You have got to love the imagination and creativity that our angels have. If it is a cold day.. what do they do? ... Well half of the precious cherubs still wear shorts and short sleeved shirts .. and others? They build imaginary fire pits!

Sometimes we bypass 'pretend' play with our young ones as it may seem silly at times. But nothing could be further from the truth.

Imaginary play, fosters creativity and enables our young ones to act out experiences that they may not have ever experienced in real life and our young people get the added benefit of seeing different events from other people's perspectives, building on their oral language and social skills and inevitably boosting their problem solving and self regulation skills.

The growth in a young person's emotional intelligence takes a lot of practice. It does for adults too! Often we learn when we see others model the key aspects of emotional intelligence; Self-awareness, self- management, social awareness and relationship management.

There are longitudinal studies that indicate that a young person's emotional intelligence was positively related to positive psychological characteristics, psychological well-being, and academic achievement. That these "positive psychological characteristics' such as:

a) self-efficacy

b) motivation

c) resilience

demonstrate a strong relationship between emotional intelligence and future psychological well-being and academic achievement.

If you would like some ideas and information on how to support your young person in building their EQ.. have a look HERE, HERE and how to help co-regulate HERE.

In our everyday work in our CPVs and LWLW Framework of student support, in our professional development and in our Learner Agency Pilot, our SHA and young people are beginning to see the challenge and blessing of creating a school culture where Learner Agency is front and centre.

Living Well, Learning Well: Building Strong Connections and Empowering Students

At the heart of every successful school is the understanding that students thrive when they feel connected, heard, and valued. The Living Well, Learning Well framework emphasises the critical role of relationships, student recognition, and voice in fostering a positive and productive learning environment.

Attachment and Connection: Attachment is a cornerstone of healthy development. When students feel secure in their relationships with skilled helpful adults and other young people, they are more likely to engage in learning, take risks, and persevere through challenges. By creating safe and inclusive classrooms, we can build trust and a sense of belonging, ensuring all children feel seen and supported.

Recognition and Celebrating Success: Recognition is about more than just rewards; it’s about acknowledging each young person’s efforts, achievements, and unique strengths. Celebrating milestones—big or small—help our young people feel valued, boost their confidence, and motivate them to strive for more.

Learner Voice and Agency: Empowering our young people to have a say in their learning journey encourages ownership and accountability. By involving them in decisions about their learning goals, classroom rules, or even school projects, we’re not just teaching them to express their ideas—we’re showing them that their opinions matter. This sense of agency builds resilience, independence, and a lifelong love of learning.

When we prioritise relationships, recognition, and agency, we create a school community where every SHA and young person can truly live well and learn well.

Our SchoolTV site has some additional supports and resources on 'Building confidence and motivation' in this issue! Have a look HERE.

We hope you have a wonderful weekend and we look forward to seeing all of our young people on Monday!

Blessings

Zoe

Notice Board

Farrer Memorial Agricultural High School

Guyra Christmas Carnival

Rugby for Good

Centacare Sessions

Mini Maestros

ADIG - Bonus Saver Account

Family Connect and Support

The Smith Family

Autumn Piano School

Lunch Box Ideas!