Active Schools update: Spotlight on Rosebud Secondary College
Photo credit: Rosebud Secondary College reflecting the diverse interests of students and the impact of student voice in shaping the
Emotional literacy is one of the social, emotional and learning topics in the DET program of Respectful Relationships. In light of challenges and uncertainty facing students (and teachers) right now, below we share past Tip of the Week HPE (TOTW) #108 from Nicole Comelli, a secondary teacher and volunteer development officer at YMCA, that provides some positive and practical coping strategies to help improve our students’ social-emotional wellbeing – something we can all use right about now.
There is little doubt that the development of wellbeing is associated with many positive outcomes in children and youth. Within the VC:HPE, wellbeing is presented within the Personal, Social and Community Health strand, with personal strategies to improve health and wellbeing explicitly stated in both sub-strands and is evident in several focus areas.
Positive coping strategies are actions you can take to manage and reduce stress in your life, therefore improving your wellbeing. In almost all reports that have been released during remote learning, the key areas affecting young people are social connection, employment and mental health.
You can read the report released by Foundation for Young Australians (FYA) and YMCA here. It is important that schools support young people in learning about social-emotional education practices, including positive coping strategies, and how this can support them in working with the current climate of the world.
During such a time of change, it is important that young people are equipped with the knowledge to reregulate their bodies and mind when things get a little overwhelming. HPE teachers will be familiar with Respectful Relationships education, which is now a core teaching component in schools and incorporates aspects of VC:HPE. The Rights, Resilience and Respectful Relationships (RRRR) resource packages for each level provide easily implementable activities and worksheets on topics around social-emotional learning, such as:
The following positive coping strategies are found within the RRRR resource, targets students at different levels are really easy to implement, even in the comforts of the home! Particularly with some students needing some strategies when facing the struggles that come with remote learning, you could tweak one of the scenarios or activities to apply to a real life issue your students are currently facing.
| Levels: | Activity ideas: |
| Foundation, Levels 1 and 2 |
The balloon breathing game:In this game, we pretend to be a balloon. First, we breathe in to fill up our lungs with air. Then we hold our breath. Then we let the air out with a big whoosh. Is everyone ready? Breathe in like a big balloon – Hold it – Let it out with a whoosh. Now let’s rest the balloon. Then we will do it again. (repeat) Now we have tried this a few times, we will pretend that we are an angry balloon. When we fill up with air we feel angry. Then when we let the air out with a whoosh, we let go the angry feeling and we feel calm. Let’s try that. Now pretend that you are a shiny, floating balloon. There is a soft breeze and it is blowing you slowly, softly around the room. See if you can float yourself in slow motion around the room. Now settle in one spot. Take a big breath, and let all the air out. |
| Levels 3 and 4 |
Five techniques for controlling anger:
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| Levels 5 and 6 |
Self-talk scenario:Scenario: After struggling through a maths test in which she could only do nine of the 20 questions, Lan was looking forward to inter-school sport because she was playing her favourite sport, soccer. She went to get her lunch out of her bag, but it wasn’t there. She had forgotten to pick it up off the kitchen bench. Luckily her friends shared their food. The school team was playing a tough match. It was the final minute and the score was 3-3. Lan stopped an attack from the opposition, but the ball flicked from her hand and then disastrously into the other team’s goal. The siren sounded and her team was defeated. Activity: Ask students to think of some negative self-talk Lan might have in response to one of the things that happened. Draw Lan’s face with a negative thought bubble on one side, and positive on the other. Map the negative self-talk into one thought bubble. |
| Levels 7 and 8 |
Positive self-talk coaching:A good coaching method for creating positive self-talk is made up out of three parts: (write this three-step model on the board.)
Share an example of your own with the class using this method. This is a chance for you to positively role model how to approach a challenge (e.g. I am reliable, I can mark papers even when I feel like watching TV, so I will get started and record my favourite program to watch at another time.) Ask each student to write a formula for themselves. Suggest this could be a strategy to help them get work done in the subject they find most challenging, or to help them carry out a positive resolution, such as tidying their room, or starting a get fit plan. Share one of your own as an example. Invite volunteers to share one if it is not too private. |
| Levels 9 and 10 |
Mind traps and escape hatches:What kind of a mind-trap of negative thinking is each person getting into? What sorts of positive/optimistic thoughts could they use to argue back with as an alternative way of looking at this situation? Use following scenarios and brainstorm their ‘pessimistic mind traps’ and their ‘optimistic escape hatches’.
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| VCE |
Box breathing method to re-regulate:
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In the current climate, it is very easy to get overwhelmed by our thoughts, whether they are irrational or not. A really simple mindfulness technique that utilises the senses is ‘hot drink mindfulness’. With this practice, you can use your senses to draw attention away from your unhelpful thoughts or stressors, and instead bring them to the present moment.
By feeling the warmth of the mug in your hands, noticing the aroma of the hot drink, observing the texture of the liquid in your mouth, and observing the colour and patterns on your mug, this multi-sensory mindfulness technique is a really great one to use during the school day when little things are overwhelming you.
The great thing about mindfulness is that you can easily implement practice in your everyday life without having to make it noticeable to the people around you. The added bonus with hot drink mindfulness is that you can sneak in an extra tea, coffee or hot chocolate in your work day! Also, considering students are currently working from home, this could be a great technique to teach students, particularly those in high school!
If you’re not yet a member of ACHPER but would like to access more ‘member exclusive’ resources and TOTWs with reference to a broad range of the AITSL standards, please click here to join us and receive tips like this one straight to your inbox each week of school term.
Photo credit: Rosebud Secondary College reflecting the diverse interests of students and the impact of student voice in shaping the
We are delighted to introduce our new General Manager – Services. An important role as we strengthen our ability to connect movement, learning, and community engagement. Welcome to the team, Jason!