Teaching & Learning

Inclusion: The power of strengths-based language

Language Matters More Than Ever in High School

As parents, we're often asked to explain our child's needs—especially to health and education professionals. These conversations can naturally focus on what's hard for our child or what they’re struggling with. This is particularly common for students with learning differences, who are often described in terms of what they can’t do. Over time, this can start to influence how we see our children—and how they see themselves.

Teenagers are listening. The way we talk about them—to teachers, to other parents, and to them directly—can either build a sense of capability or reinforce feelings of deficit.

That’s why strengths-based language matters. It doesn’t ignore challenges, but shifts the focus toward potential, capability, and growth. When we lead with strengths, young people begin to see themselves not as a problem to be solved, but as a person still growing.

At CHS, we are committed to using strengths-based language across many settings, including in student support group meetings. Below are some examples of how you can use this approach at home when talking about school.

Reframe the Narrative

These subtle shifts help reinforce that your child is more than their challenges, and deserving of respect and high expectations.

Notice what’s going well

• Praise effort, not just outcomes: “You stuck with it even when it was hard.”

• Acknowledge progress: “Six months ago, that would’ve been so much harder for you. Look at you now.”

Reflect language back to them and use language to build their confidence

• “You’re someone who…cares deeply…is learning to manage stress…notices what others miss.”

• “I love how you think differently.”

• “I noticed you stayed calm even though it was hard.”

• “This challenge doesn’t define you.”

At CHS, we’re continuing to shift our conversations toward strengths-based thinking, not to overlook challenges, but to ensure students feel recognised for their capabilities as well. We invite families to join us in this approach—knowing that change takes time, and small shifts in language can have a meaningful impact.

Melanie Buscema-Moore

Assistant Principal of Operations and Inclusion

Literature

Year 11 Literature students have been reading Pride and Prejudice in Unit 2, and took a moment to write some creative responses to the text for us to enjoy, thank you Year 11s!

Jane Austen’s most famous novel is both a mirror and a love letter. Upon reading a piece on Austen’s own life, I saw the roots of her characters embedded into her own life story. 

Though it is widely contested who in the novel most represents the author herself, as a young girl she was lively and playful, a connoisseur of animated conversations. 

When a clever young Irishman danced into her life, Jane found herself enamoured with Tom Lefroy, but the glimpse of romance was clouded by their combined insufficient income. Although in her novels she argues that one should always marry for love, outside the pages she could afford no such liberty. For her characters, she tenderly creates the pathway she wished she could have had, to marry for love and stumble upon wealth along the way, but, like the practical Charlotte Lucas, she took the pragmatic path. 

"At length the Day is come on which I am to flirt my last with Tom Lefroy, & when you receive this it will be over—My tears flow as I write, at the melancholy idea,’ Is what she wrote to her sister upon the matter. 

But from such a playful writer as she was, her true meaning is difficult to unveil. Was she truly heartbroken, like Jane, or playfully mocking, as Elizabeth brushes off her romances. Or perhaps was she simply melodramatic? As Lydia Bennet would put it, maybe it was “it was all a good joke.”

At the depth of Pride and Prejudice, hidden behind the walls of Longbourn house and the gardens of Pemberly, lies the heart of Jane Austen, gently woven through every character's story. When considering her intentions and wishes for how the reader interprets the novel, her own place in the story is best to be considered. What did she write out of hope, and what was a realistic reflection of her own sufferings and sorrows.

Ada

Mr. Hurst is a background character who is often ignored or glossed over and is used by Jane Austen to caricature Regency leisure. He is described as a man of fashion, whose only interest is in his own pleasure, and is depicted as a man without much substance, serving as the opposite of Mr. Darcy. His only line is "Do you prefer reading to cards?" … "that is rather singular.", and it seems that his only interests are drinking, eating, playing cards, and betting.  Austen uses him to mock how, even with a man as silly and uninspiring as Mr. Hurst, he must still be respected simply because of his class and social standing.  

Anna

Sisterhood in Pride and Prejudice. 

Sisterhood in Pride and Prejudice is an understated but immensely rich subnote of relationships within the novel. Often overshadowed by evolving romantic entanglements, it offers a glimpse into a more enduring form of love as one built on shared experience and quiet resilience. Despite their differences in character, desires, and outlooks, the Bennet daughters share an inner, unspoken bond. A kindred connection reflective of the ever-forgiving nature of siblinghood. In a world where social status and propriety define worth, sisterhood remains quietly constant, as a grounding, exposing, and ultimately redeeming force that offers a distinct love to that in which we find ourselves absorbed in throughout the narrative. 

Elizabeth and Jane’s relationship presents an ideal reflection of sisterhood, where unconditional love becomes the backbone of their decisions, reflections, and growth. Through their letters, they offer each other a steady anchor against the turbulence of the world around them. Their enduring, thoughtful bond reflects the maturity both gained by the novel’s end - with Elizabeth embodying Jane’s humility and grace, allowing her to extend second chances, and Jane channeling Elizabeth’s confidence, embracing love without doubt.

Issy

Who is Lady Catherine’s daughter,  Miss Anne de Bourgh? Though we should not give too much pity to a girl of such an establishment, I believe a case should be made to consider her as more than just an accessory. She is described as “pale and sickly” and “not insignificant”, but what did she think? Miss de Bourgh spends most of her time locked away, pitied upon by her mother as what could have been. Isn’t a mother like that a punishment in itself? Though her blood gives her much power, she is also a symbol of the standards placed upon wealthy women at the time. She is a mere accessory to her mother, whose main value lies in continuing the family name, and making a match with her cousin so that the fortune is not lost. From birth her role in society was set, her future decided. Anne acted as a passive participant, a vessel to her mother's classist desires of the family dynasty, that Mr Darcy was to be her match so the wealth was not lost. Perhaps it was the burden, the pressure her mother placed upon her since utero that made her so “sickly”? Though she is certainly not the victim of the tale, maybe we should afford a little more mercy to the collateral damage created by wealthy inequality and a society that praises salary above all else? Upon reflection, has much really changed since?

Sophie

James Stephens

Note: Have you seen these beautiful new additions to our library collection? The joy of Austen with a delightful YA reimagination of the covers! 

Year 8 Student Voice Leaders

Our Year 8 SVLs have shared some of their recent experiences with us below.

STEM Centre of Excellence 

In the STEM Centre of Excellence Experience students looked at the exhibit Distractions and we learned about A.I. and the effects of sock puppets, which are fake accounts in social media. We also learned about machine learning, which is where you teach AI about certain things using data. We also reflected how much time we spend on our devices.

CALM Youth Presentation – Embracing Culture and Building Resilience

During their CALM Youth presentations, our Year 8 students were introduced to the inspiring story behind CALM and the values that shape its culture. Through powerful discussions, they explored the importance of embracing their own cultural identity, showing resilience through adversity, and understanding how life’s challenges can shape our beliefs and the way we connect with others.

Students also learned about the impact of social issues on individuals and communities, deepening their empathy and awareness.

CALM Youth offers a range of workshops and community pathways for young people who want to make a positive difference. If you have an idea or passion project, reach out – they’re always keen to collaborate and support young voices.

Elephant Ed Incursion: Understanding Consent & Boundaries

Year 8 students took part in an essential session with Elephant Ed, focused on the importance of consent and setting clear personal boundaries. Through relatable hypotheticals and simple, thought-provoking questions, the presenters made complex topics accessible and memorable. Students walked away with a stronger understanding of what consent looks like in both platonic and romantic relationships, and how to foster respectful, safe connections with others.

English

In Year 9 English, we are currently reading Shakespeare’s Much ado about Nothing. In today’s double, we compared characters’ reactions to the public shaming of Hero on the day of her marriage. We did a jigsaw activity, which involved students working in 'expert' groups on individual characters’ reactions than sharing with their peers to complete the puzzle.

Fiona Villella