EDITION 6 2021
RESEARCH AND INNOVATION
A spotlight on Wellness Pymble Ladies’ College
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Contents From the Principal ..........................................................................Page 3 From the Editor ...............................................................................Page 4 Our contributors ...........................................................................Page 5 A new model of resilience............................................................Page 8 How my violin saved my life....................................................... Page 13 Stories of trauma: How can we approach ‘dark content’ in schools?...........................................................Page 18 Healthy rites of passage and safeguarding the wellbeing of students at Pymble........................................Page 23 From snow to sea: An educational adventure...................... Page 30 Gaining momentum in women’s educational leadership ............................................ Page 36 Shining light on our ignorance: Data science for complex futures............................................ Page 42 Challenging the status quo in PDHPE.................................... Page 45
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Illuminate Research and Innovation | Edition 6 2021
Hope is that thing inside us that insists, despite all evidence to the contrary, that something better awaits us if we have the courage to reach for it, and to work for it, and to fight for it. – Barack Obama
From the Principal It was with pure delight and pride
Pymble continues to partner with
thing inside us that insists, despite
that the College formally launched
leaders in the field of wellbeing to
all evidence to the contrary, that
our Pymble Institute in October this
support best practice.
something better awaits us if we have
year. Congratulations to our Director of Research and Development, Dr Sarah Loch, for her contribution to the development of our research-
We thank our partners who generously give their time and continue to inform our practice.
the courage to reach for it, and to work for it, and to fight for it. Hope is the belief that destiny will not be written for us, but by us, by the men and women
centre and for the way she has
As I write this, Sydney has emerged
who are not content to settle for the
engaged with all stakeholders – most
from a 107-day period of lockdown and
world as it is, who have the courage
importantly, our students – to establish
Melbourne has been released from its
to remake the world as it should be”.
a centre of true excellence.
sixth lockdown and a world-record-
The Pymble Institute has already significantly enhanced our community, with 15 staff actively engaged in their own research and 30 staff undertaking postgraduate studies to complement their skills and knowledge. Possibly two of the most exciting additions have been our College Ethics Committee, with a large number of students involved, whose lens on ethical research is impressive, and our Junior Journal Club (JJC). It’s fantastic to see our girls learning new concepts and looking forward to applying these in their own lives. One of my favourite comments came from a JJC member who wrote in the Microsoft Teams chat during a recent meeting, “It was great to learn about what should be included in
breaking total of 262 days in lockdown since the beginning of the COVID-19 pandemic. Undoubtedly, this has been a very challenging time for many, a time of deep distress, increased family violence and financial stress – certainly a time most would not want to repeat. You only need to look at the constant media trail of all the challenges of lockdown that are presented in a neverending stream for our consumption to appreciate the impact of the pandemic – and yet most conversations I have had with colleagues and young people point to the benefits gained from this chapter of history. Family relationships were cemented and there was time to ride pushbikes, build cubby houses and go for walks in the afternoon.
an abstract since I had never heard
As this is our second edition of
of them before”. These students are
Illuminate to focus on wellbeing,
our researchers of the future and
I wanted to offer a view that moves
watching them engage so fully in this
away from the body of knowledge that
space is providing them with exciting
focusses on all the concerns regarding
opportunities to change their world in
the wellbeing of our young people and
meaningful ways.
move to a place of hope.
Congratulations to our Pymble staff
I’m a fan of former President Barack
who have contributed to this edition of
Obama’s take on hope:
Illuminate. While our students are busy
“ Hope is not blind optimism. It’s not
asking big questions, exploring solutions
ignoring the enormity of the task ahead
and challenging the status quo, our staff
or the roadblocks that stand in our
are engaged in translating their research
path. It’s not sitting on the sidelines
into practice.
or shirking from a fight. Hope is that
There is a great deal of research on the importance of hope, which is defined by the Australian clinical psychologist, Andrew Fuller, as “the anticipation that good things will happen in the future and that we have the power to make some of those good things happen”. For me, the addition of the Pymble Institute to the College’s already outstanding offering provides a strong sense of hope for the future. Hope that our students will continue to ask big questions, hope that this research eases the pain that is present in the lives of so many, hope that research continues to enrich our educators and refine their skills, and hope that, in big and small increments, Pymble continues to change the world in positive and productive ways.
Dr Kate Hadwen B.ED, GRAD CERT ED LEADERSHIP, M.ED, PHD PRINCIPAL
Pymble Ladies’ College
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From the Editor It is exciting to be writing this editorial under the new banner of the Pymble Institute, the College’s home of research, innovation and professional learning. The launch of the ‘PI’, as the Pymble
how a nimbleness of gaze can be
Learning approach in PDHPE, Cedric
Institute has become known, took
applied within classrooms and schools,
Le Bescont’s critique of what it means
place in October 2021 with a video
and education more broadly, through
to teach Science students to think
composed of student and staff creations
their willingness to think critically and
deeply and by Kieran Dale-O’Connor’s
representing our commitment to
openly about questions in their orbits.
examination of the challenging topic
research and education. Their creations depicted lighthouses, kites, the scientist Cecilia Payne, airports and gardens; ways people come together, share ideas, grow in their understanding and drive thinking forward. The latter phase is the vision statement of the Pymble Institute!
this edition of Illuminate with articles
of how educators navigate emotional topics in English texts.
ranging from personal insights, such as
Wellbeing takes many forms and, in
Riina Hämäläinen’s reflective comparison
a school as diverse and dynamic as
of education in Finland and Australia,
Pymble, we are thankful for our staff and
Reverend Punam Bent’s discussion of
partners who are committed to furthering
girls’ education in a global context and
our knowledge of its links to teaching and
Dr Janet Dutton, Lecturer from
Sarah Turner’s exploration of music
learning. I hope you enjoy exploring the
Macquarie School of Education, was
and neuroscience. We are also pleased
journeys and stories in this edition.
our fantastic keynote speaker. Janet’s
to publish work from Professor Gin
presentation stated, “Teacher research
Malhi, a member of the College Board
Dr Sarah Loch
was once innovative practice but
and Director of the CADE Clinic at the
increasingly it is what good teachers
University of Sydney, and his PhD student
do. So, how can teachers make space
Erica Bell, whose work in the field of
for research?” A contributor to the
irritability and mood will have great
previous edition of Illuminate where
relevance for adolescent mental health.
she advocated for critical thinking and
The College is proud to be able to support
cognitive wellbeing through active and
their research. Dr Arne Rubinstein and
embodied learning (Dutton, Derrick &
the Rites of Passage team have partnered
Rushton, 2021, pp. 30-36), Janet used
with the College this year to support our
her presentation to draw our attention
Mind Body Spirit Wellbeing framework.
to ways the teacher researcher can
Arne’s article shares the core of the Rites
utilise a ‘nimbleness of gaze’ (Dutton,
of Passage approach and invites us all
2017) to support an inquiry stance.
to consider the role of transitions and
Curiosity and inquiry are core to all
4
The theme of wellbeing continues in
connections in our own lives.
forms of research, regardless of the
Research within the Pymble learning
field of study or level of formality.
context is showcased by Madeleine
The authors in this edition demonstrate
Gardiner’s experience using the Deep
Illuminate Research and Innovation | Edition 6 2021
BA, MTEACH, MEDST , PHD EDITOR
References Dutton, J., Derrick, L., & Rushton, K. (2021). Out of their seats and asking great questions: Fostering critical thinking and cognitive wellbeing through Embodied Pedagogies. Illuminate: Research and Innovation, Pymble Ladies’ College, (pp. 30-36, Ed. 5). Dutton, J., (2017). English teachers in the making: Portraits of pre-service teachers’ journeys to teaching. Unpublished thesis. University of Sydney.
Our contributors
Erica Bell
Reverend Punam Bent
Kieran Dale-O’Connor
Erica Bell has a background in
Punam Bent has been at Pymble since
Kieran Dale-O’Connor is an Inquiry
psychology and is currently undertaking
2016 and has taught Religion and Ethics
Learning Leader in the Conde Library
a Doctor of Philosophy under the
in her role as School Chaplain at both
at Pymble. In this role, he supports
supervision of Professor Malhi,
Pymble and MLC School, Burwood.
students with research and inquiry
examining the construct of irritability
She is passionate about wellbeing
projects across a range of learning areas.
within psychiatric disorders. She has a
and spirituality, and social justice with
Prior to this, he was a Secondary English
particular interest in the mechanisms
focus on regional partnerships and
teacher for six years, during which time
that underlie psychiatric disorders,
environmental action. This includes
had roles in faculty leadership, pastoral
and how this understanding can be
SS4C (Schools Strike for Climate),
care of refugee students, restorative
translated into clinical practice. In this
raising First Nations awareness and
practices, and library management.
regard, she has published research
engagement, and promoting religious
He also co-designed and taught Te
examining these phenomena and has
and cultural diversity. In Punam’s work in
Awakairangi, a cross-curricular and
synthesised these findings into clinical
girls’ education she aims to create a just
place-based program of learning for
practice guidelines.
and holistic environment where students Senior students. Kieran’s area of interest are accepted in their own identity
is how student voice and feedback
(cultural, religious, non-religious) and
are used to help design, construct and
where they can grow as global citizens.
refine programs of learning.
She is an ordained minister of religion, practising within the Uniting Church in Australia and UMC (USA) since 1992.
Pymble Ladies’ College
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Our contributors
Madeleine Gardiner
Riina Hämäläinen
Cedric Le Bescont
Madeleine Gardiner has been teaching
Riina Hämäläinen is a PDHPE teacher
Cedric Le Bescont holds the roles of
Personal Development, Health and
at Pymble Ladies’ College for Years 7 to
Learning Leader – Assessment and
Physical Education (PDHPE) at Pymble
10 students. She commenced teaching
Differentiation (Science) and Head of
since 2018. During this time, she has
at Pymble in 2019. Riina has a Master of
Data Science. Cedric commenced
worked in both the Junior and Secondary Sport Pedagogy and Health Sciences
at Pymble in 2019 and he teaches
Schools and values the experience
from the University of Jyväskylä, Finland.
Science, Physics and Chemistry
gained from collaborating with
She is passionate about students’ holistic to Years 7 to 12 students. Cedric
colleagues across the College. Madeleine wellbeing, their interests and ideas for
has a Master of Physical Sciences
is committed to embedding a range of
the future. She is proud to contribute to
from University Savoie Mont Blanc
perspectives in her practise and in 2021
the diverse community of backgrounds
in Chambéry, France, as well as a
completed a Master of Indigenous
and cultures within the College.
degree in Science Education from
Education at Macquarie University.
the University of Grenoble, France. He has spent most of his career as a Learning Leader and Head of Science in the Network of International French Schools across a range of countries and has been a member of diverse learning communities in Europe, Africa, Asia and Australia.
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Illuminate Research and Innovation | Edition 6 2021
Professor Gin Malhi
Dr Arne Rubinstein
Sarah Turner
Professor Gin Malhi is a University of
Dr Arne Rubinstein (MBBS, FRACGP)
Sarah Turner began teaching at
Sydney professor and the Head of the
is an internationally recognised expert
Pymble in 2019 and is the Stage 4
Academic Department of Psychiatry.
on childhood development and rites
Music Co-ordinator. In 1994, Sarah
He is also the Executive and Clinical
of passage. His programs have been
completed a thesis on Music Therapy
Director of the CADE Clinic, a specialist
attended by over 250,000 people in
and was invited to apply to the Guildhall
referral clinic for complex mood
more than 20 countries around the
School of Music and Drama in London
disorders based at Royal North Shore
world and are now a part of over 50
to continue her studies in Music
Hospital. Over the past decade he has
schools around Australia. Arne is a
Therapy. Working in an infant school
conducted important research into
medical doctor and specialised first in
in Hackney, London, Sarah developed
the emergence of mood disorders in
family medicine and then spent 15 years
her passion for teaching and being in
adolescence. Professor Malhi is on
in emergency medicine until he moved
the classroom and she realised she had
the Pymble Ladies’ College Board of
full time creating Rites of Passage
found her calling – teaching Music.
Directors and offers support to the
programs for parents and their children.
Although no longer a seasoned violinist
College’s Wellbeing team.
He is the author of the best-seller,
(due to the lack of practise time), Sarah
The Making of Men. Arne has won
still loves to play along with the younger
multiple awards for his work, including
girls to engage in the power of music.
being nominated in 2008 for Australian of the Year for his groundbreaking work with youth, providing muchneeded answers and tools to support a generation of young men and women be happy and motivated about life. Arne is the proud father of two wonderful young men and a mentor to many others.
Pymble Ladies’ College
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A new model of resilience Professor Gin Malhi and Erica Bell
ABSTRACT
WHAT IS ADVERSITY?
This article provides a summary of our
When we consider adversity, we think of
model of resilience and how it develops.
a challenge or obstacle to be addressed
It stems from our work in adults and
and hopefully overcome. Thus, the
young people and has been informed
concept of adversity is necessarily broad
by research we have conducted
and can include stressors ranging from
within Pymble over the past decade.
the psychosocial (interpersonal conflicts
It is therefore particularly relevant to
such as bullying, parental conflict and
children and adolescents as they move
divorce), physical (illness and injury),
through critical developmental phases .
financial (poverty) among others6.
Importantly, our model of resilience
Importantly, the severity of adversity can
regards mild adversity as a necessary
vary significantly, and individuals can
ingredient for its development and
experience a multitude of stressors that
suggests that experiencing adversity
vary in terms of their impact, from minor
assists in fortifying an individual’s
stressors to traumatic experiences.
resilience. Generating a comprehensive
Therefore, there is no strict criteria for
model of resilience is important,
adversity, and the term includes all
as possessing a robust resource
manner of challenges and stressors that
of resilience helps to prevent the
an individual may experience and may
development of a range of physical and
or may not be able to overcome.
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psychological problems that may come about after experiencing adversity.
WHAT IS RESILIENCE? Adversity is stressful and this is associated with poorer mental and physical health outcomes. But despite this, not all individuals who experience stress (even if it is severe and prolonged) develop these problems and, in fact, up to two-thirds of individuals that experience mild adversity remain relatively unscathed2. It is this ability to withstand some degree of stress that is what we term resilience.
increasingly stressed, and unable to cope. This can lead to the development of emotional or behavioural symptoms, which may lead to physical or mental illness7. The model of resilience outlined below details how this may occur, but it is important to note that this model does not state that having a mental illness means a person lacks resilience. In this adversity-driven model of resilience, adversity can assist in building a robust reserve of resilience8, but the emergence of mental illness can occur despite this, due to the experience of
acknowledge that resilience is dynamic
significant adversity, or through a person
and multi-faceted, rather than being
being disadvantaged when constructing
a static trait that is ‘predetermined’
their stress-response systems 9.
in each individual . This means that resilience is thought to be determined by a combination of both intrinsic (genes and personality) and extrinsic (environmental) factors, and the interactions between these variables 4, 5. Illuminate Research and Innovation | Edition 6 2021
it may lead to an individual becoming
Recent models of resilience
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When adversity is severe or prolonged,
HOW DOES RESILIENCE EMERGE? Intrinsic resilience (Ri) can be thought of as the component of resilience that you cannot change per se, as this component is determined largely by genetics and personality factors. This can be thought of as the ‘foundation’ of resilience (see Figure 1). This foundation can be more or less robust, depending on whether there are ‘at-risk’ genes present in the individual, or the individual has personality characteristics which may lead to a less adaptable response to stressors experienced in life. In early life, this foundation of resilience (Ri) can interact with the environment that surrounds the individual to develop ‘built’ resilience (Rb). This happens through exposure to a healthy environment and enriching experiences.
Figure 1. Components of resilience
In other words, generally being surrounded by an environment which is
Following the development of this built
Resilience is shown as being comprised
optimal for physical development (e.g.,
resilience, an individual may draw upon
of four parts (A to D). The base (red)
healthy diet, adequate physical activity,
resources gathered during this built
illustrates intrinsic resilience (Ri), which
sleep) and neurological development
resilience phase, such as a supportive
includes factors established from
(e.g., supportive environment that
environment and enriching experiences,
birth. This intrinsic resilience serves
provides a sense of security, self-worth,
to form the foundation of adaptive
as the foundation upon which further
realistic mastery and control from an
resilience (Ra). This adaptive resilience
resilience is constructed. The wall of
early age) 5, 10. Here, the intrinsic factors
draws upon these resources and allows
built resilience (Rb) is constructed on
that were laid out in the foundation
the individual to adapt and respond to
the existing foundation and comprising
may allow for a strong ‘wall’ of built
future experiences of adversity.
both internal and external factors.
resilience (Rb) to develop to protect the individual from negative consequences of future adversity. Importantly, this built resilience can occur regardless of how robust the foundation of resilience is in an individual. In other words, even if an individual may be ‘at risk’ of developing illness due to genetic or
So far, we have discussed the intrinsic factors (Ri) that lead to resilience, as well as some of the environmental factors. However, we have not yet addressed the single most significant extrinsic factor that contributes to the development of resilience – adversity.
A supportive environment allows for the development of adaptive resilience (Ra), which consists of the resources an individual acquires to be able to adapt and respond to future experiences of adversity. Finally, this system is tested through adversity (illustrated as a wave; D) which places pressure on this system
personality factors, exposing this same
of resilience. It is through this testing via
individual to an enriching and supportive
adversity that resilience is achieved.
environment will allow them to develop this ‘built’ resilience to help protect them when they are exposed to stress or adversity later in life. Pymble Ladies’ College
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A new model of resilience
CONSIDERING ADVERSITY – WHAT ROLE DOES IT PLAY IN BUILDING RESILIENCE?
In our model, we have discussed how
wall in C). These changes can result
built resilience can protect us from
in instability systems that determine
Adversity is any type of stressor that can
negative impacts on adversity, like a
resilience and an individual’s response
have a negative impact on an individual
defensive wall. Here, adversity can be
to stress. In some cases, they can
and the most commonly studied types
thought of as a wave impacting on the
have negative consequences both
of adversity are childhood trauma and
wall (see Figure 2). If the adversity is too
psychologically and physiologically for
neglect, and socioeconomic adversity.
intense, lasts too long, or occurs before
the individual.
Adversity can vary in terms of type,
an individual has had an opportunity to
timing, intensity, and duration, and these
build this protective resilience, then the
can impact how and when resilience
adversity may be overwhelming and
is developed. This can be thought of
can result in negative consequences.
One way through which adversity may
as an entity that exerts a force, like a
However, if the adversity is not too
positively impact resilience is through a
wave, on the intrinsic and built resilience
intense or long-lasting, the force it
process known as tempering (see Figure
that an individual has developed. And
exerts on the wall of built resilience may
3). In general terms, tempering means
because there is so much variability in
instead have positive consequences for
“to make stronger and more resilient
the adversity that an individual may be
the individual.
through hardship” and in our model of
exposed to, this results in variability in
When the adversity is significant, it may
the ‘pressure’ exerted on the system
compromise the integrity of the wall.
of resilience that an individual has to
This may result in some damage being
hand. This variability in pressure requires
done to the wall, by a breach in the wall
corresponding changes in the resilience
(depicted as cracks and leakage in A)
of an individual to counter the impact of
and by excessive pressure (leaning of
the stress in a proportional way. Thus, in
wall in B). Alternatively, the adversity may
response to this need for strengthening,
be too severe for the stress-response
an individual draws upon their adaptive
systems to even begin to contend with
resilience (Ra) to counter the pressure
the pressure (water rushing over the
exerted by stressors.
HOW DOES ADVERSITY SHAPE RESILIENCE?
resilience, it is thought that experiencing adversity involves the engagement of skills previously acquired to counter adversity that may otherwise have not been engaged, thus making the built resilience component stronger (see Figure 3). In other words, an individual may have built resilience, but this has not necessarily been tested per se. When adversity exerts pressure on this built resilience, in other words it
DOES THE TYPE OF ADVERSITY MATTER? There are many different types of adversity that one can experience. Essentially, adversity is any kind of significant stressor that an individual may experience, and this can occur at any point in a person’s life. Within scientific literature examining resilience, the most studied kinds of adversity include childhood abuse and neglect, which can impact the development of resilience. Importantly, adversity can vary enormously by type, intensity, and duration and these can impact on the development of resilience, including how and when it emerges.
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Illuminate Research and Innovation | Edition 6 2021
Figure 2. How resilience can be impacted by variations in adversity
is testing the individual’s resilience, it allows them to engage in skills that they may have acquired but not practiced, and thus their resilience is strengthened. This is analogous to restructuring the wall of built resilience to make it more structurally sound, and although nothing is necessarily added to the wall, it is now better suited to handle the pressure of adversity. However, while tempering is useful and it may produce some immediate strengthening, it does not introduce new skillsets and may in fact make the individual’s built resilience less flexible or brittle. This is why fortification is also needed to ensure stability and strength.
Figure 3. Tempering and fortification
In our model of resilience, fortification involves the acquisition of new skills that
skills to cope with this adversity, and
serious illness. Here, the individual
are learned to reinforce the built and
their stress-response systems may have
needs to learn new skills and the stress-
tempered wall of resilience to withstand
adapted to this experience. Later, as an
response system gains new strategies
the stress of adversity. However,
adolescent, the individual experiences a
for dealing with this pressure. This is
fortification takes time as the individual
new stressor, such as bullying by peers,
what we would describe as fortification,
is acquiring new skills to cope with the
that requires the same skills utilised in
where an individual acquires additional
pressures of adversity. Thus, if intense or
their previous experience to cope and
skills that are added to their existing
prolonged adversity occurs before this
overcome this new adversity. This is
resources used to cope with adversity.
process of fortification has occurred,
what we would describe as tempering,
The combination of tempering and
and the person cannot draw upon
wherein the individual’s existing skills,
fortification is believed to aid in
previously acquired skills to temper the
which may have been dormant until
developing robust resilience and a
built resilience, the adversity may be
this time, are re-engaged due to a
stress-response system that can cope
overwhelming. It is important to note
stressor placing pressure on their
with a variety of future stressors.
that for both tempering and fortification
stress-response system. This experience
to occur, adversity must be present.
ultimately strengthens the individual’s
Therefore, in order to develop a robust
resilience, and they are able to cope and
resource of resilience, the individual
overcome this challenge.
must experience some adversity in order
This schematic diagram illustrates how tempering and fortification strategies enhance resilience in response to adversity. The ability to withstand
But there are a variety of challenges that
increasing pressure (represented by
an individual may experience that are
the dark blue arrow) requires active
As an example, an individual may have
very different by nature and require a
engagement (represented by green
experienced some adversity as a child,
new skillset to navigate and overcome.
arrow) to either employ pre-existing
such as the divorce of their parents.
So, for example, the individual may
skills (tempering (t) for use in new
This experience was stressful for the
also experience a new type of stressor
contexts (depicted by curvature in the
individual and shaped their psychosocial
that they have not experienced before,
tempered wall) to produce tempered
development. The individual developed
such as a loved one experiencing a
resilience or acquire additional skills
to trigger these processes.
Pymble Ladies’ College
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A new model of resilience
Developing and fostering resilience is critical to ensuring health and prevents the development of physical and mental illnesses.
(fortification [f]; depicted by braced wall)
This model also suggests that situations
to ‘further build’ resilience culminating
or occasions in which the adversity
in fortified resilience. To enhance
experienced is excessive, can lead to
stability, the tempered wall also needs
impairment in the same stress-response
fortification (depicted by the tempered
systems which can result in negative
and fortified wall (t + f). Tempering and
impacts upon physical or mental health,
fortification ultimately repair, modify
potentially resulting in the development
and strengthen the integrity of stress-
of problems. It is important to note,
responsive systems, to produce adaptive
however, that this model does not
resilience (Ra). The intensity of adversity
suggest that mental illness and resilience
is depicted by the colour change from
are mutually exclusive, and in fact an
a lighter (low intensity) to a darker (high
individual with mental illness can still
intensity) blue colour. The duration is
possess resilience.
depicted by the wavelength, which can be intermittent, short, or prolonged.
IMPLICATIONS – WHAT DOES THIS ALL MEAN?
CONCLUSIONS Developing and fostering resilience is critical to ensuring health and prevents the development of physical
Our model of resilience conceptualises
and mental illnesses. In addition, in
adversity as the catalyst that drives the
individuals that do experience these
processes leading to its development.
illnesses, resilience can assist in
Experiencing adversity places ‘pressure’
achieving recovery and preventing on an individual’s stress-response systems, recurrence of illnesses. Therefore, if and without such ‘testing’, resilience we can understand the underlying cannot be fully developed. Therefore,
processes through which resilience is
resilience is adversity-driven and is likely
established and fostered, we can begin
forged in adolescence – a time when
to develop interventions to promote
neurobiological changes are most active.
this process and ensure its completion.
References 1. Malhi GS, Das P, Bell E, et al. Modelling resilience in adolescence and adversity: A novel framework to inform research and practice. Translational Psychiatry 2019; 9. Review. DOI: 10.1038/s41398-019-0651-y. 2. Galatzer-Levy IR, Huang SH and Bonanno GA. Trajectories of resilience and dysfunction following potential trauma: A review and statistical evaluation. Clinical Psychology Review 2018; 63: 41-55. DOI: https://doi.org/10.1016/j.cpr.2018.05.008. 3. Leys C, Arnal C, Wollast R, et al. Perspectives on resilience: Personality trait or skill? European Journal of Trauma & Dissociation 2018. DOI: https://doi.org/10.1016/j. ejtd.2018.07.002.
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4. Rutter M. Resilience as a dynamic concept. Development and Psychopathology 2012; 24: 335-344. 2012/04/17. DOI: 10.1017/ S0954579412000028. 5. Wu G, Feder A, Cohen H, et al. Understanding resilience. Frontiers in Behavioral Neuroscience 2013; 7: 10. 10.3389/ fnbeh.2013.00010. 6. Beutel ME, Tibubos AN, Klein EM, et al. Childhood adversities and distress - The role of resilience in a representative sample. PLOS ONE 2017; 12: e0173826. DOI: 10.1371/ journal.pone.0173826. 7. McEwen BS. In pursuit of resilience: Stress, epigenetics, and brain plasticity. Annals of the New York Academy of Sciences 2016; 1373: 56-64.
https://doi.org/10.1111/nyas.13020. DOI: https://doi.org/10.1111/nyas.13020.
8. Ashokan A, Sivasubramanian M and Mitra R. Seeding stress resilience through inoculation. Neural Plasticity 2016; 2016: 4928081. DOI: 10.1155/2016/4928081. 9. Cecil CAM, Smith RG, Walton E, et al. Epigenetic signatures of childhood abuse and neglect: Implications for psychiatric vulnerability. Journal of Psychiatric Research 2016; 83: 184-194. DOI: https://doi. org/10.1016/j.jpsychires.2016.09.010. 10. Shastri PC. Resilience: Building immunity in psychiatry. Indian J Psychiatry 2013; 55: 224234. DOI: 10.4103/0019-5545.117134.
How my violin saved my life Sarah Turner
When you listen to music, multiple areas of your brain become engaged and active. But when you actually play an instrument, that activity becomes more like a full-body brain workout. What’s going on? Sarah Turner, Pymble Music teacher, explores the long-term positive effects of this mental workout THE SERIOUS AND REAL SUBJECT OF MUSIC
DR ANITA COLLINS – FOUNDER OF BIGGER BETTER BRAINS
“Music and Maths go hand-in-hand”
Dr Anita Collins is a researcher in brain
or “Music and Languages have much
development and music learning, as
in common”. No doubt, if you are a
well as a Music educator. Anita spoke
musician, you should be good at Maths,
to the Pymble musicians during the
or so everyone will have you believe.
2021 Sydney lockdown period to
This has long been a bit of a joke in
encourage them to continue learning
my family; how can I be so good at
their instrument. Equally importantly,
Music, but not so good at Maths? I
she shared her research about what
did complete 3-Unit Maths at school
playing music does to our brain. Anita is
(now known as Extension) and my only
a colleague of mine and I have attended
answer to this conundrum is, “Imagine
many of her workshops. She, too, began
how bad I’d be if I didn’t have music!?”
a journey into neuroscience and music
I have worked in ten Music departments in schools in New South Wales and in each of those departments, when it comes to subject selection, I have encouraged students and parents to see Music as a “real” subject. Why isn’t Music seen as a serious subject? I know it’s a serious subject – I spent years perfecting my craft and it was still never perfect. How do I encourage others to view Music as a “serious and real subject”?
to dispel the theories that Music is not a serious subject. In inviting Anita to speak to Pymble’s student musicians, I wanted the girls of Pymble to know what their brain is doing when they play music and what makes their brain more powerful, or shall I say, different to people who can’t play an instrument? This is likened to a superpower they may be taking for granted.
WATCH ANITA’S TALK HERE
Pymble Ladies’ College
13
How my violin saved my life
WHAT’S HAPPENING IN MY BRAIN WHEN I PLAY MY INSTRUMENT?
Anita’s research allowed her to travel
It has long been espoused that music
she worked alongside neuroscientists
is used for therapy on patients suffering
and, in her words, “got to play with
from dementia, stroke and other brain
big machines”, including: Positron
damage. Most of these patients are
Emission Tomography (PET), Computed
elderly, or at the very least, in adulthood.
Tomography (CT) and Functional
Anita became interested in how a
Magnetic Resonance Imaging (fMRI)
young brain can be affected by playing
scanners map the human brain. When
a musical instrument. The part of your
working with humans, neuroscientists
brain that recognises music is the oldest
discovered when music was played it
part of your brain, which is formed in
produced ‘fireworks’, which appeared in
utero. How many mums out there put
the scans. When coupled with playing
headphones over their expanding bellies
an instrument, the brain lit up like Guy
to play music to their bubs? When a baby
Fawkes night.
is born, they hear the musical phrases
HOW PLAYING AN INSTRUMENT BENEFITS YOUR BRAIN
of their parents’ voices. Speaking to your baby is akin to them hearing you Dr Anita Collins
sing. This is one of the explanations as to why dementia sufferers are often “reborn” when they hear music. They are using part of their brain that hasn’t been damaged, and thus are able to recall their oldest memories which are frequently ignited by music.
to Canada and the United States where
Scientists concluded the fireworks proved that brains of musicians really do look different. When a musician plays his or her instrument, three parts of a triangle are activated and begin to work together. They concluded that a musician’s brain is more effective and uses less cognitive energy.
AUDITORY (VERY LARGE)
MOTOR VISUAL Figure 1: The three parts of our brain that are used when learning music
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Illuminate Research and Innovation | Edition 6 2021
Anita provoked the audience to consider
iv. The reward network (dopamine) with Dr Shinichi Suzuki, the founder of
the following questions relating to how
is activated and it, in turn,
the Suzuki method. In two short years,
our brains are being used in the context
motivates us to continue with
my brain was hardwired to play the
of music practise:
our daily tasks; and
violin and I was always learning more.
1. What do you think is happening to your brain when you are practising?
a. When we practise, messages are travelling around each of the corners (see Figure 1) and each time they travel, they are making stronger, firmer pathways.
2. What happens in your brain when you get stuck?
a. Your brain is able to predict
40-odd years later), my fingers still move
and we feel less stressed.
up and down the fingerboard, although my violin is not actually with me. This is
HOW DOES THE RESEARCH SHARED BY DR ANITA COLLINS RELATE TO MY VIOLIN quite possibly due to my sensorimotor SAVING MY LIFE? memory (the integration of motor and Here is my story and, although I wasn’t the subject of any official studies to do with musicians, I was the subject of a neuroscientists’ symposium at St Vincent’s Hospital, Sydney, to find out
so it creates another pathway.
that changed the direction of my life.
and reaching the top note is not always achieved. Anita pointed out the brain needs rest to allow the subconscious to ponder, create and manipulate. This way, when you return to your practice, your brain has formed another
When I hear those pieces now (some
stress levels) are contained,
why I survived a medical emergency
have to play fast, scalic passages
sensory information) which is a powerful and permanent memory. I wonder how this can be explained from a brain perspective? Is it just muscle memory and is this the motor point of the triangle? Anita helps me by explaining it is to do with many things, but it is more about a sensorimotor memory which
December 29, 1989 – My Higher School
is the integration of the motor and
Certificate was complete. I was on
sensory information in a powerful and
holidays in Byron Bay with my family,
permanent way.
and 1990 was the start of a new decade and a new life. But, my turn of the decade was spent in ICU in a hospital in Southport, Queensland, having suffered a massive cerebral haemorrhage, aged 17.
My brain still sends the messages to my fingers and the muscle memory is intact. My memory (mostly) serves me well, but I still stop at the same tricky parts that perplexed me all those years ago. At the
pathway and you are able to
That afternoon, I was happily running
time, I managed to beat those passages
eventually master the difficult
around in the surf with our family
into submission to get them right. It
section/task.
friends, eating and drinking, and
wasn’t always plain sailing, as I wasn’t a
‘chillaxing’ after completing 13 years of
child who was self-motivated. My mother
school. I had no idea what I was going
was the driving force behind my violin
to do with my life, but whatever it was, it
playing and always in attendance with
could wait. Music was my Plan B.
Dad at all my eisteddfods and concerts.
Growing up in Orange, I started playing
By the age of ten, the piano had become
the violin at the age of seven, learning
part of my musical journey, aiding in my
through the Suzuki Method, although
aural training, whilst hearing the bass and
my mother insisted I learn to read music
no longer just the treble.
and not be taught by ear alone.
Fast forward to 29 December 1989
I was one of a handful of students in
and my whole life shattered! I was
the Central West region of New South
paralysed down my left side. My brain
Wales, where music was not something
was bleeding and there didn’t seem to
many students had access to. By the
be a way to stop the most horrendous
age of nine, I was selected to participate
pain in my head. Jackhammers would
in a tour to Japan to receive lessons
have been delicate in comparison to
3. What is happening to your brain when you learn in an ensemble? a. All three corners of your triangle are engaged and your brain lights up with the fireworks. Five things are occurring when you play in an ensemble:
i. Language network is activated
ii. Oxytocin increases (the ‘feel good’ hormone)
v. C ortisol levels (controlling
there is a blockage coming, This can be likened to when you
iii. Empathy network is activated. Your heartbeats and body temperatures begin to synchronise (oooh, how lovely)
Pymble Ladies’ College
15
How my violin saved my life
Fast forward to 29 December 1989 and my whole life shattered! I was paralysed down my left side. My brain was bleeding and there didn’t seem to be a way to stop the most horrendous pain in my head.
what I was experiencing! My left side
drip and I woke up. She looked at me
was totally limp, yet I still managed to
with a real sadness in her eyes and I
speak and smile. The rules of identifying
smiled to her and said, “my pinky just
if someone has had a stroke are: FAST
moved”. It must have been early in the
(Face, Arms, Speech, Time). I had the
morning, as suddenly the whole neuro
speech, I could smile, and the only thing
team were back in checking my charts.
not really working were my arms and
I remember my neurosurgeon asking
legs. Thankfully, Mum realised I was
me if I could move anything and I told
having a stroke, but she didn’t tell me
him my pinky finger was moving after
that in case she was wrong.
I had been going through some of my
Byron Bay Hospital was a communitysized hospital and did not have the facilities to deal with neurological patients. I was sent by ambulance to a hospital in Southport, now closed. Thankfully, the neurosurgeon on duty was a lovely man, who was cautious in
in stroke patients back in the late 1980s involved working from the shoulder joint down to the fingers. I can’t find evidence of this, but that is what I was told at the time. After another CT scan and MRI, the
my CT scans and told my parents that
neurosurgeon concluded that I did not
he didn’t have a crystal ball and was not
need an operation to relieve the bleed.
sure I’d survive the night. He didn’t want
The movement of my pinky, and later,
to operate as I was young and there
my whole left hand was the reason for
was no way of not damaging my brain
not having surgery. Perhaps my brain’s
further. He decided that if there was no
motor circuitry might have reconnected
improvement by morning, they would
to allow this to happen – I don’t know
operate to ease the bleed.
why or how it happened, but it proves how impressive this organ can be.
I was knocked out on all sorts of pain
I wonder how my brain knew to move
killers and relaxants. But…I did hear it.
my fingers? Was this again the motor
I had long hair (down to my bottom) at
tip of the triangle that had, for ten years,
the time and all I could think was that
been doing super workouts when I was
I didn’t want to end up with an Annie
practising? Anita has advised it would
Lennox hairdo. It suited her, but I was
not be that simple. She said we know
a conservative, private school girl who
the motor circuitry in the brain is like a
played the violin – not a rock star!
connector across sensory and cognitive
During the night, I was in and out of consciousness but there was always
Illuminate Research and Innovation | Edition 6 2021
physio was quite perplexed as recovery
his approach. He arrived after seeing
I wasn’t meant to hear any of this –
16
HSC repertoire in my head all night. The
functions, so the brain might have gone to that to try and reconnect again.
someone with me. At one point, I
I had a team of three physiotherapists
recall a nurse coming in to check my
who worked on me for many hours each
day whilst I was in hospital in Southport.
I auditioned for the Conservatorium
They were determined that a 17-year-old
of Music and was accepted to study
would have her life back. And after four
in 1991. My legs never recovered to
weeks, I was wheeled out of there and
what they once were, and you may
sent home to Orange where I would
notice I walk with a slight limp. I have
continue with my rehabilitation.
a residual scar on my brain, but it has
Given the placement of my bleed, which was just to the right of my motor strip, it was a miracle I survived. Both my neurosurgeon and physiotherapists at the time attributed this to the fact
Further reading Consider becoming part of the “Bigger Better Brains” group with Dr Anita Collins. See https:// biggerbetterbrains.com/about/
healed well enough to not require
Bower, J., Sham, F., & Gentle,
medication. I firmly believe music is
E. (2019). Musical expertise as
what allowed me to recover and the
a consideration for post-stroke
strength and hold it has on my brain
rehabilitation: A retrospective
was what made me survive.
clinical case example. Australian Journal of Music Therapy. Vol 30.
that I had muscle strength in my fingers
This is my story and I am still regarded
and the neurons in my brain were able
as somewhat of a medical miracle. I
to pass on messages to my fingers to
don’t let my stroke define who I am,
Collins, A. (2014). How playing an
move. Although this was anecdotal at
but rather I let the music aspect of
instrument benefits your brain.
the time, there is some evidence now
my life define my ability to overcome
Available online https://www.ted.
about the neural pathways and how the
adversities I face.
com/talks/anita_collins_how_
brain can find those pathways again. Having just completed my HSC, I had prepared eight pieces for my final performance exam. It was still so recent and those pieces continued buzzing around in my brain, enabling the messages to be passed down to my fingers to start working again. My brain was retracing and reawakening sensorimotor pathways, allowing me to provide my own rehabilitation in
LEARNING FROM RESEARCH Welcoming Dr Anita Collins into our ensemble program to teach us about music and its effects on our brains helped me to understand how I was able to survive my stroke. She also awakened me to the fact that I share an ability to synchronise parts of my brain to create and restore neural pathways that non-musicians don’t have.
movement. I recall going through
Music is a serious subject. It is a
one of my slower pieces (the second
subject that allows creativity, empathy,
movement of the Mendelssohn violin
numeracy and literacy to all work
concerto) to get my fingers moving.
simultaneously – no other subject can
I ended up taking a year off and my
do this!
pp. 2-11.
playing_an_instrument_benefits_ your_brain. Grau-Sánchez, J., Münte, T.F., Altenmüller, E., Duarte, E., & Rodríguez-Fornells, A. (2020). Potential benefits of music playing in stroke upper limb motor rehabilitation. Neuroscience and Behavioral Reviews. Vol. 112, pp. 585-599. Page, S.J., Gater, D.R., & Bach-yRita, P. (2004). Reconsidering the motor recovery plateau in stroke rehabilitation. Archives of Physical Medicine and Rehabilitation, Vol. 85, pp. 1377-81.
Headmaster, Dr Bill McKeith, at my old school, PLC Sydney, employed me to help with my rehabilitation. I continued with my violin lessons and my Plan B came to fruition. Midway through 1990,
Pymble Ladies’ College
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Stories of trauma: How can we approach ‘dark content’ in schools? Kieran Dale-O’Connor Inquiry Learning Leader, Conde Library
BACKGROUND Several years ago, while I was working at a secondary school in New Zealand, I chose to teach The Bell Jar by Sylvia Plath to my Year 13 (final year) English class. It is a novel that is reasonably popular across the country in senior English classrooms, and I felt encouraged by the engaging class discussions and the strong insights that the novel provoked. I was eager to teach it again after some decidedly muted enthusiasm from students for previous book choices. However, at the end of the term I was
confidence, or anonymously, if they were uncomfortable with starting the novel, or continuing once they had started. I provided the opportunity for the class to vote on several novels and choose which one they wanted to study. The Bell Jar was the overwhelming favourite. Only one student in the class opted to study alternative material (he stayed in the class, and I relied heavily on small group work so that he was not exposed to the ideas and content of the novel). I was surprised to hear that my colleague
who had a firm request: please, don’t
thought the book should not be taught,
teach that novel again. Sadly, but not
ever. She went on to suggest that
altogether unsurprisingly, the novel had
teachers should strive only to teach
resonated strongly with some of the
material that was life affirming. It is a
students in the class. I was aware of this;
premise that I find enticing – the thought
several students had confided in me
of delving only into content that is
that the novel was powerful precisely
‘light’ – uplifting, and affirming – is a
because of this resonance. It made them
comforting one. Even if we were to forgo
feel, as they said, like they were not the
teaching some of the most challenging
only ones to feel the way they did.
material, such as The Bell Jar, the reality
introducing the material in The Bell Jar. I spoke to the class before they had laid eyes on the book and gave them content warnings (something discussed later in this article) about what they would encounter (which, in the case of this novel, covered a significant amount of traumatic material). I made it very clear that no one would be made to study the novel, that alternative texts and Illuminate Research and Innovation | Edition 6 2021
chose, and that they could tell me in
approached by a counsellor colleague
I was not, I believe, unprepared
18
topics were available to study if they so
of only ever teaching life-affirming content is potentially problematic if it means that we cannot confront some of the most pressing and urgent issues our society faces. Assuming that we cannot totally avoid content that is dark, traumatic, or upsetting, this article seeks to investigate what the growing body of literature says about traumatic and dark content in the classroom, and what practices teachers should be considering when dealing with such material.
THEORETICAL FRAMEWORK
TRAUMA STORIES: BALM OR TORMENT?
I wish to consider the parameters of this
In the existing body of literature that
discussion. While I have a background
considers traumatic material in the
as an English teacher and teacher
classroom there are, broadly speaking,
librarian, and I have a particular interest
two schools of thought. The first includes
in how fiction with traumatic content
some teachers of writing, literature, and
can be managed, the theories and
social sciences, who believe that there is
strategies discussed throughout are
something intrinsically cathartic, healing,
not specific to any one learning area.
enlightening, or otherwise necessary
As well, this article refers to trauma,
about teaching traumatic material in the
traumatic experiences, and traumatic
classroom. Also included in this group
content in terms that are relatively broad.
are teachers who believe that traumatic
While some terms relating to trauma
content is part of life, and therefore
have strict psychological criteria, this
believe we are coddling adolescents by
article attempts to include the broadest
not exposing them to traumatic material.
category of material and content that might be considered traumatic. This is, in part, because we might assume that the majority of people have histories of trauma. These trauma histories could be caused by a range of experiences ranging from the impact of bushfires, to the impact of the pandemic, to personal loss and grief. One metaanalysis suggests that the rate of PTSD in university students is 9 to 12 per cent, whereas 66 to 85 per cent have trauma histories (Carello and Butler, 2014, p. 153). The most common reported traumatic events young people are exposed to are
I have a particular interest in how fiction with traumatic content can be managed, the theories and strategies discussed throughout are not specific to any one learning area.
There is an extensive body of literature about the efficacy of bibliotherapy in addressing anything from COVID-19 anxiety (Monroy-Fraustro et. al., 2021) to improving students’ confidence in studying STEM (Furner, 2017), to supporting and empowering LGBTQIA adolescents (Vare and Norton, 2004). However, extending the strategies of bibliotherapy and writing therapy to focus on deeply traumatic content in the classroom is problematic, especially for those without training in counselling or psychotherapy.
life-threatening illness or the death of a
Some more concerning examples
loved one (Carello and Butler, 2014, p.
of those who seek to use traumatic
157). We would do well to consider that
material as a kind of therapy include
the majority of people have a history of
university instructors who ask that
trauma, and that the experiences and
their students write about personal
triggers for each will vary wildly. Even
experiences of sexual assault (Linder,
for those that do not have a personal
2004; Berman, 2001). While some
history of trauma, studies have shown
individuals may find catharsis and
that highly empathetic people may also
therapy in writing about personal
be at risk for secondary traumatic stress
traumas, feeling compelled to do so
after being exposed to traumatic material
by a lecturer is not safe or productive.
(Cless and Nelson Goff, 2017, p. 25). The
While both authors acknowledge the
pervasiveness of trauma exposure means
problems inherent in assigning such a
that it must always be a consideration
task, Berman suggests that such tasks
for teachers in their practice and for the
are a form of exposure therapy
content they deliver. Pymble Ladies’ College
19
How can we approach ‘dark content’ in schools?
analogous to a vaccine, and that “some
pain and foster healing (Moore and
they remind us that some of those in
classroom assignments and texts may
Begoray, 2017, p. 175), we are entering
our classes have histories of trauma,
induce symptoms not unlike those
perilous territory and the risk of re-
and some content will inevitably be
experienced when receiving a flu
traumatisation is high. While ignoring
traumatic, so it is incumbent on us to
vaccination” (Berman, 2001, p. 251).
and suppressing any content relating to
be prepared with trauma-informed
Another author describes an instance
trauma in the classroom could possibly
practices and knowledge.
where he, not wanting to “numb”
risk perpetuating shame, stigma and
student engagement by “forecasting”
secrecy relating to trauma histories
difficult material, unwittingly triggered
(Carello and Butler, 2014, p. 155), forcing
a severe reaction in one of his students
students to contend with their deepest
by exposing the class to graphic
traumas in an attempt to ‘heal’ them is
and shocking scenes of a car crash
reckless, to say the least. We need to be
(Wolfsdorf et. al., 2019, p. 201). The
extremely cautious and prepared if we
student, it turned out, had several recent
are to introduce traumatic content.
adverse experiences and tragedies involving car accidents and had a panicked response when unwittingly
The second of the two schools of
exposed to such explicit material.
thought regarding traumatic content
Such practices are not limited to
in the classroom encompasses what
university classrooms, however. Amber
we could broadly refer to as advocates
Moore, a secondary school teacher,
for trauma-informed theory. To be
describes how a novel study, which
trauma-informed “is to understand
included a specific focus on sexual
how violence, victimisation, and other
assault narratives, generated “angry
traumatic experiences may have figured
and aggressive responses” from her
in the lives of the individuals involved
students which was evidence of the
and to apply that understanding to the
“personal impact literature had on them”
provision of services and the design of
(Moore and Begoray, 2017, p. 178). Such
systems so that they accommodate
findings, she suggests, “demonstrate
the needs and vulnerabilities of trauma
the value of teaching trauma literature”
survivors” (Carello and Butler, 2014, p.
(Moore and Begoray, 2017, p. 179).
156). In the available literature, advocates
This begs the question about what exactly the “value” of teaching trauma literature (or traumatic content) is. If, like Wolfsdorf, we have a belief in the Aristotelian theory of emotional shock and catharsis derived through literature (Wolfsdorf et al., 2019, p. 201), and we believe that the truest, most insightful learning and analysis will come from material that shocks, confronts and confounds, then perhaps there is true value in teaching traumatic content. However, if we believe that the value of teaching traumatic content is to express 20
TRAUMA-INFORMED PRACTISES
Illuminate Research and Innovation | Edition 6 2021
for trauma-informed practice include psychologists and social workers and, as a result, tend to take more nuanced views on the utility of traumatic content in the classroom than the educators discussed above. There is some literature that talks about the utility of traumatic material in higher education social work programs, or university level creative writing programs. There is very little empirical research and literature from psychologists regarding the utility or value of traumatic material in the secondary school classroom. Instead,
There is a growing body of literature about what trauma-informed pedagogies and practices may look like in our classrooms. Perry and Daniels (2016) examine the implementation of trauma-informed practices in a pilot school in New Haven and provide recommendations for the implementation of such practices in other schools. Sarah Herzog, responding to the practices of Wolfsdorf (discussed above) suggests ways in which potentially traumatic content can be managed with content and trigger warnings (Wolfsdorf et. al., 2019). Cless and Nelson Goff (2017) introduce a trauma-informed model for covering traumatic content in the classroom, albeit in the context of a trauma studies program where traumatic material is not only expected, but a fundamental component of learning. Brunzell, Waters and Stokes (2015) discuss a combined model of trauma-informed practices working in tandem with a Positive Education model (practices including “mindfulness, character strengths, positive emotion, resilience, hope, and growth mindset” [Brunzell et. al., 2015, p. 601), and how this model was implemented in a pilot school in Victoria, Australia. Brunzell and Norrish (2021) develop this model more fully in a recently published book which takes lessons from case studies and provides strategies for introducing traumainformed and strengths-based strategies into schools.
INTRODUCTORY STEPS TOWARDS TRAUMA-INFORMED PRACTICE
don’t want to ‘out’ themselves as being
classrooms (Carello and Butler, 2014,
affected or overwhelmed by a particular
p. 155). While there are ethnographic
Carello and Butler (2014, p. 163-164)
issue (Wolfsdorf et. al., 2019, p. 212).
studies focusing on teacher practice
offer a number of steps that we might
Instead, a trauma-informed approach
(Moore and Beogray, 2017; Walters
consider when we think about what
could mean that students have advance
and Anderson, 2021; Linder, 2004), it is
trauma-informed practice might mean
warnings about potentially traumatic
important that empirical research is done
for our classrooms. The following
material (that is to say, not immediately
to understand the impact and utility of
excerpts are taken from their article (p.
before the material is presented),
traumatic material in secondary schools.
163-4):
and they are empowered to make
a) Identify learning as the primary goal,
choices that help them to manage
REFLECTION
their reactions, even if this means that
In the years since I taught The Bell Jar,
they temporarily step out of a lesson
I have grappled with the suggestion
(Wolfsdorf et. al., 2019, p. 213). We must
that it should not be taught in schools.
b) Recognise that many students have
ensure that students have a sense of
I am under no illusion that depictions
trauma histories that may make
agency and empowerment, and that
of suicidality, self-harm and gendered
them vulnerable;
they feel a sense of control about when
violence make reading novels such
they are exposed to traumatic content.
as The Bell Jar difficult for some, and
and student emotional safety as a necessary condition for it;
c) Be prepared to provide referrals to your institution’s counselling service; d) Appreciate how a trauma history may impact your students’ academic performance, even without trauma being a topic in the classroom;
AREAS FOR FURTHER WORK AND INVESTIGATION
impossible for others. Considering the unique place it holds in the canon of women’s literature, and the feminist
It is pleasing to see the proliferation of
discourse central to the novel, it would be workshops that aim to equip practitioners unfortunate if it no longer had any place with the skills and knowledge of trauma- in schools. Women and girls are more informed practice. Organisations such
likely to be victims of sexual and domestic
as the Blue Knot Foundation offer
violence, and victim-centred depictions
workshops for those wishing to learn
of sexual and domestic violence are often
more about trauma-informed theory,
found in women’s literature. Removing
literature on traumatic transference
and, as of 2019, the NSW Department
representations of sexual and domestic
… to better understand your
of Education has been delivering a pilot
violence (under the guise of removing
students’ and your own reactions
program for professional development of
trauma-stories) risks silencing the voices
to traumatic material;
trauma-informed practice in education.
of those impacted by gendered violence.
Trauma-informed practice has been
Indeed, it does seem that many examples
significant for social workers, refugee
of great women’s literature commonly
support workers and those supporting
taught in secondary schools (Beloved,
victims of sexual and domestic violence.
I Know Why the Caged Bird Sings,
It is positive that this work is being
The Handmaid’s Tale, The Color Purple,
undertaken by the NSW Department of
Black Water) contain traumatic material,
Education to increase the knowledge
particularly depictions of sexual and
In considering the point that student
and skills of teachers in this area. In
domestic violence. In turn, we ought
emotional safety is necessary for
parallel to this, it would be intriguing to
to consider whether any attempt
learning, we might think about the
see further research done on teachers’
to do away with traumatic literature
value of content warnings before any
beliefs and practices regarding traumatic
might disproportionally affect literature
traumatic material. While warnings
content in the classroom. There is a
telling stories of women’s lives. This is
might be content-specific (i.e., “this
lack of empirical research regarding the
concerning when there is already so little
material depicts sexual violence”) such
extent and effects (positive or negative)
attention on women’s literature in
specificity could isolate those who
of traumatic material in secondary school
e) Become familiar with the scientific research on trauma; f) Become familiar with the clinical
g) Understand the limitations and potential pitfalls of generalising laboratory research to other contexts; and, h) Check any assumptions that trauma is good (or even romantic).
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How can we approach ‘dark content’ in schools?
Australian classrooms; only two of the 15 most commonly taught novels in Australian schools are written by women (Davies, 2019). When women’s literature is perilously under-represented in many Australian classrooms, it is a shame to think of what stories and voices may be lost. It is also true that young people are exposed to a wide range of traumatic content in the media that they consume outside of school. The same year that I taught The Bell Jar, one of the more popular shows viewed by younger audiences was 13 Reasons Why (rated MA15+ in Australia). Arguably, this show had far more problematic depictions of suicidality than The Bell Jar, and yet many young people who viewed the series would do so without adult guidance or space to talk through the ideas that the show presented. When students told me that the experiences of Esther Greenwood resonated strongly with them, I could empathise with the feelings that had while also offering suggestions for further support services they may want to consider. If we completely evade difficult topics in the classroom, we may inadvertently perpetuate the silencing and repression of some trauma (Wolfsdorf et. al., 2019, p. 213). However, if we are incautious in how we approach traumatic material we risk doing significant harm. Whether we accept the invitation to only teach that which is life-affirming, or if we believe that teaching traumatic content is essential if we are to confront the most significant problems in our society, we still must acknowledge that the safety and empowerment of our students is paramount. While studying traumatic material may be important for learning, no learning can take place if someone feels traumatised. 22
Illuminate Research and Innovation | Edition 6 2021
References Brunzell, T., & Norrish, J. (2021). Creating trauma-informed, strengths-based classrooms: Teacher strategies for nurturing students’ healing, growth, and learning. London: Jessica Kingsley Publishers. Brunzell, T., Stokes, H., & Waters, L. (2019). Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed Positive Education Model. School Mental Health, 11(3), 600–614. https://doi.org/10.1007/s12310-018-09308-8. Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3–9. https://doi.org/10.1037/ort0000048. Carello, J., & Butler, L. D. (2014). Potentially perilous pedagogies: Teaching trauma is not the same as trauma-informed teaching. Journal of Trauma & Dissociation, 15(2), 153–168. https://doi.org/10.1080/ 15299732.2014.867571. Cless, J. D., & Nelson Goff, B. S. (2017). Teaching trauma: A model for introducing traumatic materials in the classroom. Advances in Social Work, 18(1), 25–38. https://doi.org/10.18060/21177. Conley, S., Ferguson, A., & Kumbier, A. (2019). Supporting students with histories of trauma in libraries: A collaboration of accessibility and library services. Library Trends, 67(3), 526–549. https://doi. org/10.1353/lib.2019.0001. Davies, L. M. (2019). Old white men dominate school English booklists. It’s time more Australian schools taught Australian books. The Conversation. http://theconversation.com/old-white-men-dominateschool-english-booklists-its-time-more-australian-schools-taught-australian-books-127110. Dickman-Burnett, V.L., & Geaman, M. (2019). Untangling the trigger-warning debate: Curating a complete toolkit for compassionate praxis in the classroom. Journal of Thought, 53(3/4), 35–52. Dutro, E. (2017). Research & policy: Let’s start with heartbreak. The perilous potential of trauma in literacy. Language Arts, 94(5), 13. Furner, J. M. (2017). Helping all students become Einstein’s using bibliotherapy when teaching mathematics to prepare students for a STEM world. Pedagogical Research, 2(1). https://doi. org/10.20897/pedre.201701. Johnston, E. R. (2014). Trauma theory as activist pedagogy: Engaging students as readerwitnesses of colonial trauma in Once Were Warriors. Antipodes, 28(1), 5. https://doi.org/10.13110/ antipodes.28.1.0005. Lindner, V. (2004). The tale of two Bethanies: Trauma in the creative writing class. New Writing, 1(1), 6–14. https://doi.org/10.1080/14790720408668186. Monroy-Fraustro, D., Maldonado-Castellanos, I., Aboites-Molina, M., Rodríguez, S., Sueiras, P., Altamirano-Bustamante, N. F., de Hoyos-Bermea, A., & Altamirano-Bustamante, M. M. (2021). Bibliotherapy as a non-pharmaceutical intervention to enhance mental health in response to the COVID-19 pandemic: a mixed-methods systematic review and bioethical meta-analysis. Frontiers in Public Health, 9, 42. https://doi.org/10.3389/fpubh.2021.629872. Moore, A., & Begoray, D. (2017). “The last block of ice”: Trauma literature in the high school classroom. Journal of Adolescent & Adult Literacy, 61(2), 173–181. https://doi.org/10.1002/jaal.674. NSW Department of Education. (2020, April 6). Trauma-informed practice professional development pilot. NSW Department of Education. https://education.nsw.gov.au/teaching-and-learning/disabilitylearning-and-support/our-disability-strategy/initiatives/trauma-informed-practice-professionaldevelopment-pilot.html. Perry, D. L., & Daniels, M. L. (2016). Implementing trauma—informed practices in the school setting: A pilot study. School Mental Health, 8(1), 177–188. https://doi.org/10.1007/s12310-016-9182-3. Storla, K. (2017). Beyond trigger warnings: handling traumatic topics in classroom discussion. In E. J. M. Knox (Ed.), Trigger warnings: History, theory, context. Rowman & Littlefield Publishers. Vare, J. W., & Norton, T. L. (2004). Bibliotherapy for gay and lesbian youth overcoming the structure of silence. Clearing House, 77(5), 190–194. Walters, S., & Anderson, A. B. (2021). Teaching while traumatized: An autoethnographic account of teaching, triggers, and the higher education classroom. Teaching in Higher Education, 1–15. https://doi.org/10.1080/13562517.2021.1876018. Wolfsdorf, A., Scott, A., & Herzog, S. (2019). What happened on July 21st: An investigation of trauma and trigger warnings in the English classroom. Changing English, 26(2), 198–215. https://doi.org/10.10 80/1358684X.2018.1552514.
Healthy rites of passage and safeguarding the wellbeing of students at Pymble Dr Arne Rubinstein Rites of Passage Institute
The Rites of Passage Institute has been working with Pymble since 2020 to implement programs that safeguard the wellbeing of students and supports each student through a Continuum of Care. THERE ARE TWO KEY AIMS OF THIS PARTNERSHIP:
Furthermore, research from the Black
1. To build strong healthy
than 40 per cent of Year 12 students
Dog Institute (2021) outlines that more
communities at the College that
report symptoms of anxiety and
include parents and staff, as well
depression higher than the normal
as students
range for their age group. The burden
2. To find ways to celebrate and
of serious mental health illness is borne
support students as they go
more heavily by young females than
through key transitional times at
males. Furthermore, this research shows
the College
that students at greater risk of mental
There is an increasing concern around the rise of mental health issues, especially amongst teenage girls.
health issues are more likely to seek help from the internet than from parents and health care professionals.
Beyond Blue (2021) reports that almost
The work we are doing together aims
one-fifth of all young people aged 11
to address these key issues and give the
to 17 years, experience high or very
students long term benefits by:
high levels of psychological distress.
• Creating a strong sense of belonging
Additionally, 19.9 per cent of all young
• Teaching key 21st century life skills
people (11 to 17 years) had high or very high levels of psychological distress in the previous 12 months, however, for females aged 16 to 17 years and young people with major depressive disorder, this was significantly higher (36.2 per
• Providing a safe environment, physically and emotionally • Helping students become aware of their gifts and talents, their genius and spirit.
cent and 80.7 per cent respectively).
Pymble Ladies’ College
23
Safeguarding the wellbeing of students at Pymble
Research from the National University
shift towards building a deeper sense
of Singapore, the Future Ready Report
of community among staff, students
(2017) shows that final academic
and parents, and creating a truly safe
outcomes are not the sole major
space for the students to deeply thrive.
determinant of a student’s future
With this shift, the environment creates
success. 21st Century life skills including
a sense of belonging and trust for
resilience, a growth mindset, emotional
the students, helps them access their
intelligence and having a purpose
unique gifts and talents, and teaches
beyond self are increasingly relevant.
them key 21st century life skills to equip
With the rapidly increasing impact of
them for life after school. Part of the
technology and artificial intelligence,
process involves creating opportunities
human qualities are what will
for students to review their personal
differentiate those who can truly thrive
narratives and identify parts that are no
in the future.
longer appropriate, such as behaviours
In this article, we are going to discuss why healthy rites of passage processes are critical in addressing these growing concerns for our girls. We will also
outcome is to provide safe, accessible opportunities for students to seek help in times of need.
provide an outline of the research into
During 2021, the theme has been
the roles that educational institutions and
‘Sharing our Stories, and Golden Check-
school communities play in supporting
ins’. By threading the Rites of Passage
these processes, as well as research
framework into the existing wellbeing
backed context on the therapeutic
curriculum and creating opportunities to
benefits of vulnerable story sharing.
highlight some key milestone moments in students’ journeys, we are able to go
Open invitation
A PARTNERSHIP OF CARE
We would like to offer an open
Pymble Ladies’ College and the Rites
strengthen their sense of self, discover
invitation to Illuminate readers
of Passage Institute have been working
their potential, build resilience and
to enjoy free access to our best
together to implement key practices
create healthy relationships. This theme
selling six-part online program:
into the College culture. The purpose
will continue to be built upon as the
A Journey Into Rites of Passage
behind this partnership, and integrating
various practices across the College
if you would like to deepen your
these practices into the everyday setting, become embedded and embodied.
understanding of the work. Please
is to allow for a gradual and sustainable
use the following coupon code: PYMBLE_ACCESS when you register so that there is no charge.
24
that no longer serve them. Another key
Illuminate Research and Innovation | Edition 6 2021
deeper into supporting the students to
RITES OF PASSAGE
TRANSFORMATION
CHALLENGES
Rites of passage are designed to
The Transformation stage of a Rite of
Creating healthy and safe opportunities
celebrate and support key transition
Passage has four key elements:
for challenges are a great way for
moments in a person’s life. They consist
• Storytelling
students to try new things. They can push
of three key stages: • Separation from day-to-day life • Transformation through personal growth
• Appropriate Challenges • Creating a Vision • Honouring and recognising each individual for their gifts and talents.
• Integration back into the community.
THE POWER OF STORIES SEPARATION
boundaries, build resilience and a sense of self-efficacy and confidence, they can learn resilience, find courage and work together with other people. Young people want and need challenges, and even if they struggle and don’t appear to be enjoying it at the time, the sense of
Many teenagers don’t appreciate being
School camps are ideal for students to
achievement and satisfaction afterwards
lectured at, told how to act, what to
have time out from normal activities and
is very important. Every student is different
do or how to think. Storytelling is an
to create Rites of Passage. The purchase
and the challenge for the facilitator is to
alternative means for communicating
of Vision Valley has given the College a
make sure that each student completes
wisdom, teachings and lessons that
perfect venue for this work and creates
the challenge safely and gets the most
offers teenagers an opportunity to learn
multiple, exciting opportunities.
out of it. However, the actual challenge is
without the adult coming across as
just the beginning. It’s what the students
The staff and teachers have been
dogmatic, preachy or controlling.
learn about themselves and are able to
looking for creative ways to build the
Stories are storehouses of information
take into their future lives that is the really
framework into an online setting and
with many layers of learning and
valuable opportunity.
have been focusing more deeply on the
messages that sit within them. Stories
story telling component for 2021. Heads
allow for multiple interpretations, offering
CREATING A VISION FOR THE FUTURE
of Schools are exploring ways to mark
participants the freedom to choose
Making the space to create a vision for
key transition moments, such as moving
what they take away from the story. We
the future is a powerful way for students
from one sub-school to the next,
need to create the right environment
to consciously think about how they
welcoming in new joiners or Boarders,
for students to explore and understand
want to be at the next stage of their lives.
transitioning students into leadership
more about their own personal narratives
It is an opportunity for them to think
years and honouring birthdays. What
so that they have agency into the future.
about what they want to bring into their
would have been created in the camp
Otherwise, the risk is that their lives
lives, what sort of things they want to be
setting, is also being created within
will be impacted by incorrect beliefs
doing, and how they want to be in key
the everyday school setting. As the
that not only stop them from reaching
life relationships with family, friends and
world shifts towards a post-COVID
their potential, but also cause them to
future partners. It is also an opportunity
environment, we aim to create many
make unhealthy life choices with long
for students to identify behaviours they
more in-person events, where we can
term consequences. Participant sharing
have that they are ready to let go of, and
experientially design Rites of Passage
allows people to identify shared values,
which no longer serve them, as well as
opportunities in which students and
experiences and commonalities, which
starting to identify what they are going
families can engage.
cultivates empathy in the listener –
to need to do in order to achieve the
ultimately strengthening relationships and vision that they have created. This creates a healthy, positive mindset of how the a sense of belonging within the group. student would like to move forward.
Pymble Ladies’ College
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Safeguarding the wellbeing of students at Pymble
HONOURING
THE POWER OF STORIES
DR ARNE RUBINSTEIN
An honouring process is a way of recognising and acknowledging the unique gifts and talents of each student. It is a process whereby each girl is recognised by either parents, staff or peers and that gives her the opportunity to hear from others what they see in her, what they admire in her, what they
Many teenagers don’t appreciate being lectured at, told how to act, what to do or how to think. Storytelling is an alternative means for communicating wisdom, teachings and lessons that offers them an opportunity to learn without coming across as dogmatic, preachy or controlling. Throughout history, the use of
A common issue amongst teenagers
circles and storytelling as a method
is the stigma associated with emotions
of communicating respectfully and
and vulnerability. A student may have
meaningfully has been utilised by
been told that sharing emotions or
Being deeply seen and appreciated is a
many traditions and cultures. Until the
vulnerability is a sign of weakness
core need of human beings, and when
beginning of recorded history, a mere
and, therefore, this student may
this is done well and with intentionality,
3,000 years ago, stories were shared
be experiencing serious emotional
the experience and energy has the
exclusively via verbal means. In recent
challenges that they are not sharing with
ability to uplift the whole community. In
times, stories have moved from oral,
anyone. Despite an external appearance
today’s world of social media challenges
to written and now into visual media,
of everything being ok, this student
and the modern pressures on our youth
especially in Western culture.
may be at significant risk of a serious
are proud of about her and what they love about her. Honouring is a powerful tool that can have a life-changing effect.
and families, the requirement to return to recognition and appreciation has never been more paramount. Through the Rites of Passage framework, we bring back this memory and practice, and elevate one another and the community in deeply meaningful ways.
We need to create the right environment for students to explore and understand more about their own stories or personal narratives so that they have agency into the future. Otherwise, the risk is that their lives will
Emotional vulnerability is characterised as not only beneficial but fundamentally necessary to facilitate the opportunity for individuals to explore their multistoried lives (Fook, 2016).
be impacted by incorrect beliefs that
All young people (and people of all
RETURN AND INTEGRATION TO THE COMMUNITY
not only stop them from reaching their
ages) have a narrative that determines
potential, but also cause them to make
their actions, beliefs and values. This
The Integration stage of a Rite of
unhealthy life choices with long term
narrative has been created as they have
Passage can be the most difficult, but –
consequences. In a study conducted by grown up from their experience in family,
in many ways – is the most important.
Ohlmann and Kwee (2014), participants
school, with friends and through cultural
Once the students have participated
connected through their shared
influences including technology and
in an event such as a school camp or
stories, which normalised experiences
social media. Some of this narrative will
have taken part in a weekly or monthly
that previously had been described
be healthy but there will also be parts
practice within their peer or Compass
as isolating. These stories were no
that are genuinely unhealthy, having
Group, a key outcome to be realised is
longer characterised as vulnerable,
arisen out of inappropriate experiences
that they have not only learnt through
but instead as an expressed source of
and will lead to inappropriate behaviours.
the experience that they have had, but
felt wisdom and emotional strength.
that they understand how to bring this
The transformation of narratives
learning and positive benefit back out
from vulnerability into a source of felt
into their lives moving forward.
resilience was enabled in part through the bonds of trust established early on within the group.
26
mental health issue or even self-harm.
Illuminate Research and Innovation | Edition 6 2021
An example of a ‘healthy narrative’ may be that a student who learns through one of their parents that everything has a solution or a ‘silver lining’, goes on to see challenges in
If, on their return, nothing changes or nobody at home or school is aware of a positive way, learns from them and
The practice of externalising problems
is generally optimistic about life.
from people is not a therapeutic skill.
This student has a critical 21st century
Rather it is an ethical choice that ensures
life skill that will support their resilience
problems are firmly separated outside
as well as their ability to function in
of individuals and instead placed in
difficult and changing environments.
the realm of culture (Williams and
An example of an ‘unhealthy narrative’ may be that a student who, despite actually being highly capable, received a message when they were young from a parent, or teacher or even friends, that they always got things wrong. This
Baumgartner, 2014). Circles create spaces
allowing their internal challenges to be
can range from organising a special
received and held by the group.
welcome home dinner on the student’s
within the College. As the students learnt
keep them from growing and their self-
to trust in the safe space, and learn
worth could become dangerously low
from one another, the opportunity to
during their teenage years and beyond.
genuinely support the students on their
sense of belonging within the group. Storytelling and narrative practice creates the experience of witnessing one’s problems as external from oneself.
point of the activity.
benefits on offer. Integration activities
are at great risk of making choices that
strengthening relationships and a
demotivated and wonder about the
well as listen attentively to others, thereby
things, especially in front of others. They set up and hold safe Circles is embedded
empathy in the listener ultimately
to where they were before and become
are integrated in order to truly gain the
Pymble staff have attended, the ability to
and commonalities, which cultivates
danger that the student may slip back
feelings, experiences and vulnerability, as
extreme anxiety around doing new
to identify shared values, experiences,
them the same as they were, there is a
It is critical that the lessons and insights
Through the in-depth training that the
storytelling scenario, people are able
them, and everyone goes on to treat
where students are able to express their
student may have low self-esteem and
When participating in a circle and
the shifts that may have taken place for
journey becomes more available to the staff. Additionally, as we transition into a post-COVID world, and we are able to connect more in person, opportunities for parents to participate in this ancient tradition will become available, and the integration of this tool into homes becomes easily accessible for all. The power, potency and magic of Circles and Storytelling can work its way through all layers of the community.
References
return and setting up intentional time for them to share their stories and learnings. Perhaps the family can collectively create a vision together or write letters to their future self that are taken out a few weeks or months later? Perhaps a follow-up call or gathering to allow for the students to share their stories of what has been different for them since their experience? Or privileges and responsibilities shift in alignment with the growing young adult or child? Bringing intentionality to the students’ return and supporting them by meeting them in their growth phase and shifting the dynamic within the family or environment to honour the process, creates the right environment for the learnings to take deep root.
THE ROLE OF EDUCATIONAL INSTITUTIONS IN EDUCATING STUDENTS IN KEY 21ST CENTURY LIFE SKILLS AND EMOTIONAL RESILIENCY
Fook, J. (2016), Social work: A critical approach to practice. Sage Publications: London. Ohlmann, C., Kwee, J., & Lees, R., (2014). Listening for the voices of resilience: A group of adolescents’ experiences with a suicide prevention education program. International Journal of Child, Youth and Family Studies. 5. 24-46. Williams, B.D., & Baumgartner, B. (2014). Standing on the shoulders of giants: Narrative practices in support of frontline community work with homelessness. Mental health and substance use. International Journal of Child, Youth and Family Studies 5(2), p. 240–257.
Research conducted with Pymble’s parent community by MMG Education showed that a focus on student wellbeing was just as important as the quality of teaching when it came to the reason parents chose the school.
Pymble Ladies’ College
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Safeguarding the wellbeing of students at Pymble
Pymble Ladies’ College has proactively and boldly responded to the growing volatility that is the world that our children are growing up in.
Outside of the immediate environment
Through developing these qualities,
and support offered to youth by
Pymble can take intentional action
families and home life, schools provide
toward ensuring their learning
the primary source of environmental
environments are genuinely safe
protective conditions available to
spaces that enable the establishment of
youth (Henderson, 2012). Educational
communal bonds.
institutions are the primary space for acculturation experienced by youth as they shift towards utilising peers, rather than family, as the main source of social interaction (Lynch et. al., 2013). Therefore, the perceived health of the community within an academic environment has a direct impact on the success and wellbeing experienced by youth.
Youth who perceive their teachers as supportive and respectful have been shown to have positive opinions of their overall school environment (Lynch et. al., 2013). The causal relationship between established social bonds and student participation further applies to the relationship established between students and faculty. Students experience better outcomes when they feel
When youth see their environments as
supported by school faculty. This is
safe and welcoming, they are inclined
highlighted through the role teachers
to invest within established norms
hold in fostering student resiliency. The
of pro-social interaction. While in
establishment of caring relationships
contrast, students who see their school
between faculty and students positively
environments as unwelcoming, or even
affects the holistic wellbeing experienced
dangerous, are more likely to disengage
by an entire student population.
as a direct result of the weak social bonds (Lynch et. al., 2013). Cultivating a strong and close community within a school setting which is aligned with the work the school is embarking on to meet the needs of the whole child is a critical component of ensuring the students have a deep sense of belonging and trust within their worlds.
However, it has been illustrated that the benefits of these caring relationships are best maintained when schools make a conscious investment in the supportive roles teachers play in the lives of their students (Henderson, 2013). Pymble Ladies’ College has demonstrated its deep commitment to investing in the cultivation of these
Schools that cultivate a positive social
relationships by engaging the Rites of
ecology consistently produce better
Passage Institute to assist in building the
academic and social outcomes
framework into the College’s Mind Body
(Henderson, 2012). Some of the key
Spirit curriculum. Through the various
elements include feeling safe, having
trainings that have been experienced
access to supportive relationships,
by all the staff and teachers, as well as a
meaningful membership within
range of keynotes, tools and resources
the school community, clear rules/
that are available to parents, Pymble is
boundaries, and an inherent ethos of
deepening into the integration of these
caring for one another.
practices and will be able to identify the benefits in due course.
28
Illuminate Research and Innovation | Edition 6 2021
This will continue to allow for the
Academic institutions are best situated
culture and community of Pymble to
to improve overall outcomes through
deepen, and to safeguard the wellbeing
the provision of not only the required
of our youth. Research has identified
academic framework, but also through
that outside of the family, teachers
the opportunity to create the space for
and coaches are often identified as the
emotional intelligence development.
primary source of positive adult support
This can be achieved through the
(Theron & Engelbrecht, 2012) . Through
implementation of Circles where
investing in teacher-student relationships,
students can learn from one another by
schools take an active role in shaping the
sharing their stories within the context
social ecosystems embedded within their of narrative practice. institutions. The relationships cultivated within schools on an institutional
CONCLUSION
level are of critical importance in
Pymble Ladies’ College has proactively
the development of youth as they
and boldly responded to the growing
transition toward adulthood. By creating
volatility that is the world that our
structured spaces such as Story Circles
children are growing up in. By engaging
and camps at Vision Valley, Pymble is
with the Rites of Passage Institute,
providing an opportunity to cultivate
and training the community on these
collective resiliency where students are
simple and yet effective techniques
empowered to build positive communal
and practices, the school is proactively
bonds. Structured peer interaction can
responding to the importance of raising
facilitate the development of emotional
the whole child through the schooling
growth, which contributes toward
journey. As the journey together
improved academic outcomes (Lynch et.
continues to deepen over the coming
al., 2013).
years, and parents, staff and teachers
The importance of providing support for all forms of learning is reflected in current research on emotional intelligence and its correlation to overall
3. https://www.blackdoginstitute.org.au/ research-areas/youth-mental-health/ 4. Henderson, N. (2012). Resilience in schools and curriculum design. In The social ecology of resilience (pp. 297-306). Springer, New York, NY. 5. Lynch, A. D., Lerner, R. M., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of Youth and Adolescence, 42(1), 6-19. 6. Theron, L. C., & Engelbrecht, P. (2012). Caring teachers: Teacher–youth transactions to promote resilience. In The social ecology of resilience (pp. 265-280). Springer, New York, NY. 7. MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150-186.
realisation of the benefits as outlined within this article will be experienced. When done well, and done together, we can transform the lives of our
who are given the opportunity to
youth, bringing back the meaning of
develop attributes related to emotional
community, belonging and impacting
intelligence, particularly emotional
all future generations to come.
understanding, perform better
We look forward to continuing this
academically. Creating a structured
exciting journey together,
of intelligence, however, most schools
2. Commissioner for Children and Young People WA. (2015). Our Children Can’t Wait – Review of the implementation of recommendations of the 2011 Report of the Inquiry into the mental health and wellbeing of children and young people in WA, Perth: Commissioner for Children and Young People.
supporting this process more fully, the
2020). Research shows that students
supports the development of all forms
1. h ttps://www.beyondblue.org.au/media/ statistics
come to understand their role in
academic outcomes (MacCann et. al.,
space for emotional and social growth
References
From the team at The Rites of Passage Institute
overwhelmingly support two well-known modes of intelligence, verbal-linguistic and logical-mathematical, while comparatively neglecting the other modes of learning (Henderson 2012). Pymble Ladies’ College
29
From snow to sea: An educational adventure Riina Hämäläinen
It’s 5.00am and I am waking up to a
As a rule, every school ceremony,
rhythmic clap echoing around the
assembly, parent meeting or sporting
caravan park. It is time to wake up and
event starts with a Welcome to Country.
quickly get dressed. I can already hear
This practice recognises Indigenous
the noises of awakening outside my hut.
people as the first custodians of this
Moments later, I find myself huddled
land, promotes awareness of Indigenous
together with a group of people, peering history and culture, and formally out to the Pacific Ocean in the dim
acknowledges Indigenous people’s
light of dawn. In front of the crowd,
ongoing connection to the ground.
an Aboriginal man is decisively playing
A good grasp of Aboriginal history and
his clapsticks, an essential part of
culture is also required when delivering
Aboriginal ceremonies. Then the
the Australian PDHPE curriculum.
clapping stops, and the man turns
This understanding is important, for
facing towards the ocean, now speaking
example, when discussing health
intently in a language that has survived
issues and inequalities between the
thousands of years to this day. Two
different populations in Australia. With
white-bellied sea eagles emerge from
an overseas background, one has to do
the sea and start flying circles above
a decent amount of homework more
him. We’re standing on Budawang
than once to teach the topic sufficiently.
Aboriginal area, an important area
I have lived in Australia for five years
for the First Nations people and the
now and know more about the native
same coastline where Captain James
people here than in my home country
Cook made his first observations of
Finland. I really feel like acknowledging
Aboriginal people in 1770. The sunrise
this has brought a new dimension to
ceremony is one of the oldest rituals
my life. Perhaps the history and culture
still practised today that celebrates life,
of Scandinavia’s Indigenous people, the
nature and thanks Grandfather Sun for
Sámi reindeer herders, could also be a
the start of a new day.
more prominent and enriching part of
Regardless of the tangible beauty of
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Illuminate Research and Innovation | Edition 6 2021
Finnish school life.
the moment, I have not left Finland
The continent of Australia is estimated
to participate in a spiritual retreat.
to be 23 times bigger than Finland.
Instead, we are on a week’s long
The differences in delivering the
school camp for outdoor education
National Curriculum system between
and experiential learning. Understanding
municipalities are not as significant
and appreciating the Aboriginal cultural
as those between States. The Finnish
history is a central part of the Australian
curriculum remains very much united
curriculum and integrated with studies
nationwide. The curriculum in Finland is
for all grades.
updated approximately every ten years.
Long-distance skating on natural ice. This picture was taken in Lake Saimaa, part of the Finnish Lakeland area where I am from
The curriculum system has three key
While Finland has earned a reputation
In the Finnish system, all teachers
driving factors. Firstly, the portrayal of
as having one of the best education
are considered highly respected
broad goals, like the learning of generic
systems in the world, its PISA results
professionals by all. Teacher education
21st century competencies following
have decreased in recent years.
programs are popular and often more
the national core values, such as
According to educational specialists,
challenging to get into than medicine
human rights, equality, democracy,
this could result from the remarkable
or law. The high status of teachers dates
and natural diversity. Secondly, the
reputation that has caused schools to
back for hundreds of years. In the old
autonomy of municipal authorities in
hesitate to change anything.
days, the most appreciated professions
providing education for the curriculum to best work at a local level. Thirdly, a focus on the competencies of using knowledge, instead of knowledge in itself. Metacognitive thinking skills are systematically improved at all stages and one important goal is to teach students to take responsibility over their learning.
Teachers as an occupational group are essentially not as highly regarded in
were priests and teachers, because they were educated people.
Australia or looked upon as highly by
School days in Australia and Finland look
fellow citizens as they are in Finland.
different. In Finland, school days are
The amount of recognition received here
short, and the homework is often not
may depend on the reputation and status
excessive. In secondary education, full-
of the school where you are working.
time teaching staff will not necessarily be onsite when they are not delivering
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From snow to sea: An educational adventure
In the Finnish system, all teachers are considered highly respected professionals by all. Teacher education programs are popular and often more challenging to get into than medicine or law.
Visiting home during 2019 Christmas break
lessons. There is an incredible amount
For me, the experience of working in
of trust placed upon teachers, who are
faculties with a team of likeminded
expected to use this additional time for
professionals has been gratifying.
assessment, planning and preparation
The length of Finnish lessons may
of the curriculum. The system is heavily
vary between 45 to 75 minutes long
based on trust rather than control.
depending on the grade. A ten to
Teachers are autonomous in their
15-minute break follows each class.
work, and an independent teacher may
Until Senior School (Years 11 and 12)
plan an entire unit with methods for
all students are required to go outside
assessment by themselves. There is
during this break, even in midwinter.
minimal supervision and little evaluation
When the weather reaches minus 20
of teachers.
to 25 degrees celsius, students are
Typically, a school will have one or
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Illuminate Research and Innovation | Edition 6 2021
usually permitted to remain indoors.
two teachers for each subject. These
In addition, all schools provide outdoor
will depend on the size of the school
shelters where students can head in the
and the popularity of different topics.
occasion of wet weather.
Everybody gets a free meal – even
specialised coaches. The College has
also exist in Finnish schools that are
in high school – and teachers may
a strong sporting tradition, and many
exclusively focused on sports. As part
purchase meals at a discounted price.
of the students are talented in their
of the Physical Education Curriculum,
There are no school uniforms and the
respective sports. Students compete
new sports for an overseas teacher have
idea of having them feels distant. Having
at different levels, from intraschool
been Cricket, Hockey, Touch Football
worked at a system with and without a
competitions to the Olympics. In
and many more. Due to the immediate
school uniform, one cannot unsee that
contrast to the most famous Finnish
closeness of the Pacific Ocean in the
having a uniform might well prevent at
school sports: Ice Hockey, Soccer,
New South Wales area, lifesaving skills
least some self-esteem issues or bullying Floorball and various winter sports, the
are taught in detail, and there is a whole
among young people.
most popular sports here include Rugby,
term dedicated to teaching these skills
Rowing, Cross Country, AFL, Netball,
in Year 9. The lifesaving unit at Pymble is
Gymnastics, Swimming and Dance.
a great unit to teach.
Whilst Finnish secondary schools may be focused on sports, arts or music, Pymble offers co-curricular opportunities from Robotics to Equestrian. The co-curricular sports program is delivered not by PDHPE teachers but by a large team of
There is a unique program called the Pymble Elite Sportswomen’s Program (PESP) to help young, high performing athletes to balance the demands of sport and academics. Similar programs
One of the significant differences when delivering the PDHPE curriculum in Australia, compared to Finland, is the role of sexual and consent education.
An essential part of a great cross-country ski or snowshoe trip: open fire sausages and glögi (non-alcoholic mulled wine)
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From snow to sea: An educational adventure
The Respect Matters Forum on consent education that Pymble hosted at the start of 2021 would be very timely, also for Finnish high schools. Pymble has an evident push for constantly improving the pedagogical practices, and the range of professional learning opportunities provided is extensive. The recently organised two-day Mental Health First Aid Course would surely be of great interest in the Nordic system. One of the most significant differences in professional development between the two educational systems is the process of mandatory teacher accreditation. It is difficult to get into teacher education programs in Finland, and subject matter teachers have traditionally completed a Master’s thesis and MA degree in their primary subject. Once teachers commence their working careers, opportunities for professional development are provided but optional,
Rest break at a Laavu during cross-country skiing. Finnish wilderness is filled with shelters for outdoor-minded people to rest, make a fire or sleep
and there is no further accreditation unless chosen. Professional development courses are not The laws around consent in New South Wales are currently ahead of those in Finland. The country is likely to adopt improvements following the example of Sweden in the coming years. The Finnish Health education syllabus provides one course on sexual education during Upper School and one during High School. Generally, the outcomes in the Finnish syllabus are more generic than they are in New South Wales. The Finnish comprehensive syllabus does not exclusively mention a goal for
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Illuminate Research and Innovation | Edition 6 2021
mandatory beyond the induction phase, although career-long development is strongly recommended, and most teachers will participate in such opportunities throughout their teaching careers. There are many non-profit associations for different subjects that organise annual courses, seminars and events for members. Prior to the time of COVID-19, the Association of Physical and Health Educators of Finland used to organise an annual international seminar and a trip to somewhere in Europe.
teaching consent, as an example. Sexual
Finland does not use external
rights are mentioned in the syllabus for
standardised student testing to evaluate
high schools, but there is no specific
the performance of schools. There is
outcome for teaching consent.
no inspections system, nor comparison
between schools or regions. Since 2018,
Teachers are required to collect data
Finland has been named the happiest
and assessment is continuous as it is
country globally for four consecutive
in Australia. For many years, Finland
years by the United Nations Sustainable
has been emphasising phenomenon-
Development Solutions Network.
based learning and often assessment
Researchers have pointed to the
tasks are phenomenon-based projects.
Finnish culture that focuses on
New Pedagogies for Deep Learning
cooperation rather than competition,
are in focus in the most recent national
among other determinants for the
curriculum. Most assessment methods
previously unseen accomplishment.
aim to improve the ability to analyse
In Finland, PDHPE students will receive one outcome for Health studies and one for Physical Education in their report. The same applies to all subjects, one outcome per subject. Outcomes are displayed on a numerical grade scale from ten (extraordinary) to four (unsatisfactory) and the descriptors for each grade are detailed. Only Preparatory and Junior schools use comments in reports. Many schools at this early stage choose to use comments only to describe students’ learning. This is to ensure that children may stay as children during the early years of their school careers, allowing
meta-cognitive thinking and long-term understanding. For Physical Education, there are only ongoing assessments. Having assessment tasks for practical activities in Years 7 to 10 feels uplifting to the status of the subject. Finland
CONCLUSION The challenge of moving overseas has forced me to stretch, adapt and evolve both professionally and personally. Living and teaching in these two countries has caused me to be more aware of the cultural norms, hurdles and strengths of the different educational systems. It has helped me become more versatile in the classroom and develop new perceptions and ideas. The most rewarding experience has been building relationships with the Pymble students and sharing my story with them.
encourages cross-curricular cooperation. Depending on their colleagues, a Physics
An earlier version of this paper
teacher might combine with a PDHPE
was written for the journal of the
teacher for a lesson to teach velocity or
Association of Physical and Health
acceleration utilising tech and suitable
Educators in Finland (LIITO).
applications in a practical environment. Similarly, a literacy teacher might work together with a teacher from another subject, marking the content and literacy skills of an essay.
more room to physical activity,
The Australian education system
creativeness and games. According to
evidently has a higher volume of testing.
the law, the transition from comments
In the past decade, Finnish high schools,
to numbers occurs in Year 4 at the age
especially, have seen a decrease in
of ten. In PDHPE, practical outcomes
the number of traditional exams as
are divided in physical, social and
teachers aim to foster a 21st century
cognitive goals to reflect students’
learning environment. However, in both
learning and performance. The
countries, students are slowly working
outcomes for the health education
their way up towards important exams,
curriculum are largely based on
HSC in Australia and the Matriculation
developing health literacy and critical
Examination in Finland. Both systems
thinking skills. It has been made very
surely have their strengths and
clear by the Finnish National Agency for
weaknesses. For as long as the biggest
References Lonka, K., (2018). Phenomenal learning from Finland. 1st Ed. Keuruu: Otava Book Printing Ltd. Opetushallitus.(2021). Terveystiedon LOPS 2019 -tukimateriaali. Available at: https://www.oph. fi/fi/koulutus-ja-tutkinnot/terveystiedon-lops2019-tukimateriaali. [Accessed 15 August 2021]. World Happiness.Report (2021). Available at: https://worldhappiness.report/archive/ [Accessed 15 August 2021].
Education that students’ personal values, challenge at the end of the road remains attitudes or health-related behaviours
in its traditional form, one can clearly
are to have no impact on the outcomes
see the benefit of students regularly practising under examination conditions.
Pymble Ladies’ College
35
Gaining momentum in women’s educational leadership Reverend Punam Bent
This professional learning opportunity has been made possible through the generous support of former Chair of College Council, Ms Kate Mason. The Kate Mason Professional Learning grant is awarded annually and was awarded to Reverend Punam Bent in 2020. The grant allows Pymble staff to participate in professional learning to benefit students, colleagues and to enrich their own professional growth. Through the Global Mentoring
Change’ at Harvard Divinity School was
Leadership Program with Bright Field
thwarted due to the COVID-19 pandemic
Consulting, the Alliance of Girls’ Schools
and a new direction was sought.
Australasia and the National Coalition of Girls’ Schools (USA).
This was perfect timing – even in a
Professional Learning Grant which is
pandemic year – as the focus was on
open to all Academic staff at Pymble
the National Coalition of Girls’ Schools
Ladies’ College. The grant would
(NCGS) guiding principles to ‘inspire the
enable me to undertake a significant
next generation to lead with courage,
professional learning opportunity,
competence, and empathy’ (Global
therefore, amplifying my learning in the
Forum on Girls’ Education III, 2021).
platform to role-model and help shape the future aspects of global citizenship for girls. Following a successful application, the initial plan to attend a leadership conference called ‘Making Illuminate Research and Innovation | Edition 6 2021
Global Mentoring Leadership Program.
In 2020, I applied for the Kate Mason
area of School Chaplaincy and using this
36
In 2021, an opportunity arose for the
The Global Mentoring Program is an invitation to delve deeper into one’s own sense of self-understanding and development. The mentoring program is three dimensional (Wigston and Wigston, 2021):
1. One to One Mentoring
interaction. It is a psychometric tool
2. Insights Discovery Profiling
based on Jungian psychology and it
and Feedback 3. A Community Project
uses a four-colour model to highlight key personality preferences and associated behaviours. My profile was
The first step is completing the Insights
no surprise as ‘Helper Inspirer’ and it was
Discovery psychometric questionnaire,
a challenge to address key strengths and
followed by four confidential
weaknesses with an attitude towards
meetings with a mentor. There is also
traction and mobility.
a community project where one is
In the section on personal notes on
partnered with another mentee to
key strengths and weaknesses, a quote
work on a project relating to globally
from Jung states, ‘wisdom accepts
applicable themes in girls’ education.
that all things have two sides’ (Insights
The final opportunity will be in-person
Discovery Profile, 2021).
or virtual attendance of the Global Forum on Girls’ Education III to be hosted in Boston, Massachusetts, United States in 2022.
The Insights Discovery Wheel consists of a Conscious Position, which is the Helping Inspirer (Accommodating) and a Less Conscious Position, which is the
The Global Forum in 2022 will focus on
Helping Inspirer (Focused). The colour
nine themes:
energies on a bad/good day further assist
1. Girls as Global Citizens
in reflecting on aspects of the profile.
2. Girls as Entrepreneurs and Innovators One of the most valued aspects of 3. Girls as Social Activists
this profile report has been a view into
4. Girls as Political Leaders
possible blind spots and recognising
5. Girls as Environmental Champions 6. Girls as Scientists
who our Opposite Insights type could be. Mine is the Observer, which is Jung’s ‘Introverted Thinking Type.’ The Insights
7. Girls as Inclusive Allies
Discovery profile offers suggestions
8. Girls as Happy, Healthy Individuals
for development instead of ‘direct
9. Girls’ Schools as Educational Leaders
measures of skill, intelligence, education
The project should align with one of
or training.’
the Global Forum themes and offer
The profiles indicate an individualised
examples, information gathered from
colour mix of four colour energies: Cool
research and practical tools that may be
Blue, Fiery Red, Sunshine Yellow and
applied to educational contexts for girls.
Earth Green. The four-colour model
The goal is to empower girls to become
approach identifies what personality
people of influence and leaders in a
preferences and associated behaviours
constantly changing world.
are, therefore, offering a way forward in working more effectively with others
THE INSIGHTS DISCOVERY PROFILE
(Insights Discovery Profile, 2021). For
The Insights Discovery Personal Profile
example, my Insight Colour energies as
is a doorway into one’s strengths
per the report on a bad/good day were
and weaknesses to assist individuals
divided into the four colour energies:
as they develop future strategies for Pymble Ladies’ College
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Gaining momentum in women’s educational leadership
I am thankful for the opportunity given to use this grant to amplify my professional learning in girls’ education and wellbeing at a global level.
Stuffy Indecisive Suspicious Cold Reserved Docile Bland Plodding Reliant Stubborn
Aggressive Controlling Driving Overbearing Intolerant Excitable Frantic Indiscreet Flamboyant Hasty
The Insights Colour Energies on a bad day
Cautious Precise Deliberate Questioning Formal
Competitive Demanding Determined Strong-willed Purposeful
Caring Encouraging Sharing Patient Relaxed
Sociable Dynamic Demonstrative Enthusiastic Persuasive
The Insights Colour Energies on a good day
THE MENTORING EXPERIENCE This program empowers the mentee to take a step towards self-awareness, self-worth and self-knowledge leading to personal and professional growth (Wigston and Wigston, 2021). “Our lived lives might become a protracted
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Illuminate Research and Innovation | Edition 6 2021
mourning for, or an endless tantrum about, the lives we were unable to live. But the exemptions we suffer, whether forced or chosen, make us who we are,” wrote psychoanalyst Adam Phillips in his magnificent manifesto for missing out (Popova, 2021).
A student once asked if working
One of the chapters in Being 10% Braver
in a school was my vocation and
(2019), entitled ‘Concrete Ceilings
professional calling. Having started
and Kinked Hosepipes’, speaks of the
rather young at the age of 20 in
‘concrete ceiling’ mentality in education.
the 1980s with nil lens into a global
In 2015, the United Kingdom National
perspective, education was not exactly
Union of Teachers challenged teaching
where religious practice led me. The
staff to reflect the communities they
niche I was seeking came in 2003
work in. The union was concerned
through a school chaplaincy role in
that “the only black role models were
Sydney, Australia. The reason I was
administrative staff, cleaners, kitchen
attracted to the Bright Field Global
or security staff’ and were worried that
Mentoring Leadership Program was
this would ‘impact negatively on the
the mentoring experience tagged
achievement of black children as they
with the community project and
do not see representations that can act
possibilities for presenting at a global
as role models for them ….at a higher
forum which would amplify my own
level” (Garner, 2015). The writer of this
learning and practice relating to all
chapter, Sameena Choudhary, argues
aspects of girls’ education.
that the barrier is stronger and far harder
#10%BRAVER
to break, and the ceiling for women of colour/migrant ethnic backgrounds is
#10%Braver is a slogan I echo now with
not made of glass, but concrete. The
the women who kickstarted the 21st
metaphor of ‘concrete ceiling’ extends
century global educational movement,
to require a drill to shatter the concrete
seeking to unite women from diverse
which can more often than not be what
backgrounds in education. It is a safe
she describes as an “arduous and almost
online space and encourages women
impossible task” (Featherstone and
educators to be 10%Braver. This is also
Porritt, 2019, p.104).
the title of the book edited by Vivienne Porritt and Keziah Featherstone (2019). The book features evidence-based articles offering practical and applicable solutions to a future for women in education.
I also encourage girls from minority ethnic backgrounds to find their voices and share their story of courage, culture and empowerment as per the Global Forum III themes mentioned above, to
If I were to write my own chapter in a
benefit all girls sharing in partnership
book such as this, it would be about the
with others in a world holding space
challenges facing girls’ schools seeking
for them. This would challenge the
inclusiveness and diversity. I would write
concrete ceiling of which Choudhary
about encouraging girls to find strength
is speaking and create a generation of
in their own voice, giving visibility to
girls evolving into womanhood who are
their story and contributing to solving
well equipped with constructive ways of
challenges, especially in a pandemic
cracking this metaphor of the concrete
world. I would write on gender bias in
ceiling through empowerment and
the Church and educational sector, as
courageous expression of who they are
well as encourage safe and thoughtful
as global citizens.
conversations with young people, especially girls, in my school context. Pymble Ladies’ College
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Gaining momentum in women’s educational leadership
On reading Being 10% Braver, a suggestion is made to utilise the support of a ‘significant person’ who mentors and acts as a coach, as coaching and mentoring leads to empowerment and encouragement (Featherstone and Porritt, 2019, p.112). The experience of being mentored by Bishop Seeley has allowed discussion of being a person of influence and authenticity for the communities we work and live in, and aiming to find these places through a deeper awareness of self and others. This space is the platform of life experience, self-knowledge, self-awareness and deep reflection which harnesses a positive energy and role-modelling of a healthy work practice and resilience, especially when working with girls in education. The mentoring process empowers women and others to look at opportunity and to engage with steps towards being heard. This leads to
Reverend Punam Bent’s mentor in the Brightfield program, Bishop Martin Seeley
taking initiative towards storytelling and sharing which further empowers others.
A PERSONAL NOTE
The Global Mentoring Program and
As the mentoring and leadership journey
shifting for me personally and taking
began, I was able to reflect deeply on my
a serious look at girls’ learning in a
own growing-up experiences as a young
gender-biased world. The themes of
girl in a gender-biased world and how
seeking to find voice, gaining a wider
these paradigms have yet to be shifted
perspective to life, and venturing out
in our real time. The mentoring with
into the unknown to find oneself are
Bishop Martin Seeley, with whom I have
core in the program.
been fortunate to have been paired, has been a deep well of experiential learning drawing on self-reflection and awareness and applying to my current role in leadership with girls.
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Illuminate Research and Innovation | Edition 6 2021
its timely presence has meant shape-
In the words of Milan Kundera: “Great storytelling, then, deals in the illumination of complexity — sometimes surprising, sometimes disquieting, always enlarging our understanding and self-understanding as we come to see the opaque parts of ourselves from a new angle, in a new light” (quoted in Popova, 2021). The Global Mentoring Program with Bright Field Consulting leads one to believe that bravery, which is also known as courage, has its own trajectory and, to be heard, one must intentionally venture into the unfamiliar, taking the risks and facing the obstacles. In my case, I am looking forward to influencing girls with a global wisdom which comes from women of my generation. To quote from an interview with Susan Ferrier in Ian and Hilary Wigston’s book The Magic in The Space Between, (2018, p.70). “... women bring people together in a way different from men. My generation of women, compared to my generation of men, we’re more naturally inclusive, so we can bring people together in a
References Featherstone, K., & Porritt, V. (2019). Being 10% Braver (1st ed.). London: Sage Publications. Global Forum on Girls’ Education III. NCGS. (2021). Retrieved 27 September 2021, from https://www.ncgs.org/professionaldevelopment/global-forum-on-girlseducation-iii/. Global Forum III Themes. NCGS. (2021). Retrieved 5 October 2021, from https://www. ncgs.org/professional-development/globalforum-on-girls-education-iii/global-forum-iiithemes/. Garner, R. (2015). Headteachers urged to recruit more black and ethnic minority teachers. The Independent, 5 April 2015. Retrieved 10 October 2021, from https:// www.independent.co.uk/news/education/ education-news/headteachers-urgedrecruit-more-black-and-ethnic-minorityteachers-10157044.html Insights Discovery Personal Profile. (2021). Insights Discovery Personal Profile Popova, M. (2021). The unbearable lightness of being opaque to ourselves: Milan Kundera on writing and the key to great storytelling. Brain Pickings. Retrieved 16 August 2021, from https://www.brainpickings.org/2021/08/12/ milan-kundera-art-of-the-novel-storytelling/. Wigston, I., & Wigston, H. (2021). The Global Mentoring Network for Aspiring Leaders — Bright Field. Bright Field. Retrieved 1 October 2021, from https://www.brightfield-consulting. co.uk/our-services/global-mentoring-networkfor-aspiring-leaders/. Wigston, I., & Wigston, H. (2021). The magic in the space between. Ed. 1. Woodbridge: John Catt Educational Ltd.
“ ...coaching and mentoring have the power to transform lives and careers, by raising [an] individual’s awareness and encouraging them to consider different paths from those they assumed were mapped out for them… New untrodden routes and desire lines emerge as quickly as the old ones vanish. Clearly, a new cartography is needed.” (WIGSTON & WIGSTON, 2021, P.114).
way which looks for a collaborative inclusive outcome”.
Pymble Ladies’ College
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Shining light on our ignorance: Data science for complex futures Cedric Le Bescont
Learning is exciting because of the paradoxical nature of knowledge: “the more we know, the more we realise the extent of our ignorance” (Grayling, 2021). As a teacher, the question about which I am passionate is how to teach ignorance? How to safely guide students at the frontier of their own knowledge? How to empower them to explore what they don’t know yet? The scientific method is arguably the most prolific way of creating knowledge. The first principle and, at the same time, the real discovery of any modern scientific inquiry, is ignorance. Science produces questions worth investigating. Galileo was the first to use mathematics to model the variability of firsthand observations. In return, technology was developed to record ever more observations to validate this model. This creative loop was responsible for the unprecedented development of technology in the past three hundred years. Today, we face a deluge of data that is challenging our capacity to make sense of the world. It is important, in my view, that students learn and apply the scientific method to big data sets so they can face the complexity of our world with confidence.
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Illuminate Research and Innovation | Edition 6 2021
APPRENTICE SCIENTISTS At school, Science is often perceived as a definitive explanation of the complexity of the world when it is an incomplete and often incoherent set of models. Even though scientific theories are proven to be very powerful in rationally gauging our ignorance, the field of investigation will remain infinite. Science can make accurate predictions about simple systems but when it comes to more complex understanding, the so-called scientific knowledge showcased in textbooks is, in fact, hypothetical. Apprentice scientists should be enticed to investigate scientific knowledge and its inherent uncertainty.
In the classroom, concepts perceived as
They are guided to develop their
trivial, and the inquiry opportunities they
observational skills and abstract the
represent, are sometimes overlooked.
concept of a tissue made of cells.
Complexity can be introduced too
Only then, the hypothesis that all living
early, with students expected to recall
things are made of cells is proposed
explanations before being given the
and tested and its power to guide the
opportunity to observe, measure,
study of life explored. Technology has
name, classify or describe. Models are
always been used to discover new
transferred as knowledge, rather than
focus points for inquiry.
as limited and testable frameworks to develop scientific thinking. The main scientific models - the particle model, the Solar system model, the force model, the cell model and the energy model – should be applied and challenged by students from Year 7.
Acknowledging that we, the classmates, don’t know is necessary to engage with scientific learning. As a teacher, my expertise does not lie in my ability to transfer knowledge, but rather in my capacity to guide learners. While my students are contemplating most of the concepts for the first time, I have
Similarly, a great way to start the Year 7
walked this learnscape many times. And
program is through the following
technology is pushing me to explore
activity. Students observe African
new horizons.
wildlife in silence for a significant amount of time by watching a live stream from Tembe Elephant Park, South Africa, projected on the board.
As a case in point, consider the Science
It is important to also include the audio.
Stage 4 syllabus point, “explain that
The discussion that follows is full of
predictable phenomena on the Earth,
wonder, with students naturally and
including day and night, seasons and
instinctively naming, classifying and
eclipses are caused by the relative
questioning what they see. Facing the
positions of the Sun, the Earth and the
unknown always unleashes creative
Moon” (National Education Standards
and collaborative learning.
Authority, 2021). Defining Day and Night
DATA SCIENCE: THE NEW FRONTIER
Last year, our Principal, Dr Kate Hadwen, shared with me the Introduction to Data Science Curriculum from the University of California, Los Angeles (UCLA). It made me conscious of the need to expand my expertise and my understanding of machine learning. Through regular conversations with our Deputy Principal – Academic, Justin Raymond, it was decided that Pymble would lead the development of a unique
In Chemistry, molecular models are
Data Science curriculum in NSW. While
introduced gradually. Students observe
collaborating with our Head of Science,
boiling water and apply the particle
Dr Kristie Spence, on teaching the new
model to construct explanations about
Science Extension course in Year 12, it
water particles becoming capable of
became clear that the Data Curriculum
freely moving away from each other.
would prepare students well for the
Later on, students decompose water
Science Extension course.
by electrolysis and again observe
Our Director of Research and
bubbles forming but, this time, at room
Development, Dr Sarah Loch, guided
temperature and of different substances,
me in applying for one of the College’s
namely oxygen and hydrogen. The
Professional Learning Grants, and I
particle model then morphs into the
thank the Pymble Parents’ Association
molecular model with the introduction
whose generosity granted me the
of the atom as a constituent of the
resources to give me the confidence
In Biology, students use the microscope
molecule. There is no need to break
to lead this project.
to observe tissues before being
the atom into a nucleus and electrons
introduced to the concept of the cell.
at this stage. Applying logic to develop
and identifying observables is not as trivial as it seems. At Pymble, the Beyond Earth Project encourages students to become apprentice scientists. By using a wild range of tools, they collect data and analyse patterns that they then link to a physical or simulated model of the Solar system. Consequently, students take responsibility for their learning rather than collating knowledge. And what they discover is that learning is messy. Mistakes are the strongest evidence of learning.
models which are then challenged by new observations is how scientists learn.
Scientific progress has allowed for the development of technology that contains an outstanding ability to produce data.
Pymble Ladies’ College
43
Shining light on our ignorance...
In 2018, the total amount of data created, captured, copied and consumed in the world was 33 zettabytes (ZB) – the equivalent of 33 trillion gigabytes. This grew to 59ZB in 2020 and is predicted to reach a mindboggling 175ZB by 2025. One zettabyte is 8,000,000,000,000,000,000,000 bits ... (VOPSON, 2021)
This data, revealed by our scientific understanding of the world, reflects our ignorance. There is an urgent need for a new set of skills and mental habits, identified in the NSW Curriculum Review Report, Nurturing Wonder and Inspiring Passion (2020), as well as in the HSC Science Extension syllabus (2017), to equip students in this digitalised unknown. This is the reason why Pymble Ladies’ College will be proposing a new Data Science Elective course in Years 9, 10 and 11 which will be available to our students as soon as 2022. The Data Science course will be an opportunity to learn the R programming language and apply statistics to visualise, simulate, analyse and model datasets relevant to real-world complexity. It will welcome machines as artificial learners in the classroom, enticing both students and teachers to transform their classroom habits. Collaborating with machines will empower students to become self-efficient researchers, designers and communicators.
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Finally, as pedagogues, students represent the edge of our knowledge. As a learning leader, I focus on designing tools able to produce reliable and accurate data that can inform me, the teacher, of the individual learning paths being walked by my students. Each of our students’ experiences shines some light on our ignorance.
References Explore Annenberg LLC, (2021). Tembe Elephant Park. Accessed July 8, 2021. https://explore.org/livecams/african-wildlife/ tembe-elephant-park Grayling, A.C. (2021). The frontiers of knowledge: What we know about science, history and the mind. United Kingdom: Viking. National Education Standards Authority. (2017). Science Extension Stage 6 Syllabus. Accessed August 23, 2021. https://educationstandards. nsw.edu.au/wps/wcm/connect/41ea5fc5ab2c-4a8d-95ad-95529413a7ee/ science-extension-stage-6-syllabus-2017. pdf?MOD=AJPERES&CVID=. National Education Standards Authority. (2020). Nurturing wonder and igniting passion: Designs for a new school curriculum. Accessed August 23, 2021. https:// nswcurriculumreform.nesa.nsw.edu.au/ pdfs/phase-3/final-report/NSW_Curriculum_ Review_Final_Report.pdf. National Education Standards Authority. (2021). Science 7-10, Earth and Space. Accessed August 23, 2021. https://educationstandards. nsw.edu.au/wps/portal/nesa/k-10/learningareas/science/science-7-10-2018/content/983 Vopson, M.M. (2021). The world’s data explained: How much we’re producing and where it’s all stored. The Conversation. May 5, 2021. Accessed August 23, 2021. http://theconversation.com/the-worlds-dataexplained-how-much-were-producing-andwhere-its-all-stored-159964.
Challenging the status quo in PDHPE Madeleine Gardiner
Deep learning and social justice in Personal Development, Health and Physical Education How can we encourage our students to change the world, without them having first developed an understanding of their place within it? In Term 3, 2021, Year 10 PDHPE students were challenged with the driving question ‘More than words; How can we contribute to social justice?’; a stimulus inspired by the 2021 National Reconciliation Week theme to inspire braver and
DEEP LEARNING IN COMPLEX TIMES Deep Learning pedagogies encourage students to develop competencies in the six Cs – Character, Citizenship, Critical thinking, Collaboration, Creativity and Communication. This is learning which: • looks at the world from many different perspectives, • cuts across key subject areas (after all,
more impactful action. In response,
we live in a trans-disciplinary world,
students inquired into the experiences
not in a mono-disciplinary one),
of diverse population groups that make
• is relevant to the real-world interests,
up Australian society, proposed ways that individuals and communities could
needs and challenges of students; and, • concentrates on developing the
be proactive in promoting social justice
capabilities that count not only for
and considered the ways they can
today but for a sustainable future
offer support to those experiencing
(Fullan & Scott, 2014).
marginalisation. Through a series of teacher and student-led learning
If we want learners who, as stated by
experiences, underpinned by New
Fullan et al. (2017, p.21), can ‘thrive in
Pedagogies for Deep Learning (Fullan et
turbulent, complex times, apply thinking
al., 2017), this unit supported students’
to new situations, and change the world,
development into active and empathetic
we must reimagine learning: what’s
global citizens by empowering them
important to be learned, how learning is
to become advocates and critical allies
fostered, where learning happens, and
in their communities. The intention
how we measure success. This means
was that students walk away from this
creating environments that challenge,
unit feeling confident in their ability
provoke, stimulate and celebrate
to fight for causes about which they
learning’. This conceptualisation of
are passionate, call out injustices, find
the learning process is ‘Deep Learning’
solutions and, ultimately, become the
and is loosely defined as the course
changemakers they seek in their world.
of acquiring the aforementioned competencies through a series of tasks
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Challenging the status quo in PDHPE
encompassing “compassion,
social justice through exploration of
empathy, socio-emotional learning,
the pervasive, enduring, and intractable
entrepreneurialism, and relational
nature of social injustice.
skills required for high functioning in a complex universe” (Fullan et al., p. 25).
Similar roadblocks were faced by Pymble teachers in delivering this unit.
A Deep Learning lens, therefore, was
As students were progressively exposed
well suited to the teaching of social
to concepts of inequity, disadvantage,
justice as, for students to grapple with
and marginalisation, with examples
and look critically at contentious topics
ranging from experiences of casual
including poverty, discrimination, racism, racism to global human rights violations, civil rights, and humanitarian issues, they
so to came increasing reports of guilt,
had to be challenged to think beyond
frustration, and hopelessness amongst
the how and consider the why and
students. According to Myers and Diener
what next, an integral tenet of Deep
(1995, cited in Brown, 2021), wellbeing,
Learning. This type of thinking further
among most people socialised in
engaged students’ affirmative response
individualistic cultures, correlates with
to the promotion of social justice and,
viewing oneself as efficacious, while
concurrently, development of positive
perceiving oneself as inefficacious
intellectual and attitudinal dispositions
evokes negative emotions that people
toward the creation of new knowledge
often want to avoid. Thus, for this unit to
and doing things with it in the world
be of benefit to students, teachers were
(Fullan & Langworthy, 2014).
encouraged to stress the importance
MORE THAN WORDS: HOW CAN WE CONTRIBUTE TO SOCIAL JUSTICE?
of fostering a supporting classroom environment and drawing upon strengths-based approaches to balance
To achieve this end of ‘creating’ and
feelings of reproach with optimism.
‘doing with’ knowledge, students were
Examples included relevant and
introduced to social justice principles
successful social movements leading to
through an exploration of injustice
change, including the School Strike for
and privilege and encouraged to make
Climate Change (inspired by the actions
connections between their own lived
of school student and activist Greta
experiences and those of others. In
Thunberg) and ‘Racism, it stops with
doing so, they were challenged to
me’. This was not to ‘shield’ students,
actively negotiate their own social
nor make the unit more ‘palatable’, but
position in relation to community
to raise awareness and empower them
outcomes. This is where consideration
to strive for a better world. Fortunately,
toward students’ holistic wellbeing is
much previous research concurs that pertinent and paramount. In her chapter, experiences with diversity (including “The efficacy paradox; teaching about learning about social injustice) in school
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structural inequalities keeping students
foster a variety of positive outcomes,
hope alive”, Brown (2021) highlights the
including greater intentions for civic
difficulties teachers face in reconciling
participation (Gurin et al., 2004, cited in
raising students’ consciousness of
Brown, 2021).
Arguably, wellbeing and self-efficacy are also intrinsically linked with notions of self-concept and identity, and thus students’ responses to this unit were not only centred around the stories of
Religion
Gender Identity
Culture
Education
others, but tangible to their own lived experience (or inexperience). The social structures amongst which young people are growing up are increasingly complex and require students to think critically about the world in which they live and
Sexual Orientation
Disability/ Ability
Age
their place within it. Identity formation is, as a result, a fraught process forged across multiple contemporary experiences imbued in technological, virtual, and practical
Race
worlds. Such experiences lend young
Socioeconomic status
people to come to understand themselves, and each other, at the intersections of multiple identities that amalgamate in the formation of their own self-concept. For example, in a discussion asking how various facets of identity influenced the lives of students, one student stated, “as a multiracial, 16-year-old, well-educated
My Identity
woman, I acknowledge the privileges I experience every day…I am also aware of the barriers that I and others face… Who I see myself as and who others see me as depends a lot on their own ideas of identity, and this would be the same if I were looking at someone else”. This
My Experience (How I see and interpret the world)
comment then led to a conversation contrasting students’ online identities
Figure 1 Unpacking social determinants
to their ‘real life’ selves, and the role of social media influencers in this space. Herein lies the importance of situating students’ personal contexts prior to looking outward and toward social justice as, by engaging students in a unit of work though which they considered the wide range of factors contributing to advantage and disadvantage, equity, and
discrimination, they were driven to reflect more broadly on how multiple factors including race, class, gender, ethnicity and sexuality can shape identity, power, and access to resources in the larger social sphere, concurrently developing empathy, social awareness and the potential desire to evoke change.
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Challenging the status quo in PDHPE
Armed with new knowledge and a heightened awareness of social justice causes, students were presented with a formative task to create a podcast that inquired into the experiences of a marginalised population (of their own choosing).
INTERSECTIONAL IDENTITY
THE PODCAST TASK
Tantamount to developing an
Armed with new knowledge and a
appreciation of the individual factors
heightened awareness of social justice
contributing to identity formation,
causes, students were presented with
students were also presented with
a formative task to create a podcast
a foundational understanding of the
that inquired into the experiences of a
intersectionality of these factors;
marginalised population (of their own
how multiple co-constituting axes
choosing). The task involved researching
of difference can shape one’s social
social and structural barriers to equality
positions and lived experience, and thus
and exploring the ways by which
affect access to power and experiences
individuals and communities could
of oppression and vulnerability
engage in allyship and activism in their
(Osborne, 2015). An understanding of
own lives. According to Brown (2021,
diversity here is key, and to emphasise
pp. 112-115), best practice in teaching
this point students were presented with
social justice requires teachers to:
the image seen in Figure 1 – Unpacking
• Implement intentional class design
social determinants (adapted from Amnesty International; How to be a genuine ally), a visual representation of the social determinants that give rise to people’s different experiences and ways of thinking, and which are also integral to identity. After having been introduced to
• Lay a foundation of hope • Teach about successful collective action • Have students communicate about social justice, and • Involve students in social justice action.
this concept, one student reflected
These last two recommendations
“[Yeah, true…], It’s not enough to just
are particularly well suited to Deep
compare the differential treatment of
Learning as they encourage students
men and women. Women also have
to action their knowledge and apply
cultural, sexual and racial identities (to
it to real world contexts beyond the
name a few) that have to be factored
classroom, hence a podcast was
into understanding their experience”.
chosen as the most appropriate format
Such a response affirms students’
of assessment to allow students the
positive engagement and developing
freedom to channel their energies into
understanding of intersectional identity
disseminating what they had learned
and how this further aligns with an end
about social justice in their own words.
goal to achieve social justice for all
This presented additional opportunity
divisions of, and within, communities.
for interdisciplinary collaboration across faculties, including the library and IT, as students were provided with semistructured lessons to follow their own line of research and inquiry and produce a professional audio product.
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Additional opportunities to engage
You can listen to some student
with social justice activism were also
produced podcasts here:
encouraged as extension, further
• Abigail Ballhausen – Rural and
empowering students by letting them determine what form their activism took, who it benefitted and what issue it addressed. Ultimately, students were given choice over the extent to which they bought into the task, but
Remote Health LISTEN HERE • Emma Lau – Immigrant Health in Australia LISTEN HERE
by supporting the development of proactive dispositions towards learning – • Emma Sargeant – Paralympic Equality no matter which path they chose – they gained valuable knowledge and life skills that they may continue to draw upon as they progress through their schooling and beyond. Teaching social justice through a Deep Learning lens enabled students to grapple with not only the causes of social inequity, but what they can do to address it, empowering them both simultaneously in their learning and social responsibility. The addition of Deep Learning principles ensured all learning activities were tangible to real world experiences and relevant to students’ lived contexts, developing key social and emotional capabilities, including
LISTEN HERE • Bella Zhang – Homelessness in Australia LISTEN HERE
References Amnesty International Australia. (n.d.). How to be a genuine ally – Level 2: Fundamental activist skills. Available online at https://www.amnesty.org.au/wp-content/ uploads/2020/02/205-how-to-be-a-genuineally.pdf Brown, L. (2021). The efficacy paradox: Teaching about structural inequality while keeping students’ hope alive. In Kite, M.E., Case, K.A., & Williams, W.R., Navigating difficult moments in teaching diversity and social justice, American Psychological Association; p.105-118. Fullan, M., Quinn, J., & McEachen, J. (2017). New pedagogies for deep learning: Leading transformation in schools, districts, and systems. Thousand Oaks: CA, Corwin. Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. Available online at https://michaelfullan.ca/wp-content/ uploads/2014/01/3897.Rich_Seam_web.pdf Fullan, M., & Scott, G. (2014). ‘New Pedagogies for Deep Learning Whitepaper’, Education Plus. Seattle, Washington: Collaborative Impact SPC. Available online at https:// www.michaelfullan.ca/wp-content/ uploads/2014/09/Education-Plus-AWhitepaper-July-2014-1.pdf Osborne, N. (2015). ‘Intersectionality and kyriarchy: A framework for approaching power and social justice in planning and climate change adaptation’, Planning Theory. Available online at https://researchrepository.griffith.edu.au/bitstream/ handle/10072/57232/91869_1.pdf;sequence=1
character, citizenship, and empathy. Additionally, attention to student’s holistic wellbeing was integral to the design of this unit so as to promote a sense of efficacy. Learning about social injustice can bring about a range of emotional reactions including outrage, frustration, disappointment or overwhelm. Therefore, regardless of the specific emotion, it was imperative that the unit design and delivery aimed to translate students’ emotions into empowerment that ideally lead to social change.
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Pymble Ladies’ College
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pymblelc.nsw.edu.au Avon Road Pymble NSW 2073 PO Box 136 North Ryde BC NSW 1670 +61 2 9855 7799
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