Our Director of Students, Carrie Scanlan, had the opportunity to hear from key educators recently at the International Girls School’s Conference in the United States. In this blog, Carrie reviews Coming of Age: How Adolescence Shapes Us. This book outlines practical advice for parents (and educators) who are navigating the challenges of raising adolescents in this complex and ever-changing world.
\nAuthor Lucy Foulkes delves deep into the factors that shape adolescence: from navigating risks and relationships to the intricacies of identity formation and emotional turbulence. Drawing on global research and real-life stories, she paints a comprehensive picture that is as insightful as it is empathetic.
\nWhile neuroscience and hormones play their part, Foulkes goes beyond these sciences, weaving in compelling narratives that resonate with the challenges and triumphs of adolescence. She portrays this phase as the first significant chapter in shaping one’s life story — a time ripe with potential for growth and self-discovery.
\nHere are some key takeaways:
\nFoulkes’ approach challenges traditional views, offering insights that may initially seem daunting but will ultimately empower both teens and their guides. For those raising adolescent girls, her wisdom is particularly invaluable in today’s fast-evolving world.
\nIt goes without saying, some of Foulkes’ ideas sit uncomfortably, and are certainly a challenge for those of us who grew up before the latest turn in century. However, we can’t deny that being informed is certainly better than being unaware of the realities of growing up in our current world. Well worth a read for those of us educating and raising adolescent girls!
\nErica Thomas
\nPrincipal
As we enjoy all that the Olympic Games offers the world over the next month, it’s a good time to reflect on why KRB Secondary students are required to play sport as part of our Ignite Co-Curricular Program. The benefits of activity for teenage girls are well researched, and a healthy balance through teenage years sets good patterns for life.
\nRecent research published by Women in Sport found a strong correlation between the skills and athletic participation of women and the development of leadership skills. Research indicates that female executives are more likely to have been involved in sports compared to their counterparts in non-leadership roles. This trend extends to hiring practices as well, with these executives more inclined to recruit other women with a sports background.
\nA staggering 74 percent of female executives believe that sports participation can propel a woman’s career trajectory forward. The top three leadership skills honed on the field or court include seeing projects through to completion, motivational abilities, and team-building prowess. These aren’t just soft skills; they’re essential competencies for any successful leader.
\nMoreover, 52 percent of chief executives have played sports at a university level or higher, underscoring the potential impact of sports on career advancement.
\nReminding our girls that excellence is an attitude, not a skill, and stressing to them that benefits such as learning to work with others, managing the times when they fail and succeed, learning to organise time and equipment and balance commitments are all a part of playing sport, is so important. The sense of belonging to a group or team and sharing experiences provides some of the most formative and joyous moments in a young person’s life.
\nGirls who play sports are more likely to become women who lead. As we strive for greater gender equality and diversity in the workplace, supporting young girls in sports can be a game-changer, paving the way for the next generation of female leaders. Not every girl will be an Olympian — but I encourage our girls to take the opportunity that sport provides and embrace the life lessons it delivers.
\nErica Thomas
\nPrincipal
Reference article: https://womeninsport.org/
\n\n
","published-date":"2024-08-01T05:57:38Z"},{"name":"The Digital Connection: Part 2","slug":"the-digital-connection-part-2","post-summary":"In a recent blog, I spoke about the compelling research of Jonathon Haidt and his work titled The Anxious Generation’. Another article, published more recently in the Sydney Morning Herald, again addresses the concerning link between technology use and Australia’s falling educational standards. As a country, our heavy investment in technology has not improved our … Continued ","post-body":"
In a recent blog, I spoke about the compelling research of Jonathon Haidt and his work titled The Anxious Generation’. Another article, published more recently in the Sydney Morning Herald, again addresses the concerning link between technology use and Australia’s falling educational standards.
\nAs a country, our heavy investment in technology has not improved our Reading, Mathematics or Science scores, as reflected in the Program for International Student Assessment (PISA). Australians are among the highest global users of digital devices, averaging four hours per day. Additionally, 40 percent of school students are reporting distractions in Mathematics lessons due to digital devices.
\nThe latest PISA report correlates excessive weekday screen time with up to 20 points lower Mathematics scores. The SMH article again raises the reduction in attention spans of students and the concerns leading educators have in relation to excessive time online.
\nCurrently the Australian Government screen time recommendations are as follows: children younger than two years – no screen time; children aged two to five years – no more than one hour per day; and children and young people aged five to seventeen years – no more than two hours per day excluding schoolwork. However, we know that the time spent on devices is far higher than these recommendations.
\nThe article emphasises the need for a balanced approach to technology in education, highlighting the potential negative impacts of excessive screen time on academic performance and the importance of continuing to teach digital literacy skills, including self-regulation. I can’t help but to think we are also losing, as a society, an implicit understanding of the importance of sport and physical movement in promoting academic success. As concentration levels go down, numerous studies highlight the importance of movement for improving cognitive function.
\nAs young people live increasingly sedentary lives, sport and movement provide a necessary balance. Watching our Primary students on Wednesday afternoons at sport or seeing a team of Senior girls working together, I am constantly reminded – even though they may not be aware – of the psychological and social skills they are gaining that are so translatable from sport to the classroom and life.
\nOver the coming months I want us all to have conversations at School and at home that continue the discussion about screen time. I’ll certainly be talking with our staff about this. How would our students go with a completely technology-free day at school? What impact would this have on our staff? Perhaps now we have reached a tipping point, and if we are to teach students to genuinely learn to manage screen time, the research is there to support the improvement in learning outcomes.
\nReference article: https://www.smh.com.au/national/nsw/how-much-screen-time-is-too-much-this-is-the-answer-to-every-parent-s-question-20240530-p5jhw0.html
","published-date":"2024-07-19T01:19:55Z"},{"name":"Celebrating Sacred Heart Day 2024 – a Reflection of our Core Values","slug":"celebrating-sacred-heart-day-2024-a-reflection-of-our-core-values","post-summary":"Sacred Heart Day is not just a day on the Kincoppal-Rose Bay calendar; it’s a celebration of the values that define our community. It’s a time to reflect on our commitment to faith, education, and service. The day’s significance is rooted in our School’s history and the ethos of the Sacred Heart tradition, that emphasises the … Continued ","post-body":"Sacred Heart Day is not just a day on the Kincoppal-Rose Bay calendar; it’s a celebration of the values that define our community. It’s a time to reflect on our commitment to faith, education, and service. The day’s significance is rooted in our School’s history and the ethos of the Sacred Heart tradition, that emphasises the importance of a personal and active faith in God and the role we each play in building community.
\nOver the last week, I have reflected on the many ways we will live out these core values on Sacred Heart Day. Our student population on the day is one way of looking at this. We are currently enjoying having many exchange students in our School, from our sister schools nearby in Australia and New Zealand, and from our broader network of international schools. Our students have the world at their fingertips, thanks to the robust exchange programs offered through our global Sacred Heart network. These programs are gateways to new cultures, perspectives and friendships, fostering a sense of global citizenship and interconnectedness.
\nOur regular School community is also made up of a broad range of students and staff. On any one day, our students bring a diverse range of backgrounds to their classrooms, and we all benefit from the different perspectives this brings. As Sacred Heart Educators, we ignite both hearts and minds, and our role as staff in this mission is vital.
\nOur Strategic Plan emphasises teaching and learning excellence and our 2024 Sacred Heart Goal: A Deep Respect for Intellectual Values, echoes our desire for each student to strive to be their best, bringing intellectual curiosity and an understanding that learning extends for life, far beyond the classroom. This Goal is deeply entwined with the other Goals of Sacred Heart Education, fostering a holistic development of students as they grow into responsible and informed global citizens.
\nOf course, community is central to our school and who we are. Being part of the Sacred Heart community offers all who choose to connect with it – a sense of belonging. The importance of building authentic relationships in a transient world is also central to our mission. Our responsibilities to our wider community through active service can be seen in many ways across our School.
\nOn the eve of Sacred Heart Day, our boarders will once again participate in the Procession of Lanterns. Our Year 12 girls will raise money for cancer research on Sacred Heart Day, also continuing a wonderful tradition. For the last event of the day, the Harbour Terrace will be transformed into an outdoor stage and our students and staff will perform this year’s Sacred Heart Dance together. What a beautiful community moment bringing laughter and joy.
\nSacred Heart Day 2024 provides us a wonderful opportunity to pause and reflect on who we are as a Sacred Heart School and community. I hope we all find a deep pride in being part of this very special place.
","published-date":"2024-06-21T04:56:35Z"},{"name":"The Rise of Teenage Mental Illness – The Digital Connection","slug":"the-rise-of-teenage-mental-illness-the-digital-connection","post-summary":"I was recently given Jonathan Haidt’s The Anxious Generation – How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness. Haidt is an American social psychologist who examines the increase in diagnoses of mental illness in Western countries from 2010, using data from US college students and emergency room visits. With childhoods … Continued ","post-body":"I was recently given Jonathan Haidt’s The Anxious Generation – How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness. Haidt is an American social psychologist who examines the increase in diagnoses of mental illness in Western countries from 2010, using data from US college students and emergency room visits. With childhoods driven by smartphones, social media and online gaming, we have created a generation who are less resilient and more prone to anxiety and depression. Girls are particularly vulnerable to the negative impact of social media, while boys are more likely to become engrossed in gaming and pornography.
\nHaidt suggests the mental health decline among Generation Z is linked to digital technology rather than the wider global crises such as climate change, economic insecurity and conflict. Supporting evidence includes the British Millennium cohort study, which found a correlation between social media use and depression, especially in girls. Girls are particularly vulnerable because they are more affected by visual social comparison and perfectionism, their aggression is more relational, they more easily share emotions and disorders and sadly, they are more subject to predation and harassment.
\nThe research advocates for a re-evaluation of smartphone use among young people, restrictions on smartphones in schools and protective measures against online dangers to safeguard mental wellbeing.
\nHaidt’s conclusion resonated deeply with me: “Humanity evolved on earth. Childhood evolved for physical playfulness and exploration. Children thrive when they are rooted in real world communities, not in disembodied virtual networks. Growing up in the virtual world promotes anxiety, anomie and loneliness. The Great Rewiring of Childhood, from play based to phone based, has been a catastrophic failure.”
\nAs adults, we need to be aware of the strength of this type of research, ensuring we create as many opportunities as possible for children away from digital worlds, to play, to develop real relationships and to gain a strong sense of self efficacy and worth.
\nI truly believe the range of rich experiences offered at KRB are the very essence of what makes our education so unique. Right from the beginning, students from ELC to Year 12 are encouraged to engage with activities and initiatives across the five program areas of Community and Active Service, Sport and Movement, Creative and Performing Arts, Intellectual Pursuits and Challenges, and Future and Global Competencies,
\nBut we all know it takes a village. At school we will continue to provide opportunities for students to challenge themselves outside the classroom, to try new things and pursue excellence. At home, I encourage parents also to turn away from screens and towards each other more often. The ‘catastrophic failure’ Haidt described can be undone. We must all understand our role in breaking through the barriers of our phone-based behaviours, and believe instead, in our ability to ‘re-write’ the great ‘re-wiring’ of childhood.
\nJonathan Haidt, The Anxious Generation (2024)
","published-date":"2024-05-03T02:31:48Z"},{"name":"Australia’s Mathematics Dilemma","slug":"australias-mathematics-dilemma","post-summary":"For quite some time, I have been an advocate for a balanced education system that ensures students have a depth of knowledge across key learning areas. Australia’s push to improve its educational rankings and the need for a strong STEM based curriculum to meet the needs of our current and future economy, have long been … Continued ","post-body":"For quite some time, I have been an advocate for a balanced education system that ensures students have a depth of knowledge across key learning areas. Australia’s push to improve its educational rankings and the need for a strong STEM based curriculum to meet the needs of our current and future economy, have long been touted aims of successive governments.
\nIn 2019, Sydney University rightly thought to raise the bar and encourage more students to study higher levels of mathematics as part of their HSC pattern of study. They did so to ensure students entering STEM degrees would have the mathematical knowledge base needed. Educators applauded the move, however other universities did not follow suit. When I read the news in early March that Sydney University had removed their mathematics prerequisites, it challenged me to think once again about the purpose of mathematics in preparing students for the future and the crisis facing mathematics teaching across our State.
\nOf course, not every student doing the HSC goes on to university and a STEM based degree, but there was hope that prerequisites would work in raising the bar and encourage a higher number of students to take harder mathematics courses. However, UAC scaling reports since 2019 show that the introduction of prerequisites has had little to no impact on the number of students taking a mathematics course for their HSC.
\nSo why haven’t these numbers increased given the popularity of this University as a destination of choice for students leaving school? One reason according to the University is due to the shortage of qualified mathematic teachers in Australia. In an increasingly competitive student market, Sydney University wants to ensure it does not disadvantage students who don’t have access to higher level courses at their school because of teacher shortage.
\nIn 2018, almost one in four Year 8 students in Australia were taught mathematics by a teacher whose qualification was in an area other than mathematics, compared to 10 percent internationally. The situation has worsened and this year widespread teacher shortages are being reported across the world, particularly in areas such as mathematics. In some areas of Sydney, two thirds of State schools were reporting staff shortages in key areas such as mathematics at the start of the year, and across the State in regional and remote areas, shortages were worse.
\nOur society depends on our schools and universities to ensure we have a highly skilled workforce able to meet the challenges we face. The missing link has been ensuring there is a pipeline of specialist teachers able to teach higher levels of mathematics, who encourage students to successfully move into STEM based courses at university. While some courses, such as Engineering, Computer Science and Pharmacy at Sydney University still have prerequisites of Advanced Mathematics, we need to keep the bar high and encourage young people to do the highest level of mathematics possible while they are at school. There is no easy answer.
\nThis year, KRB employed a young Mathematics Teacher, Nancy, who has just finished her teaching degree and was offered a Research Scholarship by the Australian Mathematical Science Institute after achieving academic success in her Bachelor’s Degree in Pure Mathematics at UNSW. She was awarded the University’s 2023 Women in Mathematics and Statistics prize. With this level of achievement, we are thrilled that she wanted to teach high school students and is enjoying her first term of teaching this year.
\nI hope young women like Nancy can see the benefits of educating young people and act as role models to our students about the importance of academic scholarship and having a career in education. We hope over the coming years to find more young graduates committed to making a difference in the teaching of Mathematics and a willingness to take on such a rewarding career. Every child deserves a qualified and passionate mathematics teacher.
\nReference articles: https://www.smh.com.au/national/nsw/sydney-university-abandons-hsc-prerequisites-in-diversity-push-20240301-p5f918.html
\n","published-date":"2024-04-04T22:46:39Z"},{"name":"Fostering Connectedness: The Importance of Building Strong Relationships","slug":"fostering-connectedness-the-importance-of-building-strong-relationships","post-summary":"“It did not surprise me in the least when millions of girls started making and sharing friendship bracelets at Taylor Swifts concerts this year. I’ve been involved with the education of girls for over four decades. And there is one thing I know for sure; girls are all about relationships.” Trudy Hall (Podcast; On Educating … Continued ","post-body":"“It did not surprise me in the least when millions of girls started making and sharing friendship bracelets at Taylor Swifts concerts this year. I’ve been involved with the education of girls for over four decades. And there is one thing I know for sure; girls are all about relationships.” Trudy Hall (Podcast; On Educating Girls: The Connected Girl: Episode 1 – ‘Forging Powerful Relationships’)
\nOver recent weeks, I have been listening to the podcasts conducted by the International Coalition of Girls’ Schools (ICGS) reinforcing and developing the principle of connectedness as a protective force for teenage girls. The series — The Connected Girl — looks at different ways teens forge relationships, and the people that are essential to healthy connection in their lives. It is well documented that the challenges facing teenagers are significant, particularly due to an over reliance on social media. Over the last two years I have found myself using the term, ‘the unseen cost of COVID’, as teens navigate relationships,
\nanxiety, perfectionism and feelings of disempowerment. In turn, this has become an equally difficult landscape for parents.
We have always known that for girls, feeling connected plays a crucial role in their development and wellbeing. Increasingly, evidence suggests a diverse group of adults in a young person’s life is even more essential than in the past. These roles are often played by parents, wider family networks and teachers. Strong peer and adult relationships help teenagers navigate the complexities of adolescence and assist in maintaining a positive self-image. In turn these relationships shape both social and academic experiences, enabling students to thrive and go on to lead successful lives. As a teenage girl learns to foster and navigate connections, they develop the emotional intelligence and essential social skills that contribute to fulfilling relationships later in life.
\nThis year, as we approach International Women’s Day, let’s continue to work together on building connectedness to empower the positive emotional growth required to support our students in becoming confident and empathetic young women. Let’s celebrate the men and women who are role models to our young women and ensure they are connected. You may never get a ‘friendship bracelet’ but the long-term reward will be greater!
\nReference: Youth-Adult Connectedness: A Key Protective Factor for Adolescent Health
","published-date":"2024-03-01T01:13:00Z"},{"name":"Untitled – 2023-12-21","slug":"14210","post-summary":"Over the last months we have seen media stories about falling standards and disciplinary problems in many Australian schools. Politicians and educators seem to be in an endless debate about how to ‘fix’ the multitude of issues that detract from a strong educational delivery where it matters most- in the classroom. The additional problem of … Continued ","post-body":"Over the last months we have seen media stories about falling standards and disciplinary problems in many Australian schools. Politicians and educators seem to be in an endless debate about how to ‘fix’ the multitude of issues that detract from a strong educational delivery where it matters most- in the classroom. The additional problem of teacher shortages across Australia and the pressure this is now putting on all sectors is certainly a concern for all of us. I was horrified recently when Deputy Premier Prue Car stated that over 10,000 classes daily in the public sector were not being covered by a teacher. I expect in 2024 we will continue to hear more negative stories about the state of education.
\nA 2021 study showed 8 out of 10 teachers believed education news is negative (The Educator, August 2021) and a study conducted by Monash University in 2022 called for solutions that improve the ways that teachers are respected, appreciated, and valued, including calls for the media to contribute to a more positive portrayal of the teaching profession (Longmuir et al, 2022.) In another research study over 65 000 media articles were examined, analyzing how teachers were characterized in the print media and concluded that “… ‘teacher bashing’ is the norm when it comes to stories about teachers.” (Mockler USYD July 2022)
\nAt KRB, students have access to a highly professional workforce, and we see each day teachers who care about each student and our school. It is wonderful to watch the relationships our students have with their teachers at KRB. We all remember those teachers who impacted us at school, and I always smile when I hear students thanking staff for the lesson they have delivered or at the end of an activity. Our staff take on so many roles during the school day ensuring our students are safe and have the best possible opportunities to learn and grow. They demonstrate excellence and enjoy their role. Yet so few of our students ever choose teaching as a career.
\nSo, these Christmas holidays I want to give a shout out to all teachers and encourage our community to speak positively about the profession, challenging negative stories when you see or hear them. Teachers give their working lives to improve the lives of others and they are good at what they do. The future of our society depends on young people choosing this most valuable career.
\nHappy holidays to the KRB staff and thanks for a job well done!
\nReference Article: Australian schools are debating how to control bad behaviour (smh.com.au)
\n\n
","published-date":"2023-12-21T03:54:24Z"},{"name":"Preparing Your Child for High School","slug":"preparing-your-child-for-high-school","post-summary":"One of the most rewarding aspects of my role is witnessing students grow and thrive during their educational journey. The transition from primary to high school marks a significant milestone in a student’s life, filled with excitement, anticipation, and a touch of nervousness. An article titled “It makes me nervous: How to help your child … Continued ","post-body":"One of the most rewarding aspects of my role is witnessing students grow and thrive during their educational journey. The transition from primary to high school marks a significant milestone in a student’s life, filled with excitement, anticipation, and a touch of nervousness. An article titled “It makes me nervous: How to help your child prepare for high school” published in The Conversation earlier this year, resonated deeply with me, as it delves into the concerns parents may have and offers valuable insights to support their children during this critical period.
\nStarting high school can be overwhelming for students as they face new academic challenges, social dynamics, and increased responsibilities. Acknowledge and validate their emotions, reassuring them that it’s natural to feel nervous or anxious. Encourage open communication and create an environment where they feel comfortable discussing their concerns and fears.
\nHigh school demands greater self-discipline and organizational skills. Encourage your child to take ownership of their education by fostering independence. Teach them effective time management techniques, such as creating schedules and prioritizing tasks. Developing strong organizational skills early on will serve as a solid foundation for their academic success.
\nHigh school academics can be more rigorous and specialized compared to middle school. Familiarize yourself with the curriculum, course offerings, and extracurricular activities available at the school. Encourage your child to explore their interests and guide them in choosing courses that align with their goals. Additionally, establish open communication with teachers and the secondary Year Coordinator to stay informed about their progress and any additional support they may require.
\nA balanced routine is crucial for your child’s overall well-being and success in high school. Encourage your child to maintain regular sleep patterns, eat nutritious meals, and engage in physical activity. Establishing healthy habits will not only benefit their physical health but also enhance their cognitive abilities and overall academic performance.
\nThere is a lot of research that emphasizes that the establishment of a strong support system around a teenager allows for a smooth path over the years ahead. Encourage your child to foster positive relationships with their peers, teachers, and other school staff. Engage with the school community yourself, attending parent-teacher meetings, and participating in school events. By building connections within the school, your child will feel a sense of belonging and be more likely to seek help when needed.
\nAs co-curricular opportunities and experiences expand in secondary, your child will be offered a myriad of activities that provide opportunities for personal growth, skill development, and social interaction. Encourage your child to explore their interests and participate actively in their areas of interest. Engaging in these activities fosters a sense of belonging, builds self-confidence, and helps students develop valuable leadership and teamwork skills. It’s also an important way of learning how to win and lose graciously, to compete well and to manage emotions.
\nPreparing your child for the transition to high school requires a thoughtful and supportive approach. By acknowledging their emotions, fostering independence, understanding the academic landscape, emphasizing a healthy routine, nurturing a support system, and encouraging extracurricular involvement, you can empower your child to navigate this new chapter with confidence.
\nReference Article: ‘It makes me nervous’: how to help your child prepare for high school (theconversation.com)
\n","published-date":"2023-10-12T05:08:12Z"},{"name":"Untitled – 2023-08-23","slug":"13210","post-summary":"At the end of the soccer world cup, I’m sure many of us have been reflecting on the role that women from across the globe have played in bringing alive women’s sport in this country. We have experienced the highs and lows of our national team, have been thrilled by the level of athleticism on … Continued ","post-body":"
At the end of the soccer world cup, I’m sure many of us have been reflecting on the role that women from across the globe have played in bringing alive women’s sport in this country. We have experienced the highs and lows of our national team, have been thrilled by the level of athleticism on display and revelled in the spirit of this competition. I’ve not seen this focus on a women’s sporting competition before and, when an estimated 11.5 million Australians tuned into the Australia versus England game, making it the most watched event in Australian television history, the ratings book was rewritten.
\nBefore the competition began, the 23 squad members of the Matildas released a video from the players union, reflecting on the rights for which past and present Matildas have fought and the legacy they hoped to leave (Matildas take aim at Fifa over prize money in video released days before World Cup kickoff – YouTube). Their legacy, I hope, has changed attitudes to their game and, more broadly, the opportunities for women. Over the past few weeks, the Matildas have provided a powerful narrative that challenges gender norms, promotes inclusivity, and empowers young women to engage in sports with confidence. This ultimately fosters a generation of active and confident women.
\nThe Albanese Government’s $200 million pledge for girls’ sport and the Play Our Way initiative, is one step forward, but as most commentators say, is not nearly enough. As a society we need to ensure girls have access to facilities to train and play, are encouraged to stay in sport longer and can reach elite levels knowing they will be paid for their skills. In 2023, women are still a long way from equal representation in the media, equal access to resources in local government areas and for elite athletes, prize money. Let’s continue to advocate for girls and women, galvanizing the spirit we have seen played out during this Soccer World Cup. Thank you Matildas- what a legacy!
\nReference Article: Matildas success: Albanese government unveils $200m girls’ sports fund (smh.com.au)
","published-date":"2023-08-23T03:58:26Z"}]