Junior School

Habits That Help Students Thrive 

Article by Nicola Treacey, Head of Junior School 

In Junior School we know that learning is about more than what happens during a lesson. The behaviours, routines and habits students develop each day have a significant impact on their readiness to learn, their ability to engage with others and their overall wellbeing. 

This semester, we continue to place focus on behaviours for learning. These are the everyday actions that help students arrive ready, settle quickly, participate positively and make the most of every learning opportunity. Research supports the importance of explicitly teaching and reinforcing these behaviours, it highlights that routines are not simply something children automatically know, they need to be explicitly taught, practised and reinforced. Well established routines reduce cognitive load, maximise learning time and support students to become increasingly independent learners. 

At school, we are focussing on the small behaviours that make a big difference. These include: 

• Being ready for the day: 

  Arriving at school on time, dressed appropriately and taking pride in appearance. 

   

• Moving around the school respectfully: 

  Lining up well, walking in pairs and moving calmly between classrooms and learning spaces. 

   

• Managing transitions: 

  Understanding that moving from one learning environment to another requires a process. We explicitly teach children how to transition so that valuable learning time is not lost. This is particularly important  as moving between classrooms, activities or parts of the day can be challenging for children, and research indicates that routines and clear expectations can help students manage these changes successfully. 

   

• Having learning resources ready: 

  Having the correct books, equipment and materials available so students can begin learning promptly. 

   

• Meeting bookwork expectations: 

  Taking pride in presentation, completing work carefully and demonstrating a commitment to doing their best. 

   

• Following established routines: 

  Knowing what to do, when to do it and increasingly being able to do it independently. 

   

• Being an active learner:

  Listening, asking questions, having a go, persisting when learning is challenging and responding positively to feedback. 

   

• Being respectful and responsible: understanding that our behaviour contributes to the learning and wellbeing of everyone around us. 

   

The most powerful way we can support children is when the messages they receive at school are reinforced at home. Families can help by establishing predictable routines and giving children opportunities to take responsibility for the things they need to do. 

At home, this might include: 

A consistent bedtime routine 

Adequate sleep supports children's attention, behaviour, learning and emotional wellbeing. Research has found that sleep problems during the school-transition period are associated with poorer outcomes in behaviour and learning. 

Nutritious food and regular meals 

Children need fuel to learn. Supporting children to have nutritious meals, drink enough water and establish healthy eating routines helps them arrive at school ready to participate. 

Regular physical activity 

Exercise is important for children's physical and emotional wellbeing and can also support classroom behaviour and aspects of academic achievement. 

Reading together 

Making time to read each day supports language and literacy development while also providing a valuable opportunity to connect as a family. 

Encouraging independence 

Allowing children to pack their school bag, organise their belongings, prepare what they need for the next day and take responsibility for age-appropriate tasks helps develop independence and self-regulation. 

This term, we are also encouraging students to think about what they are grateful for. Gratitude provides an opportunity to pause, recognise the positive things in our lives and consider the people, experiences and opportunities that contribute to our wellbeing. The SRC Ledaers are sharing with all Junior School students the power of Gratitude.  

I encourage families to make gratitude a part of your everyday conversations by asking: 

What was something good about your day? 

Who helped you today? 

What is something you are grateful for? 

What is something you are looking forward to tomorrow? 

These conversations do not need to be lengthy. A few minutes around the dinner table, in the car or before bed can help children develop a habit of noticing and appreciating the positive aspects of their lives. 

Ultimately, behaviours for learning are about helping children become confident, capable and independent learners. They are not about expecting perfection. Children need adults to explicitly teach, model, practise and reinforce these behaviours consistently. 

At school, we will continue to teach and reinforce these expectations across classrooms, transitions, playgrounds and specialist learning areas. We encourage families to do the same at home through predictable routines, clear expectations, encouragement and opportunities for children to take responsibility. When school and home work together to establish these habits, we give children the best opportunity to arrive ready to learn, engage positively with others, something they can certainly feel grateful for at the end of each day.