Boarding 

During this period of remote learning we have continued delivering the Lifeskills program to our younger boarders.  By embracing technology and implementing a touch of creativity, we have continued instilling some valuable skills to our Year 7 and 8 boarders as they steadily work towards achieving a certificate in the Lifeskills program. The Year 7 and 8 boarders are participating in weekly catch ups on the TEAMS platform which allow them both to see and support one another regularly. Recipes have been shared and amazing chocolate mug cakes made for families, although most have been eaten before they can be photographed!

Each boarder is acquiring new skills at home to bring back at the boarding house and then share during Term 4, including a combination of card games, hobbies and sports. Boarders are being encouraged to reach out to grandparents, other family members and friends who may be feeling isolated through phone calls, letters and messages, while maintaining a healthy balance and wellbeing themselves. We are excited to continue building on these skills and acquiring some additional ones in Term 4 when we can all be together once again. 

Lise Lowe and Liz Anagnostou (House Mums for Year 7-8 boarders)

Real-life experiences of Positive Education

The COVID pandemic is certainly a challenge, but, over time we can find ways to seek out the positives in challenges and seize opportunities we may not have realised before. The experience of boarding certainly provides a natural course in developing resilience skills, which are coming into play with many of our boarders at home. One of those resilience skills is the sense of autonomy, and I have a short story to share of a boarder developing this skill.

Recently a boarder had taken it upon himself to seek out some casual work on a dairy farm. He wanted to earn some money, break the boredom at home, and do something simply for himself. His parents were of course encouraging of this, and essentially left it up to him to work out, but if he needed help he just needed to ask. It goes without saying that adolescence can be a time when you decide for yourself that you don’t need nor want the help of parents, which is also a source of conflict! In this case he set off to call the prospective employer and put his case forward; and he was successful!

The next challenge was to get to the workplace which was 10km away from home. Mum and Dad both work during the time he was to be at the dairy, so, he decided to get on his bike and ride. Each afternoon he rode the 10km to the dairy, and, of course ride the 10km home. With complete autonomy over his decision to seek out the work, find his own way to get there, and make it his own, his sense of autonomy, confidence, and self-efficacy naturally develop.

When speaking with the parents they are of course proud of what he has achieved but they also shared the time when they were concerned their adolescent son went through the period of reluctance, low motivation and drive. There are similar reflections from many boarding parents who are open to say adolescent times are challenging, in particular, during the low moments. But, when given the space and support for them to be courageous and try something for themselves, we may find a small win for both the child and the parent. If anything, we at least will learn something new to build upon in the future.

Boarding provides the incremental challenges for boys and girls to develop resilience skills with the support of close pastoral care. I too, am proud to hear not only of this story but of many where boarders are being autonomous, caring, compassionate, and driven to do what they want to do and achieve. As we witness in our boarding family, boarders are individuals who require time and gentle support to build their natural strengths, because, who knows when they may need to call on them in the future. 

If you would like to know more about boarding life in the country, or, would like to share our offering with friends please feel free to contact myself (amonk@hamiltoncollege.vic.edu.au)_ or our registrar Susie Holcombe (holcombes@hamiltoncollege.vic.edu.au).

Andrew Monk