Andrew Watt – Principal

Responding to life under an extended lockdown

I don’t think that any of us were shocked when the announcement was made that the lockdown would be extended to the end of Term 3. With the current case numbers, it would be hard to imagine a return to on-campus learning by the beginning of Term 4. I do hope, however, that we will have a joyful reunion, in person, and on campus sometime next Term! In our assembly, students were informed that we are in this for the long run, and we need to approach the coming weeks with a plan and a positive mindset. As a first step, students were encouraged to put aside the grumbling, the self-pity, the “what if’s” – and start thinking about how we can make the best of this time; how we can squeeze every good thing from each week.

The temptation is there every day, for students to ‘appear’ for the Zoom section of the lesson and then watch Netflix, engage on social media, or have a snooze. Most of our students have managed to resist this temptation for most of their time online, and that reflects their commitment to not falling behind. We are all aware that home learning is not like classroom learning, where the teacher can keep a close eye on each student and promote engagement in lively discussion and group activities. Zoom sessions cannot fully capture this, and we spend much time each day, alone, at our desks at home. We expect that our students will have the maturity to turn up to online classes on time, to contribute and to complete all work. Those students who may have lost their way a little were encouraged to recalibrate and finish the term with a positive, can-do frame of mind. Much of my assembly address was identifying and managing the biggest challenges facing our students: screen fatigue or boredom; declining level of physical fitness; loneliness, or at least much-reduced levels of social interaction – and finally, increased levels of anxiety, stress, and other mental health problems. Added to this for some, was the stress of sharing home learning with younger, more dependent siblings, and increased tension with parents, who are also working from the home.

What advice can the experts give us?

Michael Grose, founder of Parenting Ideas and leading parenting educator, argues that while there are concerns about the negative impact of physical isolation is having on children’s learning, we should also be concerned about their mental health:

Teachers and health professionals report that the strain of physical isolation is starting to show for many children and young people. Any anxiety and fear they experience is heightened by isolation from friends, lack of access to their usual sports and leisure activities and a lack of certainty about the future.

Grose outlines five key strategies that will help build the resilience and psychological strength that our students need in these difficult times.

1. Maintain social connection: As social beings we long for connection to others and a sense of belonging to groups. While time alone can be restorative, sharing experiences, thoughts and stories with others is essential to your child’s happiness and wellbeing. A framework for social connection includes one-on-one time with family members and other loved ones, having shared family experiences to confirm a sense of belonging, having shared time and experiences with peers from school and the neighbourhood, and a connection with the broader community through shared experience, cause, or goal.
2. Stay in the present: The human mind is restless, taking us all over the place. It can make us feel happy recalling memories of loved ones or happy times and it can also drive insecurity connecting us to events in the past or future that fill us with dread and make us feel anxious. Kids’ wandering minds need to take a rest and settle in the present, stopping their mental chatter, giving them the chance relax. Mindfulness is an essential mental health tool that enables children to keep their minds in the present moment, allowing them to feel safe and secure. A mindfulness framework includes regular mindfulness exercises, doing one thing at a time, using mindfulness during an anxious moment, practising self-kindness and forgiveness.
3. Enjoy yourself at play: Play is critical to our happiness and wellbeing. Borrowing from the work of Dr. Brene Brown, play is defined as any activity that’s fun (therefore highly anticipated), free (that is, self-directed) and involves flow (we don’t want it to stop). Play helps kids manage anxiety and depression as it lifts their mood and is therapeutic by nature. A play framework includes space and time for play, child-initiated activities, a mix of lone play and group activity, some social or physical risk may be involved.
4. Spend time in nature: Recent studies highlight what we already knew – that time spent in natural environments benefits our happiness, our sense of wellbeing and reduces stress and tension. The rejuvenating benefits of time spent in the bush or by the sea may be difficult to acquire during times of physical isolation but walks to the park, spending time under a favourite tree or even bringing some green shrubs inside have proven to be just as beneficial to children’s mental health. A time in nature framework includes management and reduction of screen time, exposure to natural environments in the neighbourhood, bringing the outdoors inside, and spending some time each day outdoors.
5. Check in on feelings: If children and young people are not tuning into their emotions, they are missing a rich vein of information that will assist decision-making, learning and importantly, their wellbeing. It’s relatively easy to tune to into behaviour and our thoughts, but much harder to detect our emotions. The skill of emotionally checking in, developed by Prof. Marc Brackett from the Yale Centre for Emotional Intelligence, helps children and young people to identify how they are feeling at any given time. It requires kids to stand still, close their eyes, take some deep breaths, identify, and give a name to their feeling. This simple habit of checking, once practised and learned, is a wonderful life skill to acquire.

Join me on an exciting tour 

If you’ve recently visited our new Capital Appeal website ourbrightfuture.com.au you’ll notice a sweeping 3D flythrough of our planned new building. It takes you on a breathtaking tour through the expansive spaces including the Leadership Centre, Kindergarten Library (my favourite – it is Book Week after all), the bright, flexible, double- sized classrooms and the much awaited new Primary Imaginarium. The outdoor areas will be filled with interactive play spaces and spots for quiet contemplation too.

This project is not just about bricks and mortar – it’s another step towards creating a school for the future, where the learning spaces support creativity, collaboration, project-based learning and design thinking. It’s about creating an environment to help develop our community’s future leaders, innovators, global citizens and mensches. 

Please take a moment to watch the flythrough with your children who will perhaps recognise a few of their friends inside the building!

Emanuel B’yachad – Emanuel Together

While we may be removed from each other physically, I am looking forward to us being together, virtually, to celebrate our wonderfully supportive and caring community. You will receive an invitation next week to the aptly named Emanuel B’yachad (Emanuel Together) which will tell you more. In the meantime, please diarise Sunday 17 October 2021 at 7.30 pm for a wonderful evening of togetherness. 

An Ordinary Day in Extraordinary Times

JCA and the Australian Jewish Historical Society (AJHS) are looking for families to submit a photo of themselves taken between sunrise and sunset today for their An Ordinary Day in Extraordinary Times project. These photos will be curated by the AJHS to provide a pictorial record of the Jewish community’s daily life in COVID. Please join this historically significant project by submitting you photos by SMS to 0410 689 394 or by email ordinaryday@ajhs.com.au

Quote of the week

“The future is always beginning now.”
Mark Strand – Canadian/American poet