Buying into NAPLAN Stress

I wrote this for my weekly Generation Next column.

According to Saturday’s Sydney Morning Herald, “Stuffed toys that help children deal with ‘difficult emotions’ are kid stressed exambeing spruiked as a means to ‘assist with the stress of NAPLAN.’”

As an aside, it does seem ironic that the PR firm pushing these toys is called Evil Twin.

Now, I understand that Year 12 students get stressed over HSC or VCE examinations. After all these are what they have been playing for since the Game of School began.

I understand Year 6 students getting stressed over a scholarship examination. After all, I’m sure they know just how lucky they are to even get the chance to sit for that test.

And – at a push – I can even understand Year 4 or 5 students getting stressed about being examined in order to gain access to the illustrious Opportunity Class. (Seriously… who comes up with these ideas?)

But a Year 3, 5, 7 or 9 student getting stressed over NAPLAN?

P.L.E.A.S.E.

Let’s be clear. NAPLAN is not something students should be stressed about.

However, the way in which NAPLAN has been rolled out, and the use of the data it generates, means that NAPLAN is certainly something teachers and principals get stressed about.

What should be seen as a diagnostic test to gauge those kids who need extra help has been turned into a blunt instrument to judge teacher and whole-school performance.

Whether you agree NAPLAN should be used to measure school performance – and for the record I do believe it should play some part in a far more comprehensive analysis – the fact remains that a student’s results in NAPLAN, will have little bearing on their education. Certainly not in the same way their performances in their Opportunity Class, scholarship or Year 12 exams would have.

So why the stress?

One can only assume that it is the schools imparting this stress onto students and parents.

Anecdotally there have been stories in the past, of principals telling less-able students to stay at home on NAPLAN day, fearful of how the school’s results would be impacted by his or her attendance. And then of course there are the schools only admitting new students whose NAPLAN scores are deemed “good enough.”

Parents are simply following the lead from the schools.

Tutoring companies and NAPLAN study book publishers can’t believe their luck. One publishing company has sold 180,000 books already this year, whilst you’ll find School Zone NAPLAN-Style Workbook: Year 3 Numeracy at Number 9 on the Bestseller list courtesy of well-meaning parents.

Bookstores who may have been worried about their future a couple of years ago are now banking on NAPLAN hysteria seeing them through!

Meanwhile ACARA and government officials trot out the same old tired lines about NAPLAN being something you can’t prepare for.

Well people aren’t buying those words. They’re buying the words in NAPLAN books, and now it seemsGood Luck toys.

So I ask again, why is it – do you think – that the kids are stressed?

What if we listened to kids?

This was originally written for my regular column in the Generation Next Newsletter

Child-with-megaphone-image

Last Friday I spent the day at the Student Wellbeing Action Network (SWAN) Symposium co-hosted by Wellbeing Australia and the Australian Research Alliance for Children and Youth (ARACY).

The day brought together policy makers, researchers, practitioners, teachers and – most importantly for me – students to talk about how approaches to wellbeing can be enhanced in schools.

All manner of programs were discussed, some barriers identified and goals set in order to move forward.

I spent my afternoon on a table with six Year 11 students, two of whom were from a selective school. Some of their thoughts we quite interesting to me, and I thought they may be to you as well.

One Year 11 boy said the word wellbeing meant little to him.

Two others said that they’d heard the word resilience so much at school, it had become a cliché.

All the kids viewed the word wellbeing with only negative connotations. Ie. To talk about one’s wellbeing would be to indicate you were struggling with something. This – two students said – meant wellbeing was something of a taboo subject at their (selective) high school.

Five out of the six students were studying subjects they did not enjoy or find particularly interesting, despite having been given the choice of what subjects to study for the HSC.

They all agreed that the perceived hierarchy of subject intelligence played a large part in what they chose, along with the expectations of teachers, parents and their peer group.

They also agreed that spending their time doing something they did not enjoy did little for their overall wellbeing.

One of the most powerful statements I heard from the students, was when a Year 11 boy said,

Y’know we come along to a day like this, and hear all of you talking about us, making assumptions about how we feel about stuff and what we want in school. But you don’t have to make assumptions. You could just ask us.

In the space of a couple of hours, I heard – albeit from only a handful of very eloquent students – that they don’t understand the language we use, though they feel it has negative connotations. They spend their time doing things they don’t particularly want to do, at the behest of others, and feel they have very little say in their education.

I wonder what impact addressing these few issues alone would do to enhance wellbeing across our schools?

And no I’m not only talking about just making sure kids are “ok.”

I’m talking about helping kids to flourish.

Get rid of ANTs & Change your thinking!

gen-next-short-logoThis was originally written for the latest Generation Next Newsletter.

Of late, more and more schools are asking me to work with their students as well as their staff.

My most popular workshop at the moment is Learning to Bounce where we explore resilience.

Resilience is generally accepted to mean the ability to bounce back after adversity.

However, inspired by the words of Dr Sue Roffey a couple of years back, I’ve been fascinated by the notion that resilience is also the ability to bounce forward.

Specifically, Dr Roffey talks of Post Traumatic Growth as opposed to the more commonly thought of, Post Traumatic Stress.

When I’m working with staff and students, we explore how being resilient also gives us the confidence to push ourselves out of our comfort zone. To take opportunities we might otherwise pass up if we feared failure. This is another example of how resilient people bounce forward.

One of the things we can all do to enhance our resilience (like any ability, we can develop it) is to look out for ANTs, or Automatic Negative Thoughts.

Ant

Everyone experiences these thoughts from time-to-time, and how we deal with them can have a huge impact on our lives.

See which of these four ANTs you can recognize in yourself.

Catastrophising – It’s a disaster! It’s completely ruined.

Overgeneralising – Everyone else is going, No-one likes me.

Filtering – When someone asks you how your day was, you forget the three positive things that happened and focus on the one negative.

Mind-reading – They said they liked it, but they were just being polite.

There are many more, and sometimes it’s easier to spot ANTs in others before you see them in yourself.

If you do see an ANT… try to get rid of it!

Challenge your thinking.

Have you got all the facts? Can you look at it from the other person’s point of view? Is ruminating on the issue doing you any good at all? Can you accept or solve the situation?

It’s not easy. It takes practice. But just for the next week, try some ANT spotting.

Because sometimes just identifying them can change the way you look at a situation.

And if you can do that, you’ve taken the first step to strengthening your resilience and being able to bounce forward.

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