Whether at home, school or work, young people learn and achieve more when they feel positive and supported.
“Student wellbeing and high academic performance are mutually reinforcing,” says Nathan Chisholm, Deputy Principal – Wellbeing at Haileybury.
Nathan commenced at Haileybury this year and brings to the role 15 years of experience leading schools. This includes being Executive Principal of Prahran High School, where he led the establishment of one of Victoria’s first city vertical secondary schools.
“We know that sustained academic excellence is nurtured in environments where people feel safe, supported, challenged and connected, where high expectations are deliberately combined with strong relationships and high care,” explains Nathan.
Conversely, if children feel uncomfortable or unsupported they can struggle to learn, remember and stay calm.
“Our understanding of neuroscience confirms that if a child or young person experiences psychological or emotional threat, the brain’s stress response system activates, diverting cognitive resources away from the prefrontal cortex. This is the area of the brain responsible for reasoning, problem-solving and higher order-learning,” says Nathan.
Strong relationships, predictable routines and calm, consistent expectations help create the best conditions for children to relax and be truly open to learning.
“True wellbeing is determined by the quality of relationships we form and the security our relationships provide for us. True wellbeing at school is lived out when each student knows that they are safe, known and cared about,” says Nathan.
There are lots of simple ways parents can use what we know from neuroscience to support children’s achievement and growth in positive and encouraging ways. Some of these are listed below:
1. Help children to see mistakes as learning opportunities
Normalise making mistakes. Help children to approach mistakes from the sense that they are a normal part of life and help us to learn. It is important to empathise with a child about how making a mistake might make them feel, but also important that they understand that mistakes should not be something to catastrophise or dwell on.
2. Prioritise time off screens
Help your child to have breaks from screens to enjoy interacting and forming relationships with their friends, family and carers in ‘real life’.
For more information see the Raising Children Network’s guidelines on screen time for different age groups.
3. Prioritise play time
Playtime and socialising allow children to learn while building their sense of wellbeing. It also helps children build skills such as how to interact with others, problem solve and build relationships.
4. Have predictable routines
Whether it is school pick up or bedtime, predictable routines can give children the certainty and reassurance of knowing what comes next. Knowing what to expect, or having advanced notice when something will change, helps to promote calm. Being calm will also assist children to interact with others more easily and effectively.
5. Set consistent expectations
Similar to having predictable routines, children feel more comfortable when they know there are clear expectations. For example, a rule that screen time can happen after homework has been completed or the dishes have been washed, allows children to understand what they need to do while also fostering a sense of responsibility.
6. Read with your children
Reading with young children is critical for developing literacy skills as well as being a fun activity to bond over with each other. Reading time does not need to just include reading, it can also include discussing the content and storylines in the books as well.
