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At the Queensland Academies Creative Industries Campus (QACI) in Kelvin Grove, students and staff cultivate a supportive environment that promotes a sense of belonging, acceptance and community. The QACI culture fosters an appreciation of sharing gratitude through activities such as writing “warm fuzzies” (little notes of positivity that students place in decorated paper bags on each other’s lockers), or giving “big-ups” (positive shoutouts) to peers after completing a team activity, or the famous QACI Minties Moments often held at the end of Assembly where students share praise and encouragement with each other. With the school often cited by students as a place where they feel free to simply be themselves, the QACI culture facilitates development of strong bonds amongst students and staff. It is this culture that inspires the growth of QACI’s “home away from home” atmosphere where students feel not only respected, but truly nurtured. Random acts of kindness don’t take a lot of effort, but it has a large impact on the person you are being kind to. You could compliment your friend, or express your gratitude to your parents, or if you see a stranger and you think their bag is cool, let them know. It does take courage, but it’s so worth it knowing the impact you have on someone

A touching way to spread joy, random acts of kindness play an important role in social emotional wellbeing (and have just as many benefits for the giver as the receiver!).

else’s day. – Parul, Year 10 A random act of kindness for me would be giving out little 2 compliments to my friends, family or maybe even a stranger I meet on the bus! Little things like telling someone their hair looks great or that they did an amazing job with their performance can make someone’s day! I know this because it certainly makes mine :D – Max, Year 10

Unexpectedly buy your friends a coffee before school! –

One could be as simple as holding a door open for someone, or baking something for your neighbours! – Lexi, Year 10

Sharing an umbrella with a stranger during a rainy day, offering to pay for someone’s coffee, leave a kind note inside a library book, or set up a food bank. - Caitlin, Year 12 Smiling at someone as you

There are no limits to what 6 random acts of kindness can be. No matter how small or large, of my favourite ways to spread kindness is to simply ask how someone is doing and offer them your full attention, and an open space for them to speak freely and get things off their chest. You never know how much asking how someone is going can genuinely help them! – Laura, Year 10 they all make a difference! One walk past them. – Madilyn,

I think a great random act of kindness is to give someone an unexpected compliment! Especially someone you don’t know or someone who looks a little lost. I think it can really make someone’s day. – Elena, Year 12

An example of a random act of kindness could be going to the grocery store with your parents and help them to get the groceries or packing the bag! Even offer to do it all yourself! Your parents will love the help. – Gen, Year 11

Smiling at strangers on the bus. – Hannah,

Take the time to really listen and engage with someone about something they’re passionate about. Ask questions and let them have a chance to share that passion! – Cate, Year 10

I think a really good random act of kindness would be to help an elderly person with their shopping or another task that they might be struggling with. Whether this be family members or others, I’m sure they would appreciate the help. – Luke, Year 10

Something that I used to do in Grade 6 was make little cards for service people who rarely received a lot of “thank yous” (like bus drivers and cleaners) and write things like, “have a great day!” Or there’d be a little joke or a riddle inside of them. – Macy, Year 10

My random act of kindness would be to offer someone a seat on public transport regardless of who it is. – Chiara, Year 11

A random act of kindness I really like to do is to remind your friends that you care about them! Sometimes people forget they have a support, so just saying that you value someone goes a long way :) – Adam, Year 11

Just simply ask your teachers how they are going and if they are having a good day! Start a conversation, because they are just people! – Toby, Year 11

Compliment someone on something that others wouldn’t necessarily notice! e.g. I really like your new hairstyle today! I love your scrunchie matching your shirt today! Also remember that: true kindness is helping someone without expecting anything in return. – Stefanie Year 10

A random act 18 of kindness that makes people smile is to randomly compliment someone, even if you don’t talk to them a lot. It can really make someone’s day or even week!” – Saira, Year 10 Compliment someone! –

You could shout a hungry brother some tuckshop! –

Random acts of kindness doesn’t mean 22 going extremely out of your way to do something for someone; it can be something small that makes others feel special, like giving your friend a random hug. - Brin, Year 10

Saying hello when 23 passing someone and using their name. It’s not a big one, but it does make people happy.” –

A random act of kindness could be complimenting someone on something big or small, or even telling them you are proud of them and acknowledging the good things they have been doing. – Freya, Year 11

My favourite random act of 25 kindness is asking someone how they are and genuinely meaning it. You never know how checking in may help. – Yasmin,

Content supplied by the students of Queensland Academies Creative Industries

Summer for many people is a time of holidays and relaxation; schools are closed and families spend time together. While the adults might be more inclined to enjoy a lazy day or two, children seem to be able to recharge their batteries quickly and are looking out for adventure, activity and fun! Fortunately, you don’t always have to go far to find places that will offer children this stimulation - and they are free. Your local public playground! Every park and playground offers different opportunities for various types of play including climbing equipment, swings, slides and tunnels, spaces to run, room for ball games, bike riding, sand and water play.

Finding a playground near you Your local council’s website will list all your local playgrounds and tell you which features it has, such as fully fenced areas, barbecues, toilets, toddler friendly, bike paths and more. Every local council area has ‘destination’ playgrounds – these are the large parks with the biggest range of equipment and facilities, built for community events – and neighbourhood parks in walking distance of your home. Playgrounds provide many benefits for children through opportunities for active, imaginative and social play. These benefits include

Being outdoors and physically active. Participating in physical activity every day is essential for children’s growth and development. Where possible, encourage walking or riding a bike to the playground. Playgrounds inspire energetic play which supports children’s physical development, helping to strengthen their muscles and bones, improve posture, balance and coordination, and build stamina. The Australian Government Department of Health has the following recommendations for children’s daily physically activity:

Toddlers (aged 1–2 years): At least 180 minutes spent in a variety of physical activities including energetic play, spread throughout the day; more is better

Pre-schoolers (aged 3–5 years): At least 180 minutes spent in a variety of physical activities, of which at least 60 minutes is energetic play, spread throughout the day; more is better

Children and young people (aged 5-17 years) should aim for at least 60 minutes of moderate to vigorous physical activity per day involving mainly aerobic activities; more is better.

Find more information about the Australian Government movement guidelines at health.gov.au/health-topics/exercise-and-physical-

Trying out new ideas and skills. The various skill levels of playground equipment and different ground and play surfaces require children to continuously make judgements about their movements and calculate risks. How far down can I jump? What will I hold for balance? Children develop their capacity to assess and manage reasonable risks and learn about safe ways to play.

Their ability to maintain focus and adapt their actions helps them to move effectively through the space. Children relish opportunities to test out their abilities and strengths and grow in their achievements. ‘Watch me!’ they call out to the people around them to celebrate their success. Over time and with practice they master many skills, building their self-esteem and the confidence to try new challenges.

Natural environments can have a soothing effect and reduce stress. Being outdoors increases children’s sensory awareness, as they process information about what they see, hear, touch, taste and smell.

Developing social skills. Local playgrounds connect families from around the community. Children develop knowledge about social rules and learn important skills through negotiating with siblings and friends, as well as with children they don’t know. This includes taking turns, following another child’s lead and the selfconfidence to share their own ideas. These skills support children to cope with the unexpected and regulate their emotions.

Stretching imaginations. Playgrounds provide endless possibilities for free play and creativity. Stroll past any playground to hear the excited voices of children as they invent games, make up the rules and, in their minds, transform their space into another world. A climbing platform becomes superhero headquarters, sticks and leaves are used to decorate spaces or as props in play. ‘The playground, instead of telling the child what to do, becomes a place for endless exploration, of endless opportunity for changing play.’ (Isamu Noguchi) Young children in playgrounds should always be well supervised by adults. Take into account the type of equipment, the numbers of children using the playground equipment, other people using the space, people on bikes and walking dogs. Vigilance around any water is especially important. Before you journey out with your children for some playground play remember to pack the essentials such as sun screen, water bottles and hats. Children are hungry after active play so prepare some healthy snacks and take a picnic blanket for a place for children to rest and recover. And the children will be ready to do it all again tomorrow, so make some time in the days ahead for some fun visits to your local playgrounds! See which playgrounds Families Magazine has reviewed online at

This editorial was supplied by Sabina Klepp, Education Practice Partner, Story House Early Learning www.shel.edu.au

Are your children living in a selfie-obsessed world? Do you feel their emotions and self-esteem are validated by their online connections rather than by ‘real-world’ engagement? Garry Woodford, Pastoral Leader at Southern Cross Catholic College Secondary Campus, provides his insight and tips for raising virtuous children in a selfie-obsessed world.

Please excuse me for my opinions, but after 20 years of teaching in both the primary and secondary sector, designing and implementing social and emotional programs to children, youth and adults, working in the latest innovations of neuroscience, and helping raise my own and partner’s children (including a stepson who is 17 years of age) I am pretty across this concern. On the threshold of my four daughters becoming teenage girls, this is currently something extremely close to the heart of our household. I have almost broken into a cold sweat about it on more than one occasion, worrying endlessly how we are going to encourage four young girls to remain virtuous, confident, engaging, respectful and able communicators, who actually still like us and don’t spend their entire lives primping themselves for the next online Snapchat moment or Instagram-worthy pose. And on it goes. We, as the parents, are often accepting of this behaviour as we feel compelled to get onboard. Often to avoid the conflict, we allow our kids time to connect via social media online, hoping that this will support belonging in our teenagers as they feel one with their community the only way they know how. Yet the research is showing us that there is a consequence for too much technology self-indulgence. When too much is not enough Alarmingly, the consequences of too much technology results in the hard wiring of our brains to seek the dopamine hit that often only technology stimulation provides. It is as addictive as drugs, but it does not get quelled by the acts of normal life and this is alarming. Living in the day seems far less interesting than being present with our actual friends and family. Our children appear slaves to the machine we know as technology and this is only increasing. Not only that, issues such as body dysmorphia, anxiety and depression are increasing due to life not delivering the same electric-charged impulse gained from our kid’s and students’ devices. Parents, teachers and educators are now battling to keep their children and students engaged, as information from humans is now too slow for their often-over-stimulated brain. Have you ever been halfway through a conversation with your teenager when you notice their phone has buzzed 15 times in the last minute? Not too long ago, back in the dark ages, we did a little thing called communicate. We did not worry about what we looked like as we were hanging with our mates down at the jetty as we could not see ourselves. We did not need the 73 likes on Instagram to feel like we had friends who accepted us. We did not care how our hair fell or what pose we were striking or who was going to see it because we were too busy living our best life as it occurred, in the present. Carefree laughter and presence. This no longer the case. Lighting the way So how do we still raise virtuous children? Well to start with we need to lead by example. We still need to lay the foundation of their moral code. They learn from us; who we are; how we live. Children are always watching what we do, not what we say. Are we ourselves obsessed with technology? Phones, laptops, iPads as opposed to engaging with our own children or partners? Children who have quality time with their families are less likely to seek external validation.

We need to be mindful of the values we live by. What kind of role models are we? Do our children feel loved, supported, and challenged by us? Do we provide them with boundaries that are set because we care for their wellbeing? Or are they left to their own devices? The reality is, the more time spent on technology equals more self-absorbed selfies, and this does not increase or replace genuine connection. Nothing replaces real human connection. As parents, be present. Show up. Engage on a daily basis, which involves quality time – at least 30 minutes a day - spent with your children. In our home, we eat together as a family. We play a board game, we discuss the day, we read out a card that requires engagement and discussion from the rest of the family, which includes real-life issues, decision-making, resilience and feeling. Girls particularly need their Dads or a male role model who invests in them. Reading to your children in primary school and sharing a hobby with your child also enables great ongoing connection. The saying ‘the family that plays together stays together’ is as true as ever. Children still need a hug and someone to really hear them. Take the time to listen not just tell them how they need to live. Sometimes they just need that safe and significant parent/guardian in their lives to be there whilst they download.

Written by Garry Woodford, Pastoral Leader at Southern Cross Catholic College Secondary Campus, www.sccc.qld.edu.au Two hours technology a day 7-9 hours sleep for all children and teens 20-30 minutes exercise/outdoor activity Balanced diet, including plenty of water Practise 2-5 minutes of mindfulness a day No technology in the bedroom and no technology one hour before sleep Listen and be present

GOOD READS for understanding and effectively communicating with children, teens and adults

The Whole Brain-Child – 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind, Daniel J. Siegel, M.D., and Tina Payne Bryson, Ph.D.

Brainstorm – The Power and Purpose of the Teenage Brain, Daniel J. Siegel, M.D

5 Love Languages – The Secret to Loving Children Effectively, Gary Chapman and Ross Campbell

Personality Plus – How to Understand Others by Understanding Yourself, Florence Littauer

Lost Connections - Why You’re Depressed and How to Find Hope, Johann Hari