Principal

Resilience: “No Fluff, Just Grit”

At a recent College event, I was standing with a group of parents who asked me about what I have observed about students over my career. How have they changed? Great question and I have been thinking about it ever since. Aside from the obvious changes with the influence of social media, I would have to say that in my opinion, students are not as resilient as they used to be. Dealing with anxiety about social problems, classwork, and sporting fixtures is so evident these days, and it is the way these students are parented that seems to make all the difference in managing the anxiety.

There are two things that are arguably true when thinking about resilience.

• Life is hard. Full stop. End of story. Despite what Instagram promises, it rains when you need sunshine, the kids will be “too tired” when you’re running late. And don’t forget the inevitable chorus of “I’m hungry!” that erupts precisely three minutes after you’ve finally cleaned up the hurricane of a meal they just declared they “didn’t like.”
   
• People are resilient. It’s in our nature. We are designed that way. Unfortunately, we are fed a lie. We are told that challenges break us. And so, we try to make life comfortable. We try to avoid the hardships that are guaranteed to hit us. And we do the same with our kids, scooping them up out of harm’s way so we can “protect” them.

But what if I told you that resilience is a muscle built through experiences and relationships? What if I told you that you can’t be resilient unless you face those hardships?

If you want kids who face life’s curveballs with their heads held high, here’s the blueprint:

1. Forge Unbreakable Bonds: Kids need to know they’ve got a corner in this crazy world where they’re safe, loved, and unconditionally accepted. That’s the foundation for everything else. The best research tells us that this is number one. They need to know you’re there for them no matter what. (But that doesn’t mean you’ll do everything for them!).
    
2. Give ‘Em the Reins (Sometimes): Let them make choices, even small ones, so they learn to trust their gut.
    
3. Feelings Aren’t the Enemy: Teach them that it’s okay to feel ALL the feels. But also give them the tools to navigate those emotions without getting swept away. Emotions come and go, just like waves on the beach. Help them learn to recognise and ride those waves… the good ones and the not-so-good ones.
    
4. Celebrate the Climb, Not Just the Summit: I recall my husband and I taking our kids to Scotland and the morning we climbed a huge hill in Edinburgh (Arthur’s Seat). It was exhausting. After an hour of climbing, we stopped and stared at the summit. They started to tell us it was too far. We spun them around and asked them what they could see. “We’ve come a long way huh? That view is amazing.” They turned to face the summit and kept walking up it.
    
5. Self-Care Isn’t Selfish: A well-rested, nourished kid is better equipped to handle stress. Teach them healthy habits, and model them yourself. And remember, no health habit supports resilience better than getting enough sleep.
    
6. Asking for Help is a Superpower: Create an environment where they feel safe expressing their needs. Make it clear that asking for help isn’t a weakness, it’s a smart move.
    
7. Set the Bar… But Keep It Reachable: Break down big goals into bite-sized chunks. Celebrate progress and help them see that even small steps matter.
    
8. Be Their Resilience Role Model: Share your personal stories of overcoming challenges. Let them see that setbacks are part of life, and bouncing back is possible. The dinner table is the best place for these chats. Or the car. Or walking the dog. Or on the trampoline. Or anywhere! Just have the conversations.
    
9. Laughter is the Best Medicine: Inject some fun and silliness into everyday life. Teach them to find the humour in situations, even tough ones.
    
10. Let Them Explore Their Passions: Encourage curiosity and support their interests, even if they seem quirky or unusual. It’s about finding their spark.
     
11. Roll with the Punches: Life throws curveballs. Help them see change as an opportunity, not a threat.
     
12. Find Their “Why”: Help them discover what matters to them, what lights their fire. A sense of purpose fuels resilience. This will be most helpful for older kids.
     
13. Turn Problems into Puzzles: Teach them to approach challenges with curiosity and creativity. Brainstorm solutions together and let them take the lead when possible.
     
14. Build Them Up, Brick by Brick: Focus on their strengths, their unique qualities. Remind them of their wins, big and small. A strong self-image is a powerful shield.
     
15. Routine Creates a Safety Net: Predictability provides a sense of control, especially during turbulent times. Establish healthy routines but allow for flexibility when needed.

Remember, building resilience is an ongoing process. It’s about nurturing a mindset, not checking off a list. Be patient, be present, and most importantly, be the safe harbour your child needs to navigate life’s choppy waters.

(inspired by an article written by Dr Justin Coulson, www.happyfamilies.com.au)

Gleeson Gifted Education Program

During the course of 2024, we have reviewed our provision for gifted and high potential students. While entry to the College is NOT selective (rather, based on close College connections and Catholicity), that does not mean that we do not cater for the gifted learner.

We have documented all of our initiatives and henceforth, we will refer to our differentiation as the Gleeson Gifted Education Program. It aims to facilitate an educational environment that caters to the unique potential of gifted and high potential learners.

The College believes that all boys in its care have the right and the ability to learn. We believe that all our students should be provided with access to a rigorous, standards-based curriculum, research-informed instruction, engaging learning opportunities, and differentiated learning relevant to the real world. Individual learning needs, strengths, goals, and interests should form the basis for learning opportunities that are drawn from the Australian Curriculum for our students (Student Diversity, Australian Curriculum).

Our gifted education program is named after the Gleeson family, a prominent, high-achieving family of the St Patrick’s College (SPC) community. 

The four key parts of the Gleeson Program are Extension, Enrichment, Differentiation, and Acceleration. Each area underscores the importance of granting all students access to a robust, standards-based curriculum, employing research-based instruction methods, offering engaging learning opportunities, and providing differentiated learning tasks that resonate with real-world contexts.

The College follows Gagnès’ model of giftedness and talent which demonstrates in a practical way, the links between aptitude and achievement.

Identification is a key element to the provision of gifted and talented education. This takes place through a number of methods, including educational attainment testing (Allwell), NAPLAN analysis, external testing, internal testing, teacher nomination and parent nomination.

Provisions for talent development are made through integrated differentiated programs, independent study programs, curriculum compacting, subject acceleration and class ability grouping. In Mathematics a compacted curriculum is offered for suitable candidates in Stages 5 and 6 over a three-year period.

Provisions external to the classroom include opportunities such as: The Australian Science Olympiads, the international Future Problem-Solving Competition, academic gala days in a number of domains, the NSW da Vinci Decathlon, the study of Philosophy as an elective in Stage 5 and participation in the NSW Philosothon and more.

In the Middle School, an extension group operates for boys in both Years 5 and 6. As the boys progress to the secondary classes, we run a Gleeson Stream for English, Mathematics, Visual Arts, Music and Core subjects (RE, Science, HSIE and PDHPE). The group is selected from a combination of standardised tests, school-based tests and teacher recommendation. 

For more information about how we best identify, nurture and support our gifted and high-potential students, please refer to our Gleeson Gifted Education Program. Any enquiries can be directed to the Director of Learning and Innovation, Denise Lombardo via denise.lombardo@spc.nsw.edu.au.

In Memoriam

• We pray for Oliver Koturic (Year 11) on the passing of his grandfather, Mr Mato Koturic. 
   
• Last week, we received the news of the passing of Brother Peter Hancock, cfc, who once taught at St Patrick’s College, Strathfield. He was aged 86 years and the loved son of Vince and Muriel (both deceased) and brother of Margaret (Sister Faye sgs) and Desmond. He was an esteemed member of the Christian Brothers for 63 years and a former ACU lecturer. May he rest in peace.
   
• We received the sad news that Old Boy Brendan Cleary (’89) recently lost his battle with cancer. Brendan leaves behind his wife Heidi, daughter Jazmin and son Patrick (’22), who is also an Old Boy of the College. Brendan was a great friend, a loving brother and an incredible family man who was adored by all.

Dr Vittoria Lavorato

Principal

SPC boys can do anything! 

**except divide by zero