BELONGING AND PURPOSE IN THE SECONDARY YEARS AT ST PETERS SPRINGFIELD

Belonging is a fundamental human need that we all have in common. It is essential for our wellbeing, both as individuals and as members of a community. For our students, belonging is defined as "the extent to which students feel personally accepted, respected, included and supported by others in the school social environment" (Goodenow & Grady, 1993).

A strong sense of belonging has been shown to predict a wide range of academic, psychological and physical health benefits in young people. In a world of increasing digital interconnectedness, developing a sense of belonging is crucial for our students to adapt to the changing landscape of education with the growing influence of artificial intelligence (AI).

In recent years, and especially in the postpandemic era, the significance of student wellbeing has gained increasing recognition in Australian schools. The Australian Institute of Teaching and School Leadership (AITSL) spotlights wellbeing in Australian schools and emphasises that a sense of belonging or feelings of connectedness is one of the key factors contributing to students' wellbeing and academic success. A sense of school belonging can not only buffer the effects of student anxiety and depression but also enhance academic engagement and motivation.

At St Peters, we understand that belonging is not just about being physically present; it is about feeling connected, respected and valued. It is about having a sense of identity and purpose within the community. When students feel like they belong, they are more likely to engage in their learning, participate in school activities and develop positive relationships with their peers and teachers.

At Springfield, fostering a sense of belonging is one of our top priorities in line with our strategic intent. In 2023, we implemented several initiatives to enhance student connectedness. We are excited to highlight our partnership with the Learner First organisation to trial a new approach to learning and wellbeing. This approach is founded in the process of Contributive Learning, which helps students discover who they are while connecting with others, developing knowledge and competency and, as a result of their learning, positively contributing to the world. This trial is taking place in selected classes in the Primary and Secondary Schools, and we eagerly await the results, which will be shared in the latter part of Semester 2.

We are also revitalising our house system by appointing new House Patrons, establishing weekly student-led house meetings and organising house-centered competitions outside of our traditional house sport carnivals. The public speaking competition was a highlight of Term 1, in addition to the Swimming and Cross-Country Carnivals, which saw the highest participation rates since our College's inception. Coming together within their houses enables students to connect with their peers across different year levels and collaborate towards a common goal. Connecting within their houses also helps students develop leadership skills and a sense of responsibility for their house's success.

Furthermore, we have implemented our new student-led portfolio system, which is open to all students in Years 7-12 and led by two portfolio captains. Student co-agency lies at the core of the intention behind the studentled portfolios. As Charlie Leadbeater says, "student agency is about pursuing learning for a purpose. It is about understanding the connection between the why and how of learning. Schools need to become places where students can learn to develop their sense of purpose" (CS Leading Education Series – Learning on Purpose). Within each portfolio, students use their unique gifts to discover their purpose, implement initiatives and develop leadership and influencing skills. Semester 1 saw our portfolio captains working with our committed teachers to organise arts celebrations, the Academic Peer Tutoring initiative, cultural celebrations led by the Culture Portfolio, as well as wellbeing activities and mentoring, alongside our Swimming and Cross-Country Carnivals. Each portfolio captain is responsible for celebrating and promoting their respective portfolio during our weekly Secondary School assemblies. "Student agency comes to life when students start to work with newfound power to initiate learning, with one another, organised around their purpose, passions and motivations" (CS Leading Education Series – Learning on Purpose). The portfolios provide an excellent platform for students to connect with like-minded peers and pursue their interests and passions, while also contributing to the broader school community.

At St Peters, we recognise that fostering student agency and a sense of belonging are intricately linked to our St Peters vision: A learning community where people flourish. The CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA) recently wrote in an article for The Australian stating that "schooling, while preparing our children as best it can for the changing world of work, is going to need to focus more on those aspects of humanity that are exclusively human and vitally important for our development as democratic communities".

The gift and task of a St Peters education are to form and empower fine young people of character who, capable of managing their own learning, use their gifts to lead and serve their communities and make a difference in the world. We are confident that we are establishing an excellent foundation for our students to become compassionate leaders who positively impact their communities and the world.