6 Tips for Managing Your Priorities at Work

Priorities, priorities, priorities… They’re a priority. 

As an educator, working out which hours can be allocated to engaging with parents, planning your lessons, managing school events, and (let’s not forget) empowering your students can be incredibly stressful without a set plan. 

Here are our top six tips to managing your priorities at work: 

1. Understand what your priorities are:

It’s time to accept that there are only so many hours in the day. So, start by identifying the urgent tasks on your to-do list and put them front and centre. To set yourself up for success, write out your game plan either in the morning or in the evening before you go to bed.

Bonus Tip: Tackle the biggest things on your list first. Completing and crossing off a big task releases serotonin, creates a sense of achievement and motivates you to power through the rest of your day more productively. 

2. Practice self-awareness and honesty: 

When creating your daily list of priorities, be honest with yourself about what is achievable. It’s always good to set challenges for yourself. However, setting unrealistic goals will only lead to disappointment, which will negatively impact your productivity.

3. Be flexible: 

As we know, life has a funny way of presenting you with more than you bargained for sometimes. This means you need to leave some wiggle room for when unexpected circumstances intrude on your routine. When a situation arises, assess its urgency and fit it into your list accordingly.

4. Know when to let go: 

Perfectionists, we are talking to you. It can be challenging to move on from a project you just can’t seem to get the way you wanted in the time you wanted - but hey, that’s life! Note that it is taking time away from other assignments that may cause you stress later due to lost time, and decide whether it’s worthwhile to remain fixed on this task, or whether it’s time to move on. 

5. Outsource where possible: 

This is where you get to practice your teamwork skills. By collaborating with your colleagues to alleviate an overflowing workload, you can match different tasks to different people’s strengths and not only will you be a more efficient team, but people will be working on things they enjoy.

6. Practice mindfulness:

Mindfulness, on top of relieving stress, allows for more efficient work all together when used in a daily setting. It doesn’t always require a formal meditation. Simply, be aware of your thoughts when focusing on your work. Every time your mind drifts to a personal issue you’re facing, or a piece of school politics pops up into your head, acknowledge the thought, and then push it to the side for later. This will give you the clear mindset you need to fully focus on the task at hand. 

Mindful listening is another great one for the workplace. Try listening to your colleagues with your full attention and be mindful not to cut them off or finish their sentences.

How We as Educators Influence Classroom Behaviour

When looking into what influences student behaviour in the classroom, many factors must be taken into consideration. Things like physical health, background, culture, home life and mental health can all have varying effects on a child’s ability to learn. 

Having said that, there are just as many, if not more factors contributing to that same child’s classroom behaviour from within the classroom environment. Educators, this is definitely something to be aware of!

So, what does science have to say about it? 

In the brain, we all have a type of brain cell called ‘mirror’ neurons that respond when an action is performed and responds when we witness another person perform the same action. Thus, students can react to our behaviour in the classroom and vice versa.

Things like schedules, organisation and interruptions can also influence student behaviour. Most of the time, students are used to, and prefer, a routine. If this is interrupted, it can cause stress, which can quickly become contagious and be expressed as poor behaviour in some young people.

By addressing classroom factors in a proactive manner, teachers can attempt to improve wellbeing and focus, thus minimising negative behaviour. While teachers are not responsible for the behaviour of young people, they can use the following methods in a primary setting to enhance wellbeing and avoid problems where those mirror neurons might adversely affect the classroom environment.  

• CREATE A DAILY SCHEDULE

Keep the day structured and clear. Have a conversation with your students in the morning, preparing them for the day ahead by telling them exactly what to expect. Take this time to talk about planned interruptions to avoid stress, and discuss the unplanned ones as they come along. 

• ORGANISE THE CLASSROOM

Have a place for everything and everything in its place. This will circumvent time wasting and avoidance. It also teaches good practice for students in their learning.

• CUE TRANSITIONS IN LESSONS AND SCHEDULE

Having a daily plan allows students to know what’s happening next and how long they have to do it. When you inform students what is coming up and that they should prepare to switch their focus, it allows for their cognitive process to transition more smoothly, thus sidestepping any interruption.

• DIVERT, IGNORE, REDIRECT

As teachers, we recognise negative behaviour instantly. Instead of calling it out immediately and allowing those mirror neurons to reflect our displeasure, try diverting the student, ignoring the behaviour and redirecting them to the task at hand.

• GESTURES, SOUNDS 

Something else to note is our verbal and non-verbal communication.. Rather than ‘telling off’ the student displaying negative behaviours, try signalling with a hand gesture, clearing your throat or establishing eye contact. Students will mirror that behaviour and when it’s time for them to exhibit their displeasure, they may use the same techniques, rather than the negative behaviour they might be used to showing.

• POSITIVE LANGUAGE

 Positive language and tone also has a major impact on the behaviour of all people, no matter what age. Try to keep that in mind when choosing your words. Starting any conversation off with a happy tone to your voice, alongside positive language has the power to affect the entire interaction for the better!

• LISTEN AND LEND A HAND

Help a struggling student through a few examples of the work. You’re not completing the work for them, you’re showing them you understand and you are available to help and you are listening. One of the best things you can do for your students is to teach them how to ask the right questions to overcome a difficult problem. Students react adversely when they feel they are being ignored. Model good listening skills to engage and inspire them.

• FOLLOW THE SCHOOL'S BEHAVIOUR MANAGEMENT PLAN

Students displaying negative behaviour will react well to consistency. Following the school’s behaviour management policy will show the student the school is united and that you respect the procedures. While there is always room to be flexible, modelling this behaviour will show the student good practice.

Students with behaviour issues will need an individualised plan, but the above points are a guide to some strategies that you can put in place to ensure you are doing the best you can to ensure a positive classroom environment for all learners.

Generosity: The Fourth Pillar of Wellbeing

Generosity is one of the easiest ways to develop your wellbeing and benefit your community. 

Sometimes, with just one generous thought or action, we can feel uplifted. Additionally, by making choices that benefit others instead of ourselves, we inspire those around us to act similarly. 

WHAT KIND OF COMMUNITY DO YOU WANT TO LIVE IN? 

Because generosity works like a domino effect, it’s capabilities extend to transforming a community for the better - all starting with you. Even a small action, such as giving way to another driver on the road even though you’re in a rush, or letting someone skip the line ahead of you at the bank will inspire others to go forth and spread generosity.

Having said that - acting selfishly is even more contagious, and just think about it for a moment - is that the kind of community you desire to live in? 

WHAT’S IN IT FOR ME?

There is a plethora of data showing that when people engage in generous and unselfish behaviour, they activate circuits in their brain that are key to nurturing wellbeing. These circuits are activated in a way that is far more enduring than the way we respond to other positive occurrences, such as winning a prize or winning a game.

HOW CAN I BE MORE GENEROUS?

We are born into this world with innate goodness. When we practice exercises and acts designed to cultivate compassion and kindness, we are not actually creating something new. What we are doing is acknowledging and strengthening a quality that has been there right from the beginning. The brain is continuously being shaped, whether consciously or unconsciously – mostly the latter. Through premeditated shaping of the mind, we can enhance the brain in such a way that all the fundamental pillars of wellbeing are strengthened. By doing so, we can take accountability for our own minds.

Caring for others is a sort of “positive double whammy,” according to the Healthy Minds website. That’s because you also benefit from being generous to others. One study found that compassion training could alter our response to suffering.

MANTRA

One particularly impactful kindness practice involves reciting the following words deliberately and slowly, first with yourself, then with others:

May I be safe.

May I be healthy.

May I be happy.

May I live with ease.

You can then extend kindness to others by replacing “I” with “the people I encounter.”

TRAINING THE BRAIN

To increase your generosity through mindfulness, try the below activities.

PAUSE WHEN YOU GET TO THE STOP SIGN

Every time you come to a red light or stop sign, take a deep breath and be aware of how you are feeling, and then wish both yourself and another well. Recite the lines mentioned above. Continue reciting the words until the light changes or you are ready to move. With enough repetition, the red light and the stop sign become cues for cultivating kindness.

CONNECT WITH SOMEONE IN NEED

Make the decision to respond with generosity and kindness whenever you come across someone on the street asking for support. Pause and make contact with them and ask how they are doing. If you want to, offer a small donation or donate to a group that supports those in need.

TEACH YOUR CHILD TO BE GENEROUS

Generosity is not just about giving funds. It’s about reaching out in other ways, too. Teach children to be mindful of others and generous in heart by encouraging them to help a friend in need – whether that friend needs a shoulder to cry on, a study buddy, or even just someone to kick a ball around with.

Cultivating generosity is not challenging and one of the easiest ways to develop wellbeing. By extending kindness at home (such as offering to help your spouse wash the dishes), and at school or work, you can contribute towards building healthy communities, positive minds, and, importantly, wellbeing.

Creating Compassionate Communities

Each school is a community in itself; from the staff, to the students and families, a school is the village it takes to raise a child. In each community, every individual is important, valuable and part of a wider environment that relies on each member to do their part. 

That being said, to create a successful and effective community, wellbeing is key. 

No - we are not just talking about the students, but of the entire school community, from the principals to managers, teachers to ancillary and support staff, students and families, and groundskeepers to cleaners. 

So, what does a compassionate community look like?

Shared responsibility for wellbeing creates an environment where everyone in the community looks out for each other and are compassionate, empathetic and in touch with each other’s needs.

But, how can we begin to change our community for the better? 

Personal wellbeing actually has a direct effect on community wellbeing, which is why you should start with yourself, however, a whole school approach to wellbeing is crucial in the long run. Trainable skills can be developed to create a culture of compassion, connection, and empathy to allow room for all involved to thrive. 

Here are seven ways to develop and maintain wellbeing across your learning environment:

IDENTIFY, ASSESS AND STRATEGISE

Information is all around you. Start taking notes from meetings, focus groups, discussions, surveys and feedback, and take advantage of the resources around you - we’re talking about teachers, students, parents and any other community members that might be of help. Together, discuss what could improve your schools approach to health and wellbeing, and create a plan that tailors to your schools individual needs. 

COMMIT TO POSITIVE WELLBEING

Just creating a plan with no action will most definitely lead you nowhere. Getting the community involved and motivated to change is part and parcel of evolving as a school. Start by informing them of the strategy and allow for feedback and contributions. 

Be aware that you may think you know what is best for your community, but they might have different ideas too, so be open to hearing and considering those. Keep in mind that this should ultimately be a collaborative effort. 

SPREAD THE WORD

If your staff or students are doing great things to promote wellbeing and compassion, tell the world about it! Contact the media, put it in the newsletter, display photos of it. This modelling of good practice goes a long way to allowing people to lead by example. Regardless of age, status or experience, everyone enjoys being rewarded for a job well done. So make sure you spread the word about your compassionate community and watch the compassion become contagious.

EVALUATE

Take time to evaluate the plan. Is it working? What isn’t working? What has been very successful. Avoid dropping strategies that aren’t 100% successful, try new ways of approaching them. These might have been ideas from within the community, so approach them again to see if those ideas can be improved upon. A hivemind can create wonderful things. Keep evaluating and adapting. Cultures change with times and what suits the community now might not suit in three years’ time.

TRAIN AND UPSKILL

We should never stop learning and developing. In order to keep your compassionate community at the forefront of ideas and education, keep upskilling. Allow principals, teachers, staff, students and families access to training and development. They can feedback their learning to the community and share new ideas and ambitions. Courses like Life Skills Group’s ‘Mindfulness in Action’ helps to develop self-awareness, focus and empathy, which are vital skills for a community committed to wellbeing.

LEAD THE WAY

So, lead by example, showing those around you that you care about your community. It is well known that positive actions inspire others to do the same, so start with the power you have that lies in your actions. Show others your commitment to a compassionate community by inviting them to observe wellbeing in practice. This will reward the efforts of the people involved in making a successful community and also spread the word to others. Continue to develop strategies and plans for wellbeing to ensure you are at the top of your game and consistently looking out for the school community.

MAINTAIN THE COMPASSION

Celebrate successes and work on unsuccessful measures, but don’t let the dust settle on that strategy! As mentioned earlier, communities change and so do their needs. Therefore, there remains a need for constant updating and focussing on plans, feedback, discussion and strategies.

Living in a compassionate community will ensure wellbeing is enhanced, learning is more enjoyable, productivity is improved and retention rates are good. There is no downside to investing in wellbeing. It’s a step towards a positive future for the whole community.

How To Encourage Active and Healthy Children

Kids today spend half the time outside that their parents did, according to a UK National Trust survey. Does this ring true for you? Are you struggling to motivate your children or students to be active? Daily physical activity has been proven to be beneficial for children socially, emotionally, intellectually, and physically in relation to health, growth and development, and is crucial in preventing unwanted health problems, such as obesity, type 2 diabetes and cardiovascular disease (sadly, their great metabolisms can’t protect them from everything). 

It is recommended by The Australian Department of Health that children aged between 5 and 12 be active for at least 60 minutes a day, including both moderate and vigorous exercise. However, The Australian Health Survey revealed that only one-third of children, and one in ten young people undertook the recommended 60 minutes of physical activity every day. So, what is stopping kids from wanting to participate?

Reasons for children not wanting to engage in physical activity vary from feelings of shyness, embarrassment or fear of failure to feeling emotionally off balance or just tired. It could be helpful to engage them in an honest conversation to understand any hesitation. 

Although some kids will jump at the chance to explore the outdoors, it's important to note that an alarming by-product of the 21st century and all the technology that comes with it, is that children are developing a preference for watching movies and playing video games instead. There are also instances in which children have developed negative feelings towards physical activity, as mentioned above. The big question is how to get them more involved. 

The key lies in catering to each child’s varied interests. Sometimes, it’s just a matter of understanding what they’re afraid of. If it’s a dislike of competition and/or a fear of losing, non-competitive sports can allow for a fun, active environment they feel safe in. 

As for children who run vigorously during their lunch break or participate in sports outside of school, they may easily achieve their daily target of 60 minutes, but for those who need a little piece of inspiration, here’s what we suggest:

If your child enjoys competitive sports, try getting them involved in a game of soccer, basketball, tennis, netball, hockey, cricket, baseball, rugby, handball, or even a scavenger hunt 

If your child prefers non-competitive sports, they might enjoy bush walking, helping out in the garden, bike riding, skateboarding, scooting, surfing, rock climbing, dancing, rope jumping, yoga, kayaking, frisbee, helping to wash the car or dog walking. 

Remember, the best encouragement you can give is to lead by example. If you present a positive attitude towards outside play and physical activity in general, it’s more likely they will want to participate and better yet, make it a healthy habit for life.

4 Crucial Steps To Mastering Self-Care

If you’ve ever felt bad for taking time out for yourself, stop right now. 

Despite some people believing that self-care is selfish or frivolous, we are here to tell you that it is one of the most selfless acts one can engage in. Ultimately, you are the best version of yourself when you are all taken care of, leaving you in a better position to manage your other responsibilities with more productivity and efficiency.

Any person involved in the workforce knows all too well how draining each day can be, not to mention all the extra responsibilities waiting for us at the end of the day, like the long lists of errands that need to be ticked off alongside the houses that still won’t clean themselves. This leaves a demand for you to be your best self and ready to take on whatever life throws at you.

Not only can your personal self-care impact your inner circle, but it actually improves your footprint within your wider community. Without a personalised self-care plan, you risk neglecting your own wellbeing and, in turn, making yourself unavailable for those in your care.

So, without further ado, here are four tips for creating and mastering your own self-care plan: 

1. Sleep Until You Are Refreshed

Did you know that humans can survive longer without food than they can without sleep? Not getting enough sleep is detrimental to your mental and physical health and has been linked to weight gain, as well as increased risks for strokes and diabetes. It is recommended that adults get between 7 to 9 hours of sleep daily, however some may feel refreshed after as little as 6 hours, or as much as 10. Once you find what works for you (and stick to it), we guarantee you’ll feel more energetic, productive and generally happier.

2. Eat For Health, Not For Taste

For most people, a lack of sufficient hours in the day is one of the grandest enemies of a healthy diet. This means, for those who are time-poor, preparation is everything. Aside from the physical health issues of a poor diet, eating high-carb fast foods can cause fatigue, put a strain on the digestive system and can have an adverse effect on mental wellbeing. For those on the go, we suggest ensuring you always have a healthy snack on hand to curb your temptation to reach for fast food. This can mean spending an hour or two each Sunday prepping and freezing your meals for the week ahead, setting you up for success!

3. Work It Out

Being and staying active is a major contributing factor to our overall wellbeing. Don’t worry - we are not suggesting you start running 5km a day or purchase a gym membership you may not even use. Simply, adjusting a few of your daily habits can have a substantial impact. Try taking the stairs instead of the elevator, take a short walk on your lunch break or choose to walk 15 minutes to your destination instead of jumping on the 5 minute bus ride (despite the convenience). Any activity beyond what you are currently doing, will positively impact your overall health.

4. Take A Break

All breaks, including lunch breaks exist for the sole reason that we, as humans, need them once in a while.

Utilise your advantages to better yourself, which includes taking sick leave when you’re unwell (mentally or physically), because you can’t give what you haven’t got. Without your regular levels of focus, stamina or energy you’re not performing at your best, let alone recovering like you need to. Take a break, meditate and recuperate. 

Self-care is not a selfish act. Self-care has a positive impact on wellbeing and should be a priority in order to continue to be the very best you can be for yourself and for those around you.

6 Ways To Reduce Anxiety in Children

Anxiety in children is normal, just as it is in adults. Our bodies and minds are constantly stimulated, and just like an adult facing a massive workload, children can become overwhelmed by the world and its ways. Fairly so, considering they haven’t had the chance to experience the ups and downs of life just yet. 

In some cases, there is a need to address more serious conditions such as General Anxiety Disorder, Asperger’s Syndrome or Autism, however in most cases, it's simply a matter of teaching kids how to manage their own anxiety. This can be successfully accomplished through teaching social emotional skills.

So, what are the main factors that cause stress amongst children? We've outlined the most common stress factors in terms of age group below.

Babies become stressed about loud noises, unfamiliar places, incommunicable discomfort, heights, strangers and parental separation.

Pre-schoolers face separation anxiety from their parents, fear of the darkness, as well as frustration due to the inability to communicate, at a time when they are starting to develop their social skills. 

Primary-aged children can develop social anxiety early on. Disappointment, the fear of getting in trouble and physical threats are also common stress factors for this age group.

Teenagers arguably experience the highest level of anxiety, considering the multiple changes in their lives; including puberty, identity, sexuality, school workload and the ever-daunting prospect of their futures.

Our experts top 6 tips on: How to reduce anxiety in children

1. Validate their anxiety

Although it may not be the end of the world to you, a child might feel differently when ill-equipped or lacking sufficient experience to cope with a stressful scenario. Dismissing their anxieties can be extremely harmful, as it may cause a sense of shame, and discourage them from sharing these feelings with you in the future. We agree with Silverman and Kurtines (1996) that an absence of early intervention of anxiety is a big price to pay. Our top tip to you is to ensure your child is aware of your support, and to make sure they have a clear plan to resolve similar instances in the future.

2. Strive to be a good role model

Educators and parents tend to avoid allowing kids to see them in an unhappy or stressed state out of fear that it will project those negative feelings upon them, however when that same child starts to develop similar emotions throughout their development, they will never have seen an example of helpful coping mechanisms. This can lead to a belief that they are unable to be resilient. To avoid this happening, make it known to your children or students when and how you deal with anxiety, not only so that they can learn from your wisdom, but also to encourage mutual consideration amongst emotional sensitivity.

3. Encourage them to get out of their comfort zone

Discomfort is an inevitable part of life. One of the best things you can do to prepare your child for the real world is to encourage them to try new things, even if they induce slight anxiety. Of course, we are not saying to force them into traumatic situations, but rather a chance for them to learn something unfamiliar to them. Words of encouragement can go a long way in a new, and possibly scary environment. This teaches kids to persevere and build their own stress management skills.

4. Baby steps

Start with the little stuff. Sometimes a child can only see the enormous black cloud forming above them, but with your help, they can see the tiny drops of water that cloud is made up of. Rather than tackling the whole cloud, encourage the child to tackle each droplet at a time. Each time a small problem is resolved, the overwhelming feeling of anxiety gets increasingly smaller. Try engaging them with their favourite game, physical movement (i.e. a fundamental movement class or a non-competitive sport) or some reading for calm stimulation. Discovering these coping mechanisms will help with anxiety in teen and adult years. 

5. Praise the child

Everyone needs positive reinforcement, even adults. Positive reinforcement results in changes in brain chemistry, which can affect long-term behaviours positively. By allowing a child to see that overcoming fear and anxiety is a success and that is deserves celebration, it will build their skills in the management of anxiety in future. By offering encouragement, you will positively be shaping their future in the right direction.

6. Try to avoid using labels

Anxiety can be difficult and debilitating, but labelling a child according to any given condition can be dangerous. It can lead to your child believing that they are their condition, which can inhibit or slow their recovery. Your child is "overcoming anxiety", "managing anxiety" or, in serious cases, "living with anxiety" (as opposed to suffering, which has negative connotations). Your child should not be anchored by something they didn’t ask for but is something they can learn skills to cope with and sometimes avoid.

Mindfulness in Action in Schools. Who gets the benefits?

Mindfulness is the state of being fully aware and focused, which helps alleviate stress, encourage proficiency and enhance wellbeing. Mindfulness can be incorporated as a philosophy behind many curricula in schools, which benefits students as well as teachers.

What does mindfulness do?

By teaching mindfulness, students develop increased self-discipline, self-regulation and self-responsibility, which allows them to be more diligent and conscientious in their studies. This promotes success, which in turn improves confidence, resilience and respectful behaviours. Through self-awareness and confidence, young people develop stronger interpersonal communication skills which sets them up for further success in their academic life and career choices. Mindfulness and its lessons allow young people to build sound emotional responses to physical changes and peers, which helps in teen years, and through this awareness, will find they have an increased sense of empathy and understanding of others. Of course, there are physical benefits of mindfulness as well. Balance, posture and flexibility are often improved through focus and awareness.

Mindfulness to help alleviate stress in teachers

Life Skills Group offers training in Mindfulness, which teachers can use with their students, but also to help them alleviate the stress in their day to day teaching practice. With teaching often being listed as in the top three most stressful vocations, it is crucial for teachers to find ways of managing the pressure, and mindfulness training can certainly help. By learning skills in mindfulness, teachers can better prioritise and focus while they contend with the many things on their plates.

Mindfulness in Action

In a series of interactive and progressive lessons, Life Skills Group show students how to develop their self-awareness and increase impulse control, focus and empathy. These life skills are crucial for students to learn, particularly in an age of maximum distraction. In a world of screens, streams and machines, Mindfulness and focus has never been more important to learn. The Life Skills Group Mindfulness in Action for primary and secondary students and their teachers utilises scientifically proven mindfulness techniques, effective pedagogical practices, and cross-sectional research in cognitive affective neuroscience to teach students to pay attention to their experiences in a non-reactive way. A kinesthetic program, the training combines visual and auditory stimuli with physical movement exercises and outcomes.

Why learn Mindfulness?

Learning how to better focus, concentrate and be more aware of your surroundings, and of those who cohabitate in them is beneficial to everyone. Teachers are constantly under pressure with marking deadlines, parent interaction, meetings, planning, reports, extra curricula commitments, yard duties, and the list goes on. Primary students are learning every day about how things work, where they fit into the world and how they learn. Secondary students are developing study habits, dealing with physical changes and planning their future. All three categories of people require a vast amount of focus, determination and awareness to deal with all that is going on in their world. Through Mindfulness skills, children, teenagers and adults are able to develop ways of better dealing with the hand they are dealt and build better communication skills and goal setting to achieve success and positive wellbeing. 

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5 Ways the Physical Education Curriculum improves Wellbeing in children

Wellbeing in schools can be achieved in many ways. The mindfulness and wellbeing of students should always be at the centre of classroom teaching and within the hidden curriculum, but in terms of pedagogy, wellbeing can be incorporated in lesson plans and individual tasks.

It is widely known that physical activity contributes positively to wellbeing, and here are five ways the Physical Education in the Australian National Curriculum from foundation through to senior years can contribute positively to student wellbeing.

Developing healthy, safe and active lives

The Australian Curriculum Physical Education philosophy seeks to provide a basis for students to develop skills and knowledge to live healthy, safe and active lives. Within the lesson content, PE students get to know their individual strengths and limitations and are given opportunities to learn how to keep themselves and their classmates healthy and safe.

Inclusion of Health as part of the curriculum

Exploring identity, the human body, physical and mental health and sexual education, the ‘Health’ component of the PE curriculum gives students an opportunity to discover more about themselves and their body, how the world works and gives them a chance to ask questions and discuss issues. Through this content, children and teens develop a good knowledge of health, tolerance, and an awareness of how things work.

Building strong, healthy relationships

Teamwork and camaraderie builds healthy relationships and physical education is one of the best ways to show young people how to have sound connections and interactions with peers. In the physical education and health curriculum, explores the people who are important to students and develops students’ capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.

Confidence through movement

In the PE curriculum, through games, learning fine motor skills and developing coordination, students have opportunities to learn through movement. It’s no secret that children learn through active play, and PE is one of the best ways to do it. When children develop competence, they build confidence, which has a positive impact on wellbeing.

Challenge, accomplishment and success

Throughout the Physical Education curriculum, there are often opportunities for youths to demonstrate leadership skills. To be a good leader, students must also learn to be a good team mate and PE teaches these lessons. Physical movement can be challenging, but challenges produce opportunities for accomplishment and success, which enables children to set goals, achieve them and set the bar higher for next time.

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Basics of mindfulness for adults and kids - Why do we need it in schools?

Mindfulness is all about training yourself to focus on the present moment and accept your feelings, physical condition, and thoughts. According to mindfulness.org, mindfulness “suggests that the mind is fully attending to what’s happening, to what you’re doing, to the space you’re moving through. That might seem trivial, except … that we so often veer from the matter at hand. Our mind takes flight, we lose touch with our body, and pretty soon we’re engrossed in obsessive thoughts about something that just happened or fretting about the future. And that makes us anxious” (mindfulness.org).

So why do we need mindfulness in schools?

Mindfulness improves concentration

In Chiesa, Calati and Serretti’s article Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings in Child Psychology Review (Volume 31, Issue 3), it is found that “Mindfulness training could enhance several domains of attention, could enhance some domains of memory and executive functions, and each specific subcomponent of mindfulness training has different effects on cognition” (Chiesa et al, 2011). A focused mind is a successful mind.

Mindfulness improves academic performance

According to Morisano et al, “setting, elaborating, and reflecting on personal goals improves academic performance” (Morisano, Dominique; Hirsh, Jacob B.; Peterson, Jordan B.; Pihl, Robert O.; Shore, Bruce M. Journal of Applied Psychology, Volume 95, 2010). When one uses goal setting as a part of mindfulness, one is able to focus and improve academic success. Setting, completing and achieving goals gives us a sense of accomplishment, which improves motivation and confidence. In order to get to that place, one must practice mindfulness in order to focus and set reasonable, achievable goals and complete them.

Mindfulness increases self-discipline, self-regulation and self-responsibility

As part of Life Skills Group’s Mindfulness in Action training, students have the opportunity to develop self-awareness, and increase impulse control, focus and empathy. Designed for both Primary and Secondary students, Mindfulness in Action utilises scientifically proven mindfulness techniques, effective pedagogical practices, and cross-sectional research in cognitive affective neuroscience to teach students to pay attention to their experiences in a non-reactive way. Mindfulness gives people the ability to focus on their behaviours in order to self-regulate. Taking responsibility promotes self-discipline, which leads to success with behaviour and academia.

Mindfulness improves confidence, resilience and respectful behaviour techniques

When a young person is focused and in tune with their own behaviour, they are aware of how their presence impacts the world around them. Mindfulness training enhances a person’s ability to see past the nose on their face and gives them stronger interpersonal communication skills, which develops confidence. Confidence breeds resilience and resilience leads to success.

Mindfulness improves emotional responses and wellbeing

Not only does mindfulness help focus, concentration and relaxation, but it also allows the mind to slow down and take things a step at a time. Taking the time to consider issues and situations allows better emotional response. With more focus and awareness, wellbeing and mental health is improved.

Learn more at Life Skills Group’s Mindfulness in Action program.

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5 Ways to Help Build Resilience in Your Child

Many parents and teachers can attest to seeing their child throw their hands in the air and give up because a task is too hard, but how do we teach resilience so our children can build skills to tackle larger tasks throughout their lives.

According to family psychologist Sally-Anne McCormack building resilience is a “matter of nurturing the child’s internal motivation”. She says, “Give children opportunities to succeed so there’s a final product, encourage them while they’re doing the task, not just at the end, have your child focus on the effort, not just the product, reward successes, don’t rescue or cover for your child when things go wrong; they need to learn to take responsibility for what has happened and to work towards trying to fix the situation, let them know being unsuccessful in completing a task isn’t bad at all - it’s a learning experience and only helps further down the track. We need to build confidence in our children to do it themselves.”

For parents and teachers, building resilience in children is important for the child’s growth, but also for the wellbeing and productiveness of the adult. Here are five ways to help build resilience in a child:

Listen to their feelings

If a child knows you are listening, they are more likely to talk out their problems and find their own solutions. If their issues are falling on deaf ears, the child doesn’t have a chance to troubleshoot. Try Mindfulness in Action through Life Skills Group to learn vital skills for coping in young people.

Encourage and reward successes

As McCormack says, it’s not just the end game, you need to cheer the child on during tasks, problems, and stages. Encouragement is confidence building, and resilience is gained through confidence. Programs like ‘Empowering the Individual’ at Life Skills Group can help.

Avoid eliminating all risk

By accommodating every request and eliminating risks for young people, they are not learning to cope on their own or build strategies to overcome obstacles. It is not our job as adults to move the goal posts, it is our job to teach how best to kick the goal.

Let kids make mistakes

To err is human. It’s crucial we fail in order to succeed better next time. Without problems, there are no solutions. Kids need to make mistakes, fall over, fail and make a mess in order to work out how to make things work. Healthy Skills for Classrooms is a program by Life Skills Group that can provide advice and practical lessons.

Show them you’re on their side

Get involved. Don’t ‘save’ them or bail them out of sticky situations, but do make sure your kids know you’re in their corner. Knowing they have a god support network will allow children to feel confident that they can make mistakes, learn from them and try again because you’re there for them.

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How to Reduce Anxiety in Children and Teenagers

Anxiety is a natural process for the mind to process troubles and problems in our lives. But when anxiety starts to become overwhelming, it is positive to have some processes in place to overcome anxiety and develop coping mechanisms to deal with them. We have listed some helpful information about children and teenagers with anxiety for parents and teachers.

Children with anxiety

Anxiety is a common behaviour in children as they work to find their place in the world. It’s a natural part of our survival instinct and contributes to that all important ‘fight or flight’ mechanism. While it’s imperative for our brain and body to remain alert in order to deal with impending danger, too much anxiety can be debilitating. Children often learn to cope with fear of the unknown, but, according to Beyond Blue Australia, they may need support if they appear to be feeling more anxious than other children of a similar age, if their anxiety stops them participating in activities at school or socially, if their anxiety interferes with their ability to do things that other children their age can do, [and/or] their fears and worries seem out of proportion to the issues in their life (Beyond Blue). Anxiety in children can present physical symptoms such as sleepless nights, stomach aches, diarrhoea and headaches, difficulty concentrating, and being tired and irritable. Sometimes when children are left to develop their own coping mechanisms to deal with anxiety, they may use an avoidance strategy or rely on an adult to deal with their issues for them. These solutions are not ideal in the long term. Avoiding situations can lead to troubles socialising, keeping up at school and lack of ability to deal with stress later.

Teenagers with anxiety

School, social settings, family trauma and bodily changes can all contribute to anxiety in teenagers. But, what constitutes normal anxiety and coping mechanisms in teens, compared to anxiety that may need to be treated? If a teenager is struggling to keep their anxiety under control, then they need support. Like younger children, they are working to develop coping mechanisms, but overwhelming anxiety will need some form of intervention. Signs of anxiety in teenagers can be a racing heart, butterflies in the stomach, shakiness, or nausea, obsessing over things, and/or losing sleep. Overthinking situations is a common trait of anxiety in teens, as is irrational and negative thought. While it’s natural to want to avoid situations that can make us feel bad, it’s important for teens to find strategies to cope with anxiety in order to set themselves up for success in the future.

Tips for parents

According to Viorel Lupu and Felicia Iftene in their journal article, The Impact Of Rational Emotive Behaviour Education On Anxiety In Teenagers, “Anxiety disorders are among the most frequent psychiatric disorders among children and teenagers”, especially in the 21stcentury. Beyond Blue tells us we can recognise the signs of anxiety in children and teenagers. They say children and teens might “seek reassurance often, avoid situations they feel worried or scared about, try to get others to do the things they are worried about, tell you they have physical pains, have lots of fears, get upset easily, cling to you, [not] want to get ready for school, [not] go to sleep without a parent or other adult, cry over small things, complain about being picked on a lot or always see the dangerous or negative side of things” (Beyond Blue). In order to help, it’s crucial to recognise these symptoms and, rather than do things for the child, show them some coping mechanisms. Seek support from a counsellor, the child’s teachers, or a psychologist, develop problem solving skills for your child with your child so they are a part of their own treatment and the success of it, teach your child resilience and encourage them to try things that are giving them anxiety – the sense of achievement when an obstacle is conquered is confidence building and one of the best strategies there is! And most importantly, don’t assume the problem will go away on its own. Anxiety can develop into much more serious mental health concerns if it goes unsupported. Listen, care, understand, and work together to find solutions.

Tips for teachers

By having a supportive classroom, with wellbeing at the forefront, teachers can support students with anxiety. In primary classrooms, it can help to teach relaxation exercises and skills, discuss healthy ways of dealing with anxiety and worry, and rewarding brave behaviour. Of course, self-regulation is key, and these skills can be modelled by the facilitator of learning. With teens, it’s important to be clear and precise about expectations, deadlines, assessment criteria and boundaries. By encouraging independence and showing teens that making mistakes is ok, while being consistent and showing there are consequences for task avoidance, they will build resilience and strategies to cope. Anxiety can sometimes be part of larger mental health concerns, so treat every case as an individual one and allow open lines of communication between yourself, the school counsellor, the student and the student’s family.

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Life Skills Group programs can help support teachers, parents, and communities with managing anxiety in children and teenagers using practical tools and techniques. If you would like to book in a time with one of our wellbeing specialists to talk about how we can help your school please call us on 1300 889 018 or email us at office@lifeskillsgroup.com.au. 

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