Year 11 Pastoral Guardian
Bridget Piper
As humans belonging is a fundamental human need that we are driven to satisfy. With the emergence of the COVID-19 pandemic, the reality of belonging has come to the forefront in our Franciscan community. Isolation, lack of connection, and social distancing are intrinsically linked to the social impacts of the pandemic, exploiting the intrinsic need for our students to connect and belong.
Like most students, Year 11 students measure their sense of belonging through social interactions at school. However, the pandemic has somewhat interrupted these interactions. Nevertheless, in building a renewed sense of connection, our students learn and are encouraged to build a growth mindset in Personal Development lessons, academic and pastoral feedback sessions, and in the newly formed appreciation and shifting perceptions of the student-teacher relationship - critical for success in senior school and beyond.
In our dynamic environment, growth mindset experiences foster a sense of belonging and connection to the College. A leader in the growth mindset field, Carol Dweck, believes that students are more productive when they feel connected, leading to greater participation and a sense of educational wellbeing. So how have our Year 11 students built new connections in this psychological wellbeing domain? How can we encourage a greater sense of belonging, especially as the students move into the final stage of their secondary school education?
In Personal Development, the 2022 scope and sequence of the program have promoted critical thought on Managing Self, Healthy Relationships, and Keeping Safe. As we approach Term 4, students are to 'sharpen the saw' on the essential wellbeing practices; pillars learnt that support their educational wellbeing, including a Healthy Mind Platter, Partying Safe, Careers, and acting locally on global issues. Sessions included rigorous discussions on social concerns impacting their world, while fostering a global mindset - dialogue on issues faced by different cultures, countries, and peoples - promoted the total development of students in the light of the gospel and the tradition of Saint Francis and Saint Clare.
While the sequence of our Personal Development Program supported Interdependence, Keeping Safe, and Skills for Life, a sense of belonging has been fostered by student-teacher feedback and academic goal setting. Social interactions between teachers and students provide a platform for connection, offering opportunities for students to set goals and reflect on academic behaviours and practices that promote positive social and emotional outcomes. Improving a student's sense of belonging is now linked with academic achievement and critical mediation while educational providers work with parents to manage the effects of disciplinary challenges at school (Korpershoek, 2020).
In the final weeks of Term 3, committees platformed the notion of belonging, the idea of social identity, and a student's role in that identity. Our worker bees banded in colonies to form the 2022/2023 Formal and Jersey Committees. In particular, the Jersey Committee proved to be a dynamic group! In the last week, members threw caution to the wind, buying into problem-solving, identifying issues, working out solutions, executing solutions, and, most importantly, evaluating their efficiency - value and worth. Well done; we acknowledge each member for their integral role and understand that most things worth doing take a long time and sustained commitment.
Today our College Feast Day and Cultural Festival revealed students who are passionate in mind and spirit, and whose healthy competitive spirit motivates them to try harder, take more risks, and even be more creative, promoting a spiritual, religious, and social connection.
This week's SchoolTV resource focuses on a SPECIAL REPORT: Building Belonging Post Pandemic | Mount Alvernia College (schooltv.me) - insights into the importance of building belonging when the pandemic interrupted our lives and changed the way we live, removing overnight our fundamental human need that we are driven to satisfy.
As students approach Term 4, please encourage them to embrace the idea of GRIT - the potion that compromises passion and perseverance for life. Many blessings and may the last school holiday be filled with joy, happiness, peace, and, most importantly, rest.
God Bless
Bridget Piper
Year 11 Pastoral Guardian
Student Reflection:
As we begin to prepare for our final year at Mount Alvernia, our grade is stepping up to fill the role of leaders left by our dedicated Year 12s. In doing so, I believe we have begun to understand the importance of education in our lives. Through classroom learning and programs such as Year 11 Reflection Day and the Raise the Bar Leadership Program, our year level has uncovered the potential for positive change as well as a sense of belonging in the community. Now beginning our first summative assessment, I believe the skills that we have learnt throughout our time at Mount Alvernia College are more important than ever - skills such as determination, perseverance, and responsibility. I also believe that the next few weeks is where we truly realise our individual potentials in our learning and leadership capabilities as our 2023 captains accept their leadership roles and as the cohort begin their ATAR or Rank assessments. Although our senior journey is only beginning, I’m sure that we can excel as students, and as leaders. We wish the Year 12s the best of luck with their upcoming examinations!
Sofia Poy
Greccio 8
References:
Allen, K. A., & Bowles, T. (2012). Belonging as a guiding principle in the education of adolescents. Australian Journal of Educational and Developmental Psychology, 12, 108–119.
Allen, K., M. L. Kern, D. Vella-Brodrick, J. Hattie, and L. Waters. 2018. “What Schools Need to Know about Fostering School Belonging: A Meta-Analysis.” Educational Psychology Review 30: 1–34. doi:10.1007/s10648-016-9389-8.