,
Always expect respect. Everyone within a school should be greeted, thanked and considered an equal: the cleaner, the co-teacher and the learning support, for example. I draw my support teachers into my lesson, where they are known as ‘teacher’ and often showcase their strengths to the class. I do this also with children. They step up to become co-teachers. As the child co-teacher, we talk about what we would expect from the class together. When I, or another, leads a conversation, the expectation is that children listen and contribute where able. When a child speaks, we all should look at him/her and give them our attention. Should a child distract another, or talk over a speaker, we highlight this. They apologize to the speaker and understand what they have done. This is done in a very positive way and never shaming or condemning.
instead I talk to both parties. In discussion the children have the time to think about their choice. I am a firm believer that children generally do not think through their behaviours when unkind, but are reactive. They struggle with selfregulation and often feel awful about the unkind choice that they have made. Instead, they need supporting and assurance that we are all not perfect and we are allowed to make mistakes. We just try to not repeat them when we can. I address the children as friends. Yup, we are all friends. I know there are a few schools of thought on this but I stand firm on mine. We learn, laugh, co-play and co-construct our worlds together. I am privileged to be part of it. In all, we are part of a lovely community, which constantly reflects, improves and thrives. Very early in the academic year I instill the concept of looking out for one another. I pair and group children together in different ways, so they have experiences beyond their friendship group. Together we decide ‘empathy’ buddies, that are available at playtime should anyone feel sad or lonely. These buddies change every week to give everyone a chance.
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I model everything I preach. Everything. I show kindness, I discuss kindness and I talk to the children with respect. In all aspects I respect their agency. I know the children so well I would never do anything to disrupt their wellbeing instead I constantly seek ways to improve it. You would never see me taking a child out of play to complete a prolonged group activity. I hate how this has become part of some schools’ expectations.
Kindness is CELEBRATED! One of our class ‘rules’ is be kind. Along with tidy up and listen please. Kindness is mentioned, celebrated and discussed ALL THE TIME. By the second term I see children carrying each other’s water bottle, pointing out children who are tidying up well and letting their friend go first in the line. My heart soars when I see this. Conversely, the children are shocked and horrified at stories with themes of unkindness. We discuss how we could change the narrative. I start to filter in little ideas, such as when we look at different cultures and homes, we discuss how different they are but is that a problem? Is it something we need to call out or judge? If a friend does something unkind, they are not named but the issue discussed. The whole class reach a conclusion. Later I talk to the child to ensure they heard the thoughts of the class. Behaviour. I don’t like to have a charter like some teachers and I do not have a negative behaviour system of any kind. Instead, I encourage dialogue. I was really moved by Dr. Mine Conkbayir’s work as it has resonated so much with me. I know there is a reason for ‘negative’ behaviour. It is my job to unpick it and to help heal, not to exasperate a child’s feeling of difference and kill their selfesteem. In the past I have had off-handed comments ‘You’re not strict enough’, etc. on certain children who are seen as difficult. But within my class they don’t feel threatened, they feel listened to and learn how to reframe their thinking and attitudes. Strict does not reform or support a child. It instills fear and compliance.
These are my few ideas. What I love about kindness is that it rubs off. My colleagues bounce back and forth celebrating, showing and discussing kindness. We agree not to take children out of tasks they love, but to respect their learning journey and try to enter into it. We feel collectively responsible for our whole ‘pod’, which is two classes. I do not see my class and my colleague’s class. Throughout our unit there is a genuine warmth and connection, something that can only come about through the principles we teach and practice.
The issue's must-read articles Priya Mitchell is an expert advisor for safeguarding at Tes and a qualified British social "Gamified" Exams worker and mental health practitioner. She has over 20 Homework Central years’ experience working with children and families within a variety of roles including education, social care, youth offending, mental health and counselling. She is Chair of the Abu Dhabi Child Protection Cluster Group, and the Chair of the Abu Dhabi School Counsellor Network, and provides safeguarding consultation to DSLs in other schools. Connect with Priya: Twitter: @MitchellPriya and Linkedin
Prior to relocating to the Middle East, I was a Social Worker/Manager in Child Protection/Children in Care Teams, in London. My job was no more hectic or stressful than other social work colleagues with the endless tasks and adhering to Government Performance Indicators. As a Team Manager, I supported my social workers within Court and Child Protection meetings, as well as holding strategic and statutory management responsibilities. On arrival in the Middle East in 2013, CP within the region was in its infancy; with no Government entities holding CP responsibility. I began a role as a School Counsellor and DSL in a British Curriculum School, and it is in these schools that I have furthered my career. As I prepare to move to work in Vietnam, I reflect on safeguarding within the Middle East International School setting with both its challenges but also its positives.
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Colleagues advised that I shouldn’t try and undertake safeguarding as I would get nowhere. Frustrated and concerned, I questioned how Western trained educators had turned their back on their duty of care and safeguarding to students. A major challenge was a lack of child protection legislation; you practice in the U.K. knowing that if families can’t make changes to meet their child’s needs within a timescale appropriate for the child, there is a safeguarding road map to ensure the child’s needs are prioritised and ultimately met. The challenge, however, became a positive experience as I practised in a more creative way, developing my therapeutic toolkit. Working in partnership with families became very holistic and I undertook more direct work with the children, something social workers undertaking child protection work in the U.K. struggle to find the time to do effectively. As I formed relationships and worked with the families, it became very apparent that they wanted help and lacked information on parenting skills and appropriate discipline measures. Impacting on the parenting task within the region is that for many families child care is predominantly done by the ‘nanny’ who are untrained women, who work as low paid unskilled workers given the responsibility of raising someone else’s child. Often, they do not want to risk the anger of their employer, so boundary setting is not a priority. They often have little knowledge on the importance of a healthy diet, exercise and how to support the children in their care with academia. To elicit welfare change, the nanny needs to be involved as she is the adult who will make most of the changes, however, the power dynamic within the household is often a barrier to elicit change.
The Child Rights Law was passed in 2016, along with the hope it would impact positively on safeguarding practice. Schools were mandated to have a member of staff trained by the Ministry. Whilst the training taught me nothing new, it allowed me to network with like-minded schools and I formed the Abu Dhabi Child Protection in Education group (ADCP) which I continue to chair. The group has facilitated safeguarding discussions, and the challenges schools face, with the Ministries. This has enabled us to suggest improvements in practice as, whilst there is legislation, there is no supportive policy or practice. There are no alternative care facilities for expat families (although orphanages for local children do exist). There is a shortage of support services such as domestic violence refuges, family support services and parenting training courses and those that exist are often costly and inaccessible.
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Ultimately education is the best safeguarding strategy. Strong and transparent safeguarding policies and staff training result in a greater understanding, commitment and application of safeguarding responsibilities within a school community; providing education and guidance for staff and empowering parents to keep their children safe. Student education includes safeguarding training
New legislation has led to an unsurprising increase of CP referrals; unfortunately, the country doesn’t have enough trained staff. 104 CP Specialists graduated earlier this year and are spread across the 7 Emirates and undoubtedly face high caseloads. There are plans to train a much larger number, including English speaking expatriates. The cultural differences are obvious. Understandably, the local population resent Western trained professionals telling them how to raise their children. The Arab nations are proud nations with a rich heritage. Historically they are patriarchal with major decisions being made by the male elders who provide advice and support. A cultural takeaway within safeguarding is how the family takes responsibility when children are at harm. The family will convene and find a way to protect the child (akin to a Family Group Conference), rather than more formal, external structures finding a resolution; this supports the notion that the best home for a child is within their family. Within the Middle East family honour is protected and therefore any possible defamatory comments are illegal. This is not aligned with the concept of sharing child protection concerns making this difficult and confusing. Parents at times exploit this confusion by changing their children’s school to avoid safeguarding concerns. The ADCP has mitigated against this by verbally sharing information between DSLs. However, this is dependent on well trained and knowledgeable DSLs working together.
for student leaders thus conveying the message that their welfare is a priority and staff are committed to this. The safeguarding team are easily accessible and posters of them in key areas of the school help students (and parents) identify those responsible. We use a Team around the Child approach to include teacher, health and social care to implement CP plans for the most vulnerable of our students. This multi agency working ensures a replication of best practice in the absence of statutory procedures whilst awaiting a Government welfare strategy. In the midst of an evolving and challenging CP system, there is a commitment and desire to improve the lives of many vulnerable children. Within the International School community, there are numerous professionals working together and raising awareness so there is ‘amal’ (hope) for a committed outcome.
The issue's must-read articles Andy Williams NPQH worked as a schoolteacher for 28 years, winning the prestigious Teacher "Gamified" Exams of the Year Award in 2000. Until July 2018 Andy was Deputy Homework Central Headteacher at Monmouth Comprehensive School. He is currently researching mindfulness at Cardiff University as part of his MSc in Educational Research Designs. Andy is a qualified mindfulness teacher and a member of a Zen buddhist community in the Rinzai tradition. He recently worked alongside other colleagues in the field of restorative approaches to develop a free resource to support schools post Covid-19. It can be accessed at www.restoreourschools.com
Nobody was surprised when I was excluded from school in my midteens. Issues over abandonment, sexuality and changing secondary schools three times in as many years took its toll on my ability to trust others, build and maintain relationships, and focus attention on my studies. Fast forward twenty-five years and as Deputy Headteacher of a large secondary school in south Wales I was keen to learn from my experiences at school alongside what neuroscience was revealing in regards to relationships being the key determiner of change. As we begin to welcome students and staff back into our schools our children and teachers will have a day to day need for stable, safe and relationally connected environments. The pandemic gives school leaders an opportunity to take a close, honest look at the schools’ capacity for healthy relationships. Do staff and students know how to listen and speak to each other? Do the school’s values bring people together or keep them apart? Is the leadership of the school along with its systems and structures creating the conditions necessary for trust and safety?
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The reflective capacity to change my own life
Neuroscience offers us a new science of human
began when I was introduced to mindfulness and meditation. Mindfulness allowed me to see more clearly how I had been a slave to my emotions – acting on impulse according to the vagaries of my
transformation and much research suggests that mindful practices can have beneficial impacts on brain development. As our understanding of the brain increases so must our pedagogical practices
mood. Tossed about like a bottle on a sea of competing anger and frustration. Harming myself and those about me. Mindfulness allowed me to explore the fleeting nature of my thoughts and
align with these developments.
feelings, and experience being in control through awareness and acceptance. It allowed me to see more clearly the difference between a human
lives of us all in varying degrees, and our vision of what education is can stand to be enriched if we can connect to the therapeutic nature of
‘being’ and human ‘doing’. The key mechanism of action in mindfulness, is to create mental breathing space so that we can start to observe our thoughts and feelings but also remain unattached – this gives us greater capacity to regulate our emotions – which in turn
learning. Whilst there has been much criticism in recent years of this therapeutic turn in education I suggest that recent events have proved that never before has the therapeutic connection been more significant and valuable. Mindfulness in, of and as learning is one such link. Human beings are fundamentally emotional and social
can support the development of a healthy understanding of ourselves and others. Through practising the skill of mindfulness I was able to make more wholesome choices personally, and in turn I was able to have better conversations with my students about the changes they wanted to
creatures, and the role of emotion in learning is highly significant. Any competent teacher recognises that emotions and feelings affect student performance. Learning is not a separate part of our physical, mental and emotional being. Teachers themselves are critical. How they
make in their own lives.
embody emotional regulation is key and mindfulness training helps teachers to become familiar with their minds and bodies, and they are better able to regulate their own emotions and responses which could otherwise hamper their relationships with students. It will help staff and students to reconnect with themselves, their
Mindfulness and education for me are beautifully connected. When teachers are fully present, they teach better, listen more, and ask better questions and when learners are fully present, listened to and valued they learn better. As Nel Noddings highlighted in 2003; "I do not need to establish a deep, lasting, timeconsuming personal relationship with every student. What I must do is to be totally and nonselectively present to the student – to each student- as he or she addresses me. The time interval may be brief, but the encounter is total" ( Noddings and Caring, 2003)
One of the biggest disruptions in educational history has just happened. It has impacted on the
community and their studies in a new way. It is not so much about learning something new as about remembering who we have the potential to be.
The issue's must-read articles Amandine is a Whole School Counsellor at Prem TinsulanondaExams International "Gamified" School in Chiang Mai, Homework Central Thailand.
It can be so difficult to watch your bubbly and talkative child become 14-15 years old and slowly turn inwards and start shrugging, arguing back, and seeming to want nothing more to do with the rest of the family. Yes, pushing back against parental authority and gaining more independence is a fairly normal part of growing up, but it certainly doesn’t make it less stressful or feel less personal when you seem to have lost your treasured connection with your teenager. We want them to talk to us. But they sometimes don’t. And it can seem like the more we try to have those conversations, the more it backfires. So what, if anything, can help our relationships with our teenagers at home? I spent some time interviewing teens and asking for their feedback. Specifically, I asked them: “What can parents do so you feel supported and cared for?” Here’s what they shared.
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When I’m down, I feel connected when
I’ve enjoyed going out with my dad, just
you cook my favourite meal.
one on one. I love my mom but dad is usually more understanding and easier
I love it when you keep my favorite
to talk to. So having time just the two of
snacks in the home.
us, feels quite special.
If I’m struggling with focusing/studying
I’m a boarder and sometimes, my
at home, ask if I’d like to go study at one
parents just send me a message to tell
of the study cafes and offer to drive me
me something that reminded them of me
please.
and let me know they’re thinking of me. They don’t ask that I call them back so it
Offer me choices so I have a say.
doesn’t feel like there’s any pressure, just a nice message that let’s me know
Little gifts or unexpected surprises (it
they care.
could be a bag of my favorite candy) remind me that you’re thinking of me.
I appreciate it when my parents just listen and tell me they trust me or they
I am grateful when adults show curiosity
remind me of my strengths in a
about the things that matter to me.
situation. That’s so much better than when they tell me what I should have
I love it when my mom and I have rearranged my bedroom together. It sometimes lifts my mood when the bed and furniture are in a whole new place and I love that feeling of cooperation we have when doing it. Connect with my feelings instead of my actions. If I make a mistake and I feel sad, talk to me about my sadness. If I’m stressed about grades, talk to me about my stress instead of my grades. Please accept that I need time on my own, or with my friends and girlfriend/boyfriend. And unless these activities become dangerous, giving me that time is very supportive in itself.
done or how I should handle a situation. It’s a lonely experience raising a teen at times, but overall, students shared that they appreciate their parents so much, even when they can’t say it or show it. It might feel like the connection is broken, but even when they sigh and pretend that they don’t care, the secret is that they are still paying attention to what you’re saying and doing (so don’t give up!). Small acts of kindness can go a long way! Picking something up at the store, sending a care package for a teenager in boarding, stroking her back whilst watching a movie, sending messages that don’t necessarily ask for a response, saying “I love watching you do what you love”, using activities (like walking, basketball, going to the mall, driving together) as opportunities for a nopressure check in, letting them overhear you bragging about them a bit, are all great ways of boosting your relationship. And if you’re worried about them, know that sometimes, even though we wish they could talk to us as parents, our children might need to reach out to someone else instead. Helping create those opportunities for them to spend time with other adults, access counselling, etc is simply love in action.
The issue's must-read articles Amanda Kiat is the Elementary Vice Principal at The International School of Macao. "Gamified" Exams Originally from Canada, she's
A few years ago, I stumbled upon a video on Happify.com that I shared with our students and staff at assemblies. In the story, an elder explains to a child that we all have two wolves living in our hearts. One wolf (the red wolf) is full of resentment, anger, jealousy, and self-centeredness. The other wolf (the blue wolf) is the opposite. He’s full of benevolence, love, compassion, service, and grace. The two wolves are continually trying to gain power over the other in our hearts. In the video, the child asks, “Which wolf will win?” And the elder simply replies, “Whichever one you feed.”
Connect with Amanda:
As educators, we are continually teaching our students how to handle the “red wolf”. This wolf always exists in each of us (adults and children alike) and is longing to be fed. It’s the voice inside us that tells us that we need to look out for ourselves. It tells us that we are the only person that matters. The red wolf says that no one else is as good or as important as we are. But luckily, we each also have that blue wolf living inside of us too. That wolf is the one who tells us to remain positive, to look for the good in each day and each other. That wolf puts others before themselves and approaches life with a
Twitter: @amandakiat and Linkedin
servant’s heart. That wolf knows how to accept and love other people. And that wolf, thankfully, is longing to be fed as well.
Homework Central lived and worked in Macao, SAR China the last eleven years. Amanda's professional
passions include mentorship, PLC work, literacy leadership, and staff and student wellbeing.
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We teach our students to acknowledge the red wolf, to pay attention to red wolf feelings, and think about why we feel that way. We calmly pay
Here at The International School of Macao we have
attention to the angry wolf but keep the blue wolf as our peaceful guide.
also strived to make staff wellness a priority, and encourage staff to feed their ‘blue wolf’. Several years ago we established a Wellness Committee with the mandate ‘to support the pursuit of
So, what can we do to ensure we are only feeding the blue wolf? Here are five “blue wolf
optimal physical and mental health and a wellbalanced lifestyle of employees, by providing knowledge through education and awareness, and
feeding tips” that we teach our students (but are also good reminders for us as adults). 1.Surround yourself with blue wolf people. There will always be people who let their red wolf dominate their lives; respectfully distance yourself from them. It is often said that we become like the five people we spend the most time with. Think about five people you most admire and spend your time with them. 2.Count your blessings. A global pandemic has made this very difficult lately. We are engulfed in uncertainty and surrounded by troubling news. Many people in the world are unable to see the people they love most. This is stressful and unsettling. But, the blue wolf inside us helps to
by motivating staff to choose healthier and balanced lifestyles.’ Our Wellness committee does a wonderful job of organizing events to help continue to build a sense of community by making sure that there are opportunities for connection. Some of the events that our wellness committee coordinates are monthly dinner clubs, opportunities to exercise, high teas, paint nights, and Canadian Thanksgiving. Now more than ever, staff wellbeing needs to be a priority and here are a few ‘blue wolf’ changes that we’ve made this year as a result of the pandemic : 1.Every staff member has been given extra money
remind us that there are still blessings every day. We just have to acknowledge them and focus on them.
in their health spending account. This can be used for counseling, gym memberships, massages etc. Each staff member can decide how to use the extra resources depending on their personal wellness needs.
3.Take ownership and learn from your mistakesI often say to students who end up in the office that “it’s what happens next that matters most.”
2.We have provided counseling contacts in Macao
Sometimes the red wolf will win...but it is genuinely what we choose to do next that matters. Will we learn and grow? Or will we continue to feed the red wolf and make the same mistakes repeatedly? It shows great strength to be vulnerable enough to say that you made a mistake and you will do better. That strength is the blue wolf, helping you become a better version of yourself 4.Do something every day to make someone’s life a little better, and, if you really want to feed the blue wolf: do it anonymously. The red wolf wants everyone to know that you did something nicethe blue wolf doesn’t. 5.Work on trying to improve yourself and grow every day. Rumi said it best: “Yesterday I was clever, so I wanted to change the world. Today I am wise, so I am changing myself.”
and Hong Kong (as online options) for our staff in an attempt to put them in touch with appropriate therapy options. 3.We have also encouraged our staff to take mental health days whenever they need to this year, and recently we have included a mental health day as an option when staff book days off. Our staff are encouraged to use the day to recharge in whatever ways will best contribute to their own personal wellness. 4.Every year our teachers are expected to run extra-curricular clubs for students after school once per week. This year we have paused these clubs. So, what’s next for our school in regards to wellness? A lot! We are committed to ensuring our staff are well...because that is what is best for our students!
International schools are busy environments.
The issue's must-read articles
Boarding schools are incredibly busy places.
"Gamified" Exams
I have been working in schools since I qualified as a teacher, gaining my PGCE in 1992, in international schools since 2007 and in international boarding schools since 2009.
A qualified UK teacher, Niki has worked in international education and boarding schools for over 20 years. Passionate about physical, mental and emotional well-being, she created Shine Sparkle Radiate to support women and girls to feel empowered, bold and bright through holistic therapies, coaching, retreats and workshops inspired by the mental health challenges of her daughter. Having been a boarding house parent, Niki is currently loving her role as house aid in a senior boys boarding house at Aiglon College, Switzerland, teaching yoga classes to staff and students.
Homework Central
Connect with Niki: Linkedin
Students and staff in boarding schools are extraordinarily busy people. Time to rest, recover and relax is scarce yet necessary for balance, holistic health and well-being.
It was in Hampshire some 20 years ago that my interest in holistic health, complementary therapies and alternatives to allopathic medicine was sparked. As a shiny, bright eyed young teacher with a desire to “help”, I moved from a mainstream Primary class to an EBD (emotional, behavioural difficulties) special school. A school where boys who had been excluded from other schools and no one had a clue what to do with them, were placed as a last resort. Wanting to make a difference and improve their chances in life, I acted as a dehumidifier for their anger, frustration and trauma. I tried to heal broken attachments and give them a better childhood.
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It was here that I hit my rock bottom having been injured in the literal fallout of a fight (a chair thrown from close range) between two of my students and with a dislocated shoulder, time off school to recover and a growing feeling of impuissance, I refused the anti-depressants; the only solution offered by my GP, and fell in love with reflexology. It was one of those taaa dahhh, mind blowing realisations when your life and whole reason for living changes. I had weekly reflexology sessions and for those who are not familiar, it is a therapy similar to acupuncture minus the needles. Reflex points corresponding to organs and systems in the body are stimulated by the finger and thumb movements of the practitioner. I then discovered massage. Then energy healing. Then counselling and coaching. The more I experienced the benefits of these socalled “alternative practices” steeped in history, the more I wanted to learn so that I could help others with their physical, mental and emotional health. I was skipping along my path to self discovery and avidly training at weekends. Firstly I completed diplomas in anatomy and physiology followed by reflexology, reiki, indian head massage, hot stone massage, baby massage teaching, holistic birth and doula training, MBSR mindfulness and more recently becoming an NLP and EFT (tapping) practitioner and 300 hour restorative yoga teacher, having spent 6 weeks in an ashram in India.
In 2021 equipped with this bursting bag of holistic tools, I am able to support my colleagues and the students I work with in my pastoral role as House Aid in a boys boarding house of a renowned British boarding school in the glorious Swiss Alps. Wellbeing in an international boarding school is paramount. Our students come from diverse backgrounds, cultures and countries. Many are experiencing their first extended stay away from families and the familiar. Many are sharing a bedroom with other students from another country that they have never visited and know little about. As house aid supporting the houseparents, my role is key in helping the students settle in, find their feet and to be in the best possible place physically, mentally and emotionally to learn and grow. How using NLP techniques can help. I am a present and informal listening ear in the house. When not answering emails, organising Dr appointments, giving medication, or checking bedrooms for tidiness, I “hang out” in the Common room at breaks and lunchtimes to be available to the “chaps” if they want to share anything or ask advice. I often use NLP techniques to support the boys and one that is extremely useful is Six-step reframing. It helps to shift a view from a particular problem, event or person so that they can see the situation from another perspective, and to create opportunities to find an alternative, acceptable solution.
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Sometimes I simply ask one of the boys who has shared an experience with me that he is finding difficult, “how else can you view this?” or “what
After years as a yoga student and having trained with the teen Yoga Foundation, I was encouraged to introduce teen yoga classes whilst teaching in
are some viewpoints that a friend might have here?” When we look at something we consider a problem from a different alternative view we can
Barcelona. Starting class with a check in to ask the students how they are feeling on a scale of 1 to 10, it is satisfying when a sad, grumpy or
distance ourselves from it and it feels less threatening. Another reframe I have been able to use is to remind a student that thoughts aren’t facts, and to identify and change the extreme language
wired 15 year old says as they are leaving, “I felt like a 3 when I arrived and I now feel like a 9”. Each session meets the group where they are at in that moment. Through the practice of asanas, pranayama, shavasana topped with a sprinkling of journaling, affirmations, mindfulness,
sometimes used. For example, when a student says “ I am useless at maths problems and I can’t do it” I help them to see that this is an extreme interpretation of a current problem they are facing and we can compassionately downgrade “I’m useless at…” to “I’m learning how to solve X and I haven’t finished learning YET”.
visualisation or self-massage, students move out of the fight, flight, freeze state of the sympathetic nervous system and into the restorative state of the parasympathetic nervous system. The word yoga literally means “union”. On the Government of India website Dr. Ishwar V. Basavaraddi explains “As per Yogic scriptures the practice of
YET, is my favourite word in so many situations and has the ability to diffuse a sticky situation or negative self-belief so that it becomes a positive learning experience.
Yoga leads to the union of individual consciousness with that of the Universal Consciousness, indicating a perfect harmony between the mind and body, Man and Nature”. Gazing out of the house duty office window at the
The benefits of Yoga in a busy boarding school. Yoga is becoming increasingly mainstream in schools, especially in the UK thanks to the continued work of the Teen Yoga Foundation. It's woo woo or middle aged mum burning incense whilst chanting OMMMM image is shifting to a more scientifically trialled stress busting lifestyle.
snow-capped mountains, and smelling the rich cheese fondue odour coming from the nearby school restaurant, I am grateful for the holistic tools I have gained over the years to support the students in my care and my hard-working colleagues.
The issue's must-read articles Carol has over 30 years experience in the Early Childhood and Primary sector, "Gamified" Exams and consulting and
Homework Central management in the UK and Internationally. A highly qualified and experienced
professional in all aspects of Early Childhood and Primary Education. Her goals are to focus on educational research, pedagogy, the role of educators, and building strong relationships with peers, educators, children and families. Connect with Carol: Linkedin
In our education group we have over 125 schools globally and we have noticed a significant increase in children’s delayed language and speech development in Early Years. During the pandemic we have also observed a change in children’s social and emotional behaviour, which has caused anxiety in many children after being at home for long periods. Research has shown that many early years children have been affected during this lockdown period, and there has been growing evidence demonstrating that there has been a major impact on young children’s communication and language skills. A report by OFSTED in November 2020 (COVID-19 thematic series November 2020) has shown that from the 208 registered early years providers and nursery schools, many children left Early Years settings when the national lockdown restrictions were introduced and have not returned back. All of the 208 settings that took part in the research have said the pandemic had significantly impacted learning and development of children who had left and subsequently returned. One of their main concerns was that in terms of the children’s personal, social and emotional development, children who returned appeared to be less confident and more anxious.
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This report also showed that many early years providers are fully operating but have fewer children due to a decrease in demand as many parents are working from home. Providers have found that they needed to focus on language and communication because they noticed that children were now less likely to start a conversation or comment on things during play. As a result there are some providers who are doing extra language work with children who speak English as an additional language due to the fact that their English language development has fallen behind. There has also been a change in the way that these providers communicate with parents during pandemic as they are no longer able to have face to face physical contact nor are parents able to enter the facilities. This has posed many challenges as they now have to communicate through social media, websites, zoom, whatsapp and various other applications. They are also having to use the telephone to communicate a lot more than they had to previously to discuss their child’s progress and development. One noticeable area is the fact that many SEND families and their children did not receive any desperately needed additional support during this lockdown period as these services were closed, and many providers are now concerned about the impact of this on the children’s longterm development and progress. Due to the pandemic many early years providers had also reported increased delays in accessing support for speech and language therapy for both existing cases and new referrals, and as such there have been many children with SEND needs that have not been receiving consistent support at home. In our experience some children’s speech and communication skills in particular have been deeply affected.
Paediatricians are also noting developmental delays as well as potential long-term health consequences. Paediatrician, Dr. Michelle Aguilar, noted that children are not getting the same level of cognitive and social stimulation that they would normally get from being outside of the home. In a recent BBC article, data from 50,000 pupils across England showed that a significant number of 4-5 years old with more than 20-25% of pupils needed help with language and communication skills compared to the previous year. This undoubtedly could have long-term impacts on their learning. In addition, as a result of lockdown measures, many children have had little or no contact with grandparents and family members due to social distancing, they have had no play dates, and the wearing of face coverings in public have left children less exposed to experiencing people having everyday conversations. These social experiences are essential for children to increase their vocabulary, communication and language skills. Further, a staggering 63% of Health Visitors who are responsible for checking the development of babies and young children were redeployed and many children have therefore missed out on important milestone assessments. As a result, the UK government has stated it will be investing 18 million pounds to help account for the deficit in learning experiences caused by the pandemic. A child’s first three years of life are critical to their development and only time will tell what the long-term damage will be to the large numbers of young children who missed out on key services.
The issue's must-read articles Laura Linklater is an emergent leader mentor, specialising in psychological wellbeing and "Gamified" Exams Soulful Leadership skills. She is
Homework Central based in Ho Chi Minh City, Vietnam.
Connect with Laura: Instagram: @soulfulschools and Linkedin Website: http://theafterconsulting.com
Investing in your middle leaders’ wellbeing and interpersonal skills is your fastest way to improve student and staff mental health. “The responsibility of a company is to serve the customer. The responsibility of leadership is to serve their people so that their people may better serve the customer. If leaders fail to serve their people first, both customer and company will suffer.” Simon Sinek Words of wisdom on supporting leaders and employees in the industry workplace are abound. International schools – where parents exchange substantial sums of money for their child’s educational experiences – hold a unique status as profit-making endeavours and hubs of young person development, learning and inspiration. Arguably, all independent schools straddle that line between educational provider and business venture. Even when registered as a charitable entity, independent schools have stringent financial obligations.
JUNE 2021 | ISSUE 4 | PAGE 32
Delicate Balance. Many headteachers, like Howard Tuckett of Wycombe Abbey School, Hong Kong, make a point of keeping financial considerations completely separate to the educational workings of their schools. Of course, teachers must be aware that success in the classroom is ultimately what keeps the school open, but Tuckett is clear that quality first teaching should be the only true consideration of any teaching and support staff. Tuckett maintains that for his school leaders and teachers, being a part of a business organisation should not be a consideration when it comes to the quality of their performance in their role. School staff are at once part of the unique flow of the educational establishment - set up and run for the betterment of child and young people’s potential – and part of a money-making enterprise.
To address these environment-related issues is to affect good management in all schools – state, independent, international, charitable status, business, standalone or part of a larger parent organisation. Investing in the wellbeing in a meaningful way is, simply put, investing in the needs of your staff. It is providing them with the time and the resources to become psychologically whole – fulfilled and calm both within the workplace and outside. It is the teachers who understand how to handle stress, the importance of meaningful self-care (not a bi-annual didgeridoo workshop) and keep their body, mind and spirit strong, who feel safe in their workplace. These are the people who are empowered to seek support and clarification when needed. These are the teachers and leaders who flourish. Working in education is not for the faint-hearted. It is as demanding as it is fulfilling. Why invest in middle leaders specifically?
Why then, are schools so seldom taking lessons in staff support from successful businesses?
I invite you to consider the unique impact of the role of the middle leader.
The wellbeing tickbox. Wellbeing programmes in schools can range from the intentional to the drab to the downright
Unfortunately, it often becomes most apparent when a failure in support has occurred and untrained leadership has caused damage.
laughable for the sake of meeting a tick box. One particular school holds ‘wellbeing afternoon’ once every two years. All staff get to play the didgeridoo or do a single free yoga session provided by a local studio. Then it’s back to work
We have all heard analogies of pressure and undesirable energy flowing downstream from senior leaders to middle leaders and then to the teachers. This affects the way all staff feel, and the way teachers interact with their students.
as per usual the next morning. So much more. When reflecting on the sources of teacher anxiety, Tuckett describes many as being fearrelated. Worrying about poor results; knowing how to deal with certain students’ behaviour; fretting about personal interactions with colleagues; confusion about expectations within their role; and not trusting that middle and senior leaders would support them. This is before adding in personal home-life circumstances, such as relationships or sick family members and such.
The mark of a quality middle leader is not merely their ability to update the attainment tracker and give observation feedback. Nor is an inspirational class teacher automatically a responsive middle leader.
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The people skills, emotional resilience, understanding of their role as the engine of the school and the compassion of middle leaders are crucial in creating a positive ethos and uplifting undercurrents in your school. Wellbeing plus skills = successful leaders. Leaders who have taken the time – or been gifted it by senior leaders who truly understand the needs of those stepping into educational leadership – are inspirational to work with. To examine their limiting beliefs, heal the roots of the psychological barriers to accessing their voices and to be shown how to take Radical Responsibility for their own growth – this is to become a visionary leader. Such lucky middle leaders to benefit from this investment feel the fire of their vision. When they come up to contract renewal, they reflect ‘I’m not done here. I have my vision and this is the place to further it.’ Such leaders feel the adventure to achieve great success for your students and to change the world through inspiring the next generation. Isn’t that what it’s all about? When the backbone of the school is strengthened from the inside out, MLT so effectively supports SLT. Class teachers and other staff have their interpersonal needs met with compassion, competence and ease. The entire organisation is strengthened. The finance team is pleased that the school isn’t spending so much on annual recruitment and is able to turn its attention to developing the talent you have within your walls - or expansion. The skills a middle leadership team have learned through wellbeing and Emotional Intelligence training enable them to discharge their own teaching duties to a higher level and to better support their teams. Class teachers who are better supported in the workplace are more able to manage their workload and general stress levels. Those who are emotionally supported by effective, nurturing, soulful leadership do not feel the pull at the end of their initial contract period.
Psychologically strong leaders support your teachers to inspire and elevate their students to achieve more than either party ever believed was possible. Wellbeing truly is not the add-on. It is the foundation. Dare to dream. What would it be like if in your school, magic flowed down the chain of seniority? How would your leaders walk down the corridor, if you invested in their healing, taught them the skills to recognise needs and elevate their colleagues? How would your children and young people behave if they felt fully seen and respected for being themselves? If their class teachers and school leaders knew not only how that feels but had the skills to invoke this in their students? It’s an open secret in the world of coaching: whole people achieve more. So why is this not common practice in schools? Do you not think the parents would be interested? It’s high time international educators own their space as service providers and start investing in their staff just like the titans of industry.
We all want to belong.
Dr TheKelly-Ann issue's Allen must-read articles Dr Kelly-Ann Allen, PhD FAPS, FCEDP is an Educational and Developmental Psychologist, a "Gamified" Exams Senior Lecturer in the Faculty
Homework Central of Education, Monash University, and an Honorary Senior Fellow at the Centre for Wellbeing Science, University of Melbourne. She is also the co-director and founder of the Global Belonging Collaborative and Editor-in-Chief for the Educational and Developmental Psychologist and Co-Editor in Chief of the Journal of Belonging and Human Connection.
Imagine for just 1 minute that you have found yourself in a room, on your own. There are no windows, there is no furniture, and there are certainly no people. The room is stripped down to nothing. The floor is exposed, the walls are bare. There is nothing in the room but you and the clothes you are wearing. You stop whatever you are doing and try to clear your mind. What is the first thing you think about? Chances are you think about someone you know—another person. That is because, when we are seemingly at rest, our brains work in the same way they do when we are engaged in interacting with other people. This occurrence is explained by something called the default mode network [1]. The default mode network is a large brain network that becomes active when our brains are not focused on anything in particular. Researchers now understand that the default mode network can still be active even when we are engaged in other tasks. It enables us to think about others, our self, and our past or future. The default mode network reflects our need to belong and interact with others.
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Even though we sometimes want to be alone, most of us strive to connect with other people—to fit in and to belong. Have you ever eaten something you did not like, to avoid offending someone? Perhaps it was your Nana’s home-cooked tuna mornay? Have you
If you feel like you do not belong, you are not alone. In fact, if you look around the average classroom, at least one in every three students would not feel a
ever stopped yourself from doing something because
belonged at their schools, 29% of them said they did not feel that way, and this percentage has been steadily increasing since 2003 (Figure 1). Feelings of
you knew that it would be met with judgment or disapproval? Like singing a favorite song out loud when it came through the speakers at your local supermarket? Have you ever been unsure about a particular situation and looked around the room to see what other people were doing? Perhaps it was an activity at school or in a new country you traveled to? The reason why you might have decided to “go with the flow” and hide your real feelings or wants is because of the natural urge to belong and fit in. What is belonging? A sense of belonging has been described as one of our most important needs [2]. In fact, belonging
sense of belonging [6]. When some researchers asked students if they recently felt like they
not belonging and loneliness are a part of the spectrum of human emotions. There is nothing wrong with feeling these things. We all move through different waves of belonging, especially at school. Some days we may feel more connected than others. Some days we may feel lonelier than others. Your feelings of belonging may sometimes be high, and sometimes be low, and sometimes they may fall somewhere in between. Belonging is a unique experience and my own research has found that there are a lot of things that can influence it [7]. The main point here, however, is that feelings of not belonging can be temporary. They can be changed.
means that you feel accepted, included, or a part of something else. People can feel like they belong to a school, a friendship, a sporting group, or even a classroom [3]. And we know two things: belonging feels good, but we tend not to realize this until we miss it. But what does belonging feel like, exactly? It is hard to say, but we know that the feeling of not belonging can feel like physical pain for some people, like jamming your thumb in a car door or burning your finger on a hot stove [4]. Not belonging can be linked to feelings of worthlessness, self-doubt, isolation, and sadness. It can affect your relationships with others and even your grades. Belonging is important and can be experienced differently by different people. Because many young people around the world attend school, schools are a primary place for most young people to feel a sense of belonging [5]. Many students do not feel like they belong at their schools.
Figure 1 - Percentages of students who do not feel a sense of school belonging for the years 2003, 2012, 2015, and 2018. More and more students are not feeling like they belong in school, according to the Organisation for Economic Co-operation and Development (OECD) [6].
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The importance of belonging. When students feel that they belong, they are more likely to get good grades and otherwise perform well in school. A feeling of belonging also positively affects students’ psychosocial functioning, meaning their ability to perform daily activities and interact with people around them. Research has found that a sense of belonging is an important factor in students’ motivation, and how they cope and learn in school. A feeling of belonging fosters positive attitudes toward learning, improves well-being, and improves your confidence in your ability to do well in school. Additionally, a high sense of belonging is related to less misconduct in school and more positive social relationships [7]. Everyone has a role in helping other people to belong. There are lots of reasons why other people may not feel like they belong to your group of friends, to your school, or to another group you may be involved in. It is important to remember that “belongingness can be almost as compelling as the need for food” [2]. That means that nearly everyone you know will want to be included and feel a sense of belonging—even your teachers, parents, and caregivers. What can you do to help others belong? Research has found that there are many things that can influence a sense of belonging for young people at school and these things can be found within school and outside of school (Figure 2). Some of the most important factors stem from the relationships young people have with parents, teachers, and other students. Building strong and healthy relationships with the core people in your life will help create a sense of belonging. Young people who feel close to and supported by their friends, in terms of both schoolwork and personal issues, are more likely to feel like they belong at school. One of the most powerful predictors of school belonging is teachers. When young people feel liked and cared for by teachers, and think their teachers are likable and fair, they are more likely to report feelings of school belonging. Young people with parents who support them at school, who have positive conversations with their kids about school, and who take an interest in their kids’ education have also been found to feel high levels of school belonging. Parents also have a role to play in helping their kids maintain regular school attendance and participate in school-sanctioned events, which also helps kids have good feelings about school.
Figure 2 - There are many factors that can influence a young person’s sense of belonging, including their personality, social groups and family, school, local community, natural environment, culture, and even the broader issues surrounding the planet, such as climate change. This figure shows that these influential factors can blend together, much like the colors of a rainbow. This figure also shows that a young person’s sense of belonging can waiver between high and low. Adapted from Allen and Kern [8].
Interestingly though, it is not just other people who help with belonging. You can help with your own sense of belonging as well! Young people who are resilient (able to bounce back from problems), who can cope well with challenges and stress, and who are flexible and adaptable are in a good position to feel a sense of belonging. Young people who are happy and have good mental health are more likely to feel like they belong. And there is one more thing that might surprise you. Those students who are motivated at school, who see a purpose and value in learning, and who have good study habits also feel like they belong at school. To summarize, peers, teachers, parents, mental health, personal characteristics, and academic motivation are some of the building blocks of strong school belonging that can be found in the scientific literature. As I am sure you will agree, we can see from these findings that there are many things that can be done to help improve the sense of belonging for young people. What can schools do to increase a sense of school belonging in students? We know from our own research that most schools want their students to feel a sense of belonging [7]. Some schools have even made great strides to create an improved sense of belonging in young people. However, there is little research evidence available that has examined which programs and interventions are available to schools and whether they work. We do know that teachers who take an interest in getting to know their students, who find similarities with their students, and who are available to support students personally and academically are doing a number of things to support a sense of belonging in their classrooms (Figure 3). Interestingly, a teacher’s sense of belonging in school has also been found to predict a student’s sense of belonging in school. School leaders who take an interest in the staff’s feelings of belonging are also helping students to belong. Creating a culture of belonging is therefore something that everybody has a role in.
Thank you to all of the contributors for taking the time to write their articles and for you the reader for checking out the fourth issue of the WISEducation Magazine. If you are interested in contributing an article for the next WISEducation Magazine in September then please send an email to sadie.wiseducation@gmail.com. You can also check out more articles at wiseducationblog.com