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<\/p>\nWhether at home, school or work, young people learn and achieve more when they feel positive and supported. <\/p>\n
\u201cStudent wellbeing and high academic performance are mutually reinforcing,\u201d says Nathan Chisholm, Deputy Principal \u2013 Wellbeing at Haileybury. <\/p>\n
Nathan commenced at Haileybury this year and brings to the role 15 years of experience leading schools. This includes being Executive Principal of Prahran High School, where he led the establishment of one of Victoria\u2019s first city vertical secondary schools. <\/p>\n
\u201cWe know that sustained academic excellence is nurtured in environments where people feel safe, supported, challenged and connected, where high expectations are deliberately combined with strong relationships and high care,\u201d explains Nathan. <\/p>\n
Conversely, if children feel uncomfortable or unsupported they can struggle to learn, remember and stay calm. <\/p>\n
\u201cOur understanding of neuroscience confirms that if a child or young person experiences psychological or emotional threat, the brain\u2019s stress response system activates, diverting cognitive resources away from the prefrontal cortex. This is the area of the brain responsible for reasoning, problem-solving and higher order-learning,\u201d says Nathan. <\/p>\n
Strong relationships, predictable routines and calm, consistent expectations help create the best conditions for children to relax and be truly open to learning. <\/p>\n
\u201cTrue wellbeing is determined by the quality of relationships we form and the security our relationships provide for us. True wellbeing at school is lived out when each student knows that they are safe, known and cared about,\u201d says Nathan. <\/p>\n
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There are lots of simple ways parents can use what we know from neuroscience to support children\u2019s achievement and growth in positive and encouraging ways. Some of these are listed below: <\/p>\n
1. Help children to see mistakes as learning opportunities <\/p>\n
Normalise making mistakes. Help children to approach mistakes from the sense that they are a normal part of life and help us to learn. It is important to empathise with a child about how making a mistake might make them feel, but also important that they understand that mistakes should not be something to catastrophise or dwell on. <\/p>\n
2. Prioritise time off screens <\/p>\n
Help your child to have breaks from screens to enjoy interacting and forming relationships with their friends, family and carers in \u2018real life\u2019. <\/p>\n