References:

Cremin, T. & Oliver, L. (2017). Teachers as writers: A systematic review. Research Papers in Education. 32(3) 269 – 295.

Gardner, P. (2014). Becoming a teacher of writing: Primary student teachers reviewing their relationship with writing, English in Education, 48(2) 128 – 148.       

Gardner, P. (2018). NAPLAN: The Writing is on the Wall but Who is Actually Reading It? English in Australia, 53(1) 15 – 23. 

Gardner, P. & Kuzich, S. (2022) Ready to Write? An investigation of the writing experiences of pre-service teachers. Issues in Educational Research. https://search.informit.org/doi/abs/10.3316/informit.579218876968723?casa_token=UcAJvROfvOEAAAAA%3AiU-Ls4MM09YuXg3aaOZ2NquBbIN8bmNgVmfrkqCnS5KkVi5xf7gKLnr2q635W94gDBtd3Dq95GDDX94

Gardner, P. & Kuzich, S. (2023) Student teachers as Writers: using an ‘immersive’ approach in ITE to build positive writers. DOI: 10.1111/lit.12337

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The 2023 Global Mindfulness in Education Summit brings together the world’s leading experts in mindfulness in education from nearly 30 countries around the world. The experts will be interviewed to help all stakeholders in education enhance mental health and well-being, reduce work-related stress, have better emotional self-regulation skills, and bring harmony and contentment to our professional and personal life.

The summit will go live on June 4th-9th, 2023! (8 am EST (New York)). Each day will be available for free for 24 hours. Dr Xuyen Le, WAIER Committee Member, is one of the speakers at this event. Her interview will be on 7^th June 2023.

Link to sign up: https://mindbe.org/gms2023 

Dr Xuyen Le

Since 2013, Xuyen has been a lecturer at the Ho Chi Minh National Academy of Politics (the Academy) in Hanoi, Vietnam. The Academy is the national centre for training mid-level and high-ranking leaders of the political system in Vietnam. Xuyen’s job engages in researching and teaching on making and implementing development policies in culture and education fields for Vietnam. In her PhD research in Early childhood education in UWA, she interviewed expert teachers from different early years approaches Montessori, Steiner, Shichida, STEM, Multiple Intelligence, international schools, happiness-based schools, Happy School project-based settings, and public schools.

Here is the information about her talk:

Mindfulness as a journey of self-understanding and self-transformation (Come back to yourself- Aware- Let go via Mindful breath.)

“In this talk, you will discover many aspects of mindfulness (C.A.L.M) through simple ‘bite-sized’ practice: from the art of living in the present moment, the power of awareness, the power of self-observation nonjudgmentally, the power of a mindful mindset, to the power of pause and natural breathing. 

This talk also provides you with some simple tips to dwell in the present moment without getting lost in regret about the past and the unnecessary worries in the future, to reduce stress, to enhance well-being, to have better anger management and to become more present with your job, your loved ones and yourself, especially when you are the teachers and parents of young children.

This talk also shares with you authentic stories of teachers on their journey to transform themselves to be more peaceful and successful in both personal and professional lives and transform their students with challenging behaviours into kind and calm kids.”

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Gregory Hine (University of Notre Dame Australia) and Sandra Herbert (Deakin University)

A well-established claim is that teacher education programs are pivotal in the professional preparation and formation of pre-service secondary mathematics teachers (PSMTs). Despite this claim, there appears to be a lack of understanding of how best to prepare PSMTs for the profession.

The purpose of this study was to examine and monitor changes over time in PSMTs’ views about approaches to teaching mathematics in secondary schools, before and after undertaking mathematics teaching methods courses (including practicum teaching). These views included their perceived readiness to teach secondary mathematics, as well as an indication of their likelihood to use particular teaching approaches for mathematics.

For this study, PSMTs at two Australian universities were surveyed before and after they undertook their respective teaching methods courses, and interviewed upon course completion. Overall, survey data did not indicate a significant change in PSMTs’ views of readiness to teach mathematics from either university (N = 61 pre-survey, N = 34 post-survey).

An analysis of interview data revealed that PSMTs did not feel ready to teach secondary mathematics, with their emphases focused on two areas where improvement was needed. The areas requiring improvement were their mathematical content knowledge and mathematical pedagogical knowledge. Nevertheless, nearly half of the interviewees reported feeling confident to teach mathematics to lower secondary classes (Years 7-10). Despite these concessions, all interviewed PSMTs outlined at least one area where they had experienced professional growth since commencing a teacher education degree.

Issues in Educational Research, 32(2), 533-554. http://www.iier.org.au/iier32/hine.pdf

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Over several decades, a preoccupation with reading has dominated the literacy debate in primary education. One-sided discussions around literacy not only neglect to consider the symbiotic relationship of reading and writing, but marginalise writing as a worthwhile subject for research. Increasingly, primary teachers are using commercial writing programs as a means of scaffolding the writing curriculum. However, using NAPLAN results as a benchmark, standards of writing have consistently deteriorated over the last decade. Starting from the premise that teachers need to be confident writers in order to teach writing, this study surveyed the writing practices of First Year Primary and Early Childhood Education (ECE) B.Ed. students on entry to university.

Findings show that although student teachers write regularly, they most frequently write short, informal digital texts, rather than the text types common to the primary English curriculum. Over fifty percent of students had not written a story or poem in over two years, and in some instances, it was more than a decade. It is suggested that insufficient recent experience of writing the text-types they will teach on graduation may be a factor contributing to falling standards of writing. International studies show this phenomenon is not restricted to Australia.

The study recommends that writing should be given a higher profile in Initial Teacher Education (ITE) through a ‘knowledge in praxis’ approach in which student-teachers are positioned as writers who learn about writer agency and compositional processes as ‘insiders’.

The study is followed by a second paper, yet to be published, in which students reflect on their experiences of learning about writing after being immersed in this ‘knowledge in praxis’ approach.      

An investigation of the writing experiences of pre-service teachers, Issues in Educational Research, 32(2), 513-532 http://www.iier.org.au/iier32/gardner.pdf

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Paul Gardner, Curtin University

In remembering International Women’s Day, WAIER celebrates the role of Feminist researchers. Many pioneer Feminist researchers drew attention to the fact that much so called ‘objective’, empirical research has been conducted by men on men. In the main, male researchers have been white and middle class, coming from the global North. Not only has male-centric research rendered women researchers ‘invisible’, it also distorts reality by excluding women’s perspectives. Such research has been justifiably critiqued as epistemologically flawed. ‘Man-stream’ science assumes ‘a detached knower’ who frames neutral questions and value-free findings and analysis (Wiggington & Lafrance, 2019). Feminist researchers, no matter their discipline, have been united around the construction of inclusive research methodologies and the promotion of women’s perspective of the world. One key theoretical perspective in feminist research is ‘standpoint theory’, which frames knowledge as being situated in one’s social position, which influences how the world is experienced. Feminist researchers have also drawn attention to the fallacy of the ‘detached’ neutral researcher, and have called on all researchers to acknowledge how their own subjective positions impinge on views of ‘reality’.

Further Reading – Britta Wiggington and Michelle Lafrance’s article which formed the basis of this piece can be accessed at:         

https://journals.sagepub.com/doi/full/10.1177/0959353519866058

Wigginton, B. & Lafrance, M.N. (2019) Learning critical feminist research: A brief introduction to feminist epistemologies and methodologies. Feminism & Psychology. September 2019. doi:10.1177/0959353519866058

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In this feature article, Jodi Dorney (EdD Candidate, CQ University) explores the impact of domestic and family violence and abuse on young children. If you or someone you know is experiencing abuse or violence contact the National Sexual Assault and Domestic Violence Counselling service on 1800 737 732.  Alternatively, you can call lifeline on 131114.

Some scholars argue that the family home is the most dangerous place for women and children ^[1]. Whilst it can at times be easy to identify a child who is a victim of physical abuse, it is more difficult to identify the child who does not present with the external signs and symptoms, but rather suffers due to witnessing their parent – usually the mother – being abused in the ‘safety’ of the family home.

But how is a child a victim if they are not touched, pushed, or hit?  

The rate of women experiencing abuse and violence in the family environment is estimated to be one in three globally^[2] and homicides perpetrated by a current or former male intimate partner account for approximately 38% of all global homicides against women^[3], a figure that continues to rise^{[4, 5]}.  We see or read these stories way too often, with an average of one woman dying every week at the hands of an intimate partner in Australia.

It is estimated that one in four children under five years of age live in a family environment where the mother is a victim of intimate partner violence^[5], and whilst many of these children do not suffer direct physical abuse  at the hands of the offender, they are witness to often horrific and violent physical attacks on their mother. They may also be witness to their mother being emotionally abused and/or psychologically abused. Emotional abuse is aimed at affecting the person’s feelings, while psychological abuse often involves frightening, isolating and/or controlling someone, consequently impacting their mental health.

Research identified indirect experiences of domestic and family violence can result in negative psychological, physical, and behavioural impacts ^{[6, 7, 8]} on the child, and negative effects on their cognitive development ^[5] , and social and emotional development and functioning ^{[5, 8, 10, 11].}

Also, much evidence suggests that because a child usually experiences recurrent exposure to domestic and family violence, often they develop cognitive and behavioural schemas over time related to their gender, such as devaluing their own worth, lack of confidence in adults as protectors, and they may believe that abuse and violence within in the family context is a normal experience for girls ^[5] and abusive behaviours are normal for boys, which explains the intergenerational transmission effect over generations.

Children learn about emotions primarily from parents and others within the family; however, children living in an abusive and violent family context may be deprived of positive emotional engagement with their parents^[11]. Research suggests mothers who are victims of domestic and family violence can suffer from symptoms of anxiety and depression, and may be inattentive, unresponsive, and demonstrate a lack of interest toward their child resulting in insecure attachment ^{[11, 12]}, impacting the child’s opportunity to learn skills to manage, identify, and express personal emotions ^{[9, 13]}.

The sometimes erratic, aggressive, and explosive externalising behaviour of a child (usually a boy, because girls usually adopt an internalised victim-mentality) who has been exposed to abuse and violence in the family environment can hinder opportunities for the child to engage in positive social interactions with friends and adults ^[14]. Furthermore, unstable, unpredictable, and fractured connections between the child and parents within a violent environment can promote a lack of trust, safety, and security within the child and a failure to acquire and learn fundamental social skills ^[15].

Early childhood is a crucial time for a child’s language development^[15] too, as language skills allow a child to communicate and connect with others, and these interactions promote the development of cognitive skills ^[15].

Family environments lacking in stimulation also have the potential of inhibiting the brain to develop to its full potential ^[15] . Suffering stress within an abusive and violent family environment has been identified as a potential precursor to diminished cognitive development as it can impair the young child’s brain ^[15]. Children living with domestic and family violence often experience fear and subsequently suffer chronic stress ^[15], and it has been identified that children who experience stress and constant anxiety may have cognitive difficulties such as thinking clearly enough to problem solve and reason, and may have difficulty sustaining attention, resulting in the inability to acquire new skills or new information ^[16], which can result in educational deficits.

As many people may not be aware that witnessing domestic and family violence as a young child can have such detrimental effects on a child’s development and wellbeing, and with 2020 being a year where rates of domestic and family violence  have reportedly increased ^[16], it is crucial that as educators we engage in the sometimes uncomfortable and confronting conversations about the visible and invisible effects of domestic and family violence with others, including peers and parents.  

The focus of my current research is on the impact of intrafamilial violence on children in early childhood, and through exploring early childhood educators’ knowledge regarding the impact of exposure to intrafamilial violence on a developing child, I aim to develop a professional teaching resource prototype that supports early childhood educators to effectively identify, respond to, and support children impacted by intrafamilial violence.

It is essential that we advocate for and be aware of all children impacted by domestic and family violence, directly and/or indirectly and keep their safety and wellbeing at the forefront of our endeavours.

Jodi Dorney is an early childhood educator from Victoria, currently completing her Doctor of Education at CQUniversity. Her interest and advocacy for children impacted by intrafamilial violence results from many years working in various early childhood education settings.

[1] United Nations Office on Drugs and Crime (2018). Gender-related killing of women and girls. https://www.unodc.org/documents/data-and-analysis/GSH2018/GSH18_Gender-related_killing_of_women_and_girls.pdf

[2] World Health Organisation (WHO). (2019). Respect women: Preventing violence against women. Geneva. Retrieved from https://apps.who.int/iris/bitstream/handle/10665/312261/WHO-RHR-18.19-eng.pdf?ua=1

[3] Lutwak, N. (2018). The psychology of health and illness: The mental health and physiological effects of intimate partner violence on women. The Journal of Psychology, 152(6), 373-387. doi:10.1080/00223980.2018.1447435

[4]  Guggisberg, M. (2018). Chapter 2: Conceptualising intimate partner sexual violence: danger and harm to victim survivors and the role of persistent myths. In Guggisberg, M., & Henricksen, J. (Eds.)., Violence against women in the 21st century: Challenges and future direction (pp. 29-56). Nova Science Publishers, Incorporated.

[5] United Nations Children’s Fund. (UNICEF). (2017). A familiar face: violence in the lives of children and adolescents. Unicef: New York, NY.  Retrieved from https://www.unicef.org/publications/files/Violence_in_the_lives_of_children_and_adolescents.pdf

[6] Carpenter, G., & Stacks, A. M. (2009). Developmental effects of exposure to intimate partner violence in early childhood: A review of the literature. Children and Youth Services Review, 31(8), 831-839. Retrieved from https://doi-org.ezproxy.cqu.edu.au/10.1016/j.childyouth.2009.03.005

[7] Howell, K. (2011). Resilience and psychopathology in children exposed to family violence. Aggression and Violent Behavior, 16(6), 562-569. Retrieved from https://doi-org.ezproxy.cqu.edu.au/10.1016/j.avb.2011.09.001

[8] Briggs-Gowan, M. J., Carter, A. S., & Ford, J. D. (2012). Parsing the effects violence exposure in early childhood: Modeling developmental pathways. Journal of Pediatric Psychology, 37(1), 11-22. doi:10.1093/jpepsy/jsro63

[9] Fusco, R. A. (2017). Socioemotional problems in children exposed to intimate partner violence: Mediating effects of attachment and family supports. Journal of Interpersonal Violence, 32(16), 2515–2532. Retrieved from https://doi-org.ezproxy.cqu.edu.au/10.1177%2F0886260515593545

[10] Osofsky, J. (1995). The Effects of Exposure to Violence on Young Children. The American Psychologist, 50(9), 782-788.

[11] Gelfand, D. M., & Teti, D. M. (1990). The effects of maternal depression on children. Clinical Psychology Review, 10(3), 329-353. https://doi-org.ezproxy.cqu.edu.au/10.1016/0272-7358(90)90065-I

[12] Zahn-Waxler, C., Iannotti, R., Cummings, E., & Denham, S. (1990). Antecedents of problem behaviors in children of depressed mothers. Development and Psychopathology, 2, 271-291.  https://doi.org/10.1017/S0954579400000778

[13] Cummings, E., Cicchetti, D., & Greenberg, M. (1990). Attachment in the preschool years: Theory, research, and intervention. 

[14] The National Child Traumatic Stress Network (NCTSN). (2019). Complex trauma: effects. Retrieved from https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects

[15] Zauche, L., Thul, T., Mahoney, A., & Stapel-Wax, J. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318-333.

[16] Morgan, A. & Boxall, H. (2020). Social isolation, time spent at home, financial stress and domestic violence during the COVID-19 pandemic. Trends and Issues in Crime and Criminal Justice, 609, 1-18.

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While the field of education is inherently political, recent direct political intervention involving submitting curriculum experiences to the wills and logics of political agents raises questions about the relationship between education and politics, and the role of schooling. Take the Safe Schools controversy.

In 2016, the Australian Federal Government-funded toolkit of learning resources for teaching about diverse gender and sexual identities became the object of a political and media furore. The Safe Schools program was designed to support the creation of inclusive school environments and address the ignorance and prejudice that same-sex attracted, transgendered, and gender diverse students experience in school (Jones, 2012).

While many educators and school communities viewed the program as worthwhile, others perceived it as corrupting young minds. The conservative media and politicians promulgated this position. Using inflammatory rhetoric that interweaved facts, misinformation and opinion, conservative media and politicians portrayed the program as ‘an enemy of public decency’ (Law, 2017, 73). They claimed schools were indoctrinating students in progressive ideas, fads and ‘weird’ gender theory. It’s not the first time the strategies of hyperbole and moral panic have been used to discredit gender and sexual inclusivity (Taylor, 2007).

The media and political storm resulted in the Prime Minister, Malcolm Turnbull, ordering an independent review of the program. This was conducted by respected Professor Bill Louden, whose report was handed down on March 11, 2016. The Review found that, while a few resources were not entirely appropriate for some children, the program was appropriate, especially given that schools would decide how to implement the resources in response to their local contexts.

The Review did not placate the Government’s waspish backbenchers who relentlessly pressed the Prime Minister to do more. On March 18, the Prime Minister intervened again by announcing the program would be dramatically changed beyond the recommendations of Louden’s Review. Ironically, this announcement came on the sixth Annual National Day of Action Against Bullying and Violence.

At the time, the Federal Education Minister, Simon Birmingham, said that ‘parents should have confidence in what is taught’ especially about potentially ‘contentious issues’ (Government reveals changes to controversial Safe Schools program, 2016). But who decides what a ‘contentious issue’ is?

The responses to Safe Schools show that what is controversial and contentious to some is common-sense to others. The program had no shortage of supporters, who believed the political and media attacks ignored the actual experiences of many young people in schools, were devoid of the most basic understandings of human sexuality, and were blatantly homophobic and bigoted in their portrayal of sexual and gender diversity as deviant. For a fuller account of the Safe Schools controversy, I recommend reading Benjamin Law’s Quadrant article (Law, 2017).

There are many lessons to be learnt from this affair, especially from the point of view of the relationship between education and politics. Formal education is an inherently political institution, but that the Safe Schools controversy was combatively and overtly played out in the media, and by our most senior political figures, is worrying. In this instance, direct political interference was one weapon used by political agents to contest school curriculum. This strategy resonates with the recent Australian National University-Ramsay Centre controversy over the Centre’s Western Civilisation degree.

Looking to the Safe Schools affair, the exercise of direct political intervention carried with it the following troubling political reasoning: that politicians are guardians and defenders of goodness, on the side of ‘the people’; that education institutions should be directly submitted to the will of politicians of the day; and that politicians have the sole right to control curriculum to the exclusion of others. There is good reason, therefore, to question these political logics.

Positioning themselves as guardians and protectors serves to legitimise the sidelining of key stakeholders in educational decision-making, especially those who experience the effects of that decision-making, such as students, teachers and school communities. The direct and top-down imposition of curriculum, knowledge and practices undermines both teachers’ situated professional knowledge, practical wisdom and experience, and schools’ ability to respond to the needs and interests of the local school context. Indeed, it is the lives, aspirations and curiosities of learners that need better representation in learning experiences, and not that of politicians far removed from classrooms, who believe they know what is best and what is right for children.

At stake in rendering schools into direct instruments of political objectives is also the erosion of the democratic role of education. Public institutions, like education systems, have and continue to act as bulwarks against narrow political objectives and the excesses of political power. The professional bureaucracy (i.e. Departments of Education), the teaching profession, and consultative processes around education policy have ensured multiple perspectives enter into educational discussions and decision-making. By contrast, direct political interference that submits teaching and learning to political logics and party values undermines the institution’s ability to protect citizens from the free, partisan and dangerous exercise of political power.

All members of society, and especially those working in the field of education, must remain vigilant about politicians who construe themselves as shepherding the flock from danger, and who seek to unilaterally impose their views of goodness on institutions indifferent to established institutional and political norms and processes. If we believe that the education of people is an enterprise far greater than the narrow priorities of any politician, political party or government, then refusing political interference and reclaiming the power of stakeholders to influence education decision-making is crucial.

References

Government reveals changes to controversial Safe Schools program. (March, 2016). The Sydney Morning Herald.

Jones, T. (2012). Discrimination and bullying on the grounds of sexual orientation and gender identity in Western Australian Education. Perth: WA Commissioner for Equal Opportunity.

Law, B. (2017). Moral Panic 101: Equality, Acceptance and the Safe Schools Scandal. The Quarterly, 67, 1-80.

Taylor, A. (2007). Innocent children, dangerous families and homophobic panic. In S. Poynting (Ed.), Outrageous!: Moral panics in Australia (pp. 210-222). Hobart, Tasmania: ACYS Publishing.

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Jacqueline Hendriks, Curtin University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

A recent petition circulated by Sydney school girl Chanel Contos called for schools to provide better education on consent, and to do so much earlier.

In the petition, which since Thursday has been signed by more than 5,000 people, Contos writes that her school

… provided me with life changing education on consent for the first time in year 10. However, it happened too late and came with the tough realisation that amongst my friends, almost half of us had already been raped or sexually assaulted by boys from neighbouring schools.

So, what core information do young people need to know about consent? And is the Australian curriculum set up to teach it?

What’s in the curriculum?

This is not the first time young people have criticised their school programs. Year 12 student Tamsin Griffiths recently called for an overhaul to school sex education after speaking to secondary students throughout Victoria. She advocated for a program that better reflects contemporary issues.

Australia’s health and physical education curriculum does instruct schools to teach students about establishing and maintaining respectful relationships. The resources provided state all students from year 3 to year 10 should learn about matters including:

• standing up for themselves
• establishing and managing changing relationships (offline and online)
• strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
• managing the physical, social and emotional changes that occur during puberty
• practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
• celebrating and respecting difference and diversity in individuals and communities.

Despite national guidance, there is wide variability in how schools interpret the curriculum, what topics they choose to address and how much detail they provide. This is further compounded by a lack of teacher training.

A study of students in South Australia and Victoria, along with repeated nationwide surveys of secondary students, have shown young people do consider school to be a trustworthy source of sex education. But most don’t believe the lessons have prepared them adequately for relationships and intimacy.

They want lessons that take into account diverse genders and sexualities, focus less on biology, and provide more detail about relationships, pleasure and consent.

The national curriculum also stops mandating these lessons after year 10 and many year 11 and 12 timetables are focused on university entrance exams or vocational learning opportunities. This means senior students have limited opportunity to receive formal sex education at a time when they really need it.

So, what should young people know about consent?

The term “consent” is often associated with sex, but it’s much broader than that. It relates to permission and how to show respect for ourselves and for other people. Consent should therefore be addressed in an age-appropriate way across all years of schooling.

The most important point about consent is that everyone should be comfortable with what they’re engaging in. If you are uncomfortable at any point, you have the right to stop. On the other side, if you see someone you are interacting with being uncomfortable, you need to check in with them to ensure they are enthusiastic about the activity, whatever it may be.

In the early years, students should be taught how to affirm and respect personal boundaries, using non-sexual examples like whether to share their toys or give hugs. It is also important they learn about public and private body parts and the importance of using correct terminology.

In later years, lessons should consider more intimate or sexual scenarios. This also includes consent and how it applies to the digital space.

Older students need to learn sexual activity is something to be done with someone, not to someone. Consent is a critical part of this process and it must be freely given, informed and mutual.

Consent isn’t about doing whatever we want until we hear the word “no”. Ideally we want all our sexual encounters to involve an enthusiastic “yes”.

But if your partner struggles to say the word “yes” enthusiastically, it is important to pay attention to body language and non-verbal cues. You should feel confident your partner is enjoying the activity as much as you are, and if you are ever unsure, stop and ask them.

Often this means checking in regularly with your partner.

Young people also need to know just because you have agreed to do something in the past, this does not mean you have to agree to do it again. You also have the right to change you mind at any time — even partway through an activity.

It’s not as simple as ‘no means no’

The most recent Australian survey of secondary school students highlighted that more than one-quarter (28.4%) of sexually active students reported an unwanted sexual experience. Their most common reasons for this unwanted sex was due to pressure from a partner, being intoxicated or feeling frightened.

We should be careful not to oversimplify the issue of consent. Sexual negotiation can be a difficult or awkward process for anyone — regardless of their age — to navigate.

Some academics have called for moving beyond binary notions of “yes means yes” and “no means no” to consider the grey area in the middle.

While criminal acts such as rape are perhaps easily understood by young people, teaching materials need to consider a broad spectrum of scenarios to highlight examples of violence or coercion. For example, someone having an expectation of sex because you’ve flirted, and making you feel guilty for leading them on.

When it comes to sexual activity, we should be clear that:

• although the law defines “sex” as an activity that involves penetration, other sexual activities may be considered indecent assault
• a degree of equality needs to exist between sexual partners and it is coercive to use a position of power or methods such as manipulation, trickery or bribery to obtain sex
• a person who is incapacitated due to drugs or alcohol is not able to give consent
• wearing certain clothes, flirting or kissing is not necessarily an invitation for other things.

We should also challenge gender stereotypes about who should initiate intimacy and who may wish to take things fast or slow. Healthy relationships involve a ongoing and collaborative conversation between both sexual partners about what they want.

Consent is sexy

A partner who actively asks for permission and respects your boundaries is showing they respect you and care about your feelings. It also leads to an infinitely more pleasurable sexual experience when both partners are really enjoying what they are doing.

It is important that lessons for older students focus on the positive aspects of romantic and sexual relationships.

They should encourage young people to consider what sorts of relationships they want for themselves and provide them with the skills, such as communication and empathy, to help ensure positive experiences.

More information about consent:

• the “Consent is as easy as FRIES” is a useful model
• this viral YouTube clip shows how consent is as easy as a cup of tea
• the parent resource Talk Soon. Talk Often. provides some ideas on how to start a conversation about consent with your child
• Headspace and KidsHelpline also has some useful resources for young people.

Would you like to submit a feature article to WAIER? Contact us – we would love to hear from you!

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Dr. Mandie Shean, Edith Cowan University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Starting school is an important event for children and a positive experience can set the tone for the rest of their school experience.

Some children are excited to attend school for the first time, yet others feel anxious. Back to school anxiety is a widely accepted phenomenon, but there is no data on exactly how many children feel anxious prior to starting school.

The data available indicates 6.9% of 4-11 year olds (278,000 children) have a diagnosed anxiety disorder in Australia.

Fear of the unknown

Children can feel anxious about starting school due to uncertainty and a perceived lack of control. In one study, children said they felt shy or scared when they were starting school because they were unsure of their teacher, what was going to happen and where they would put their things.

Children also reported making friends and meeting “scary big kids” as a worry when they were starting school. However, some children were also excited about the possibility of making new friends.

This shows if children perceived the experience as a threat rather than an opportunity, they experienced anxiety.

The stories we tell

When children have not attended school before they rely on their parents’ stories to help them frame their expectations. Research indicates children have increased social anxiety when parents’ stories include a threat in the environment or suggest the child is vulnerable.

Conversely, when parents’ stories include encouragement and suggest the child is competent and can cope, the children have less anxiety.

Related to that is research showing children can experience anxiety due to either excessive reassurance from their parents or overprotectiveness. While excessive reassurance is done to encourage children, it can also communicate to them there is a threat. It can cause children to become reliant on their parents for comfort when they are stressed and believe they are unable to cope alone.

Being overprotective can be due to parents’ own anxiety and insecurities about the school system. Unfortunately, while it is done in love, too much parent control leads to reduced problem solving skills and reduced competence in children. Overprotective parenting can communicate to children they need protecting from a “threat”  (school). Children begin to feel anxious unless their parent is there to protect them.

Separation from parents can cause anxiety too. The diagnosis of separation anxiety is characterised by excessive anxiety concerning separation from the home or from those to whom the child is attached. Separation anxiety is normal in children but can be exacerbated by divorce, stress, or the child’s temperament.

What helps children feel less anxious about starting school?

There are several things that can help children — and their parents — feel less anxious about starting school.

Schools can communicate well with parents so they have knowledge about the upcoming processes. When parents know how things work they have reduced anxiety, therefore their child also has less anxiety. Schools can explain where children are dropped off, how long parents can stay, and how they arrange meetings with teachers. If you are a parent, ask for this information if it is not provided.

Parents and schools can provide children with skills and information. This can include positive advice on making friends, where things are located (such as the toilet), and how to access support. Some certainty and control can alleviate feelings of anxiety.

Research shows talking to children about future events and listening to their concerns can alleviate anxiety. This doesn’t mean you bring up potential threats, but address concerns on the children’s mind.

When parents make links between previous positive experiences and starting school, children are less anxious. Parents can remind children of the time they succeeded at swimming when they were nervous, or how they learned their alphabet. These small successes can provide a foundation for children’s school success.

Parents can also provide their child with some control and certainty over starting school. Let children select their bag and stationery. Walk around the school grounds with them. Introduce them to a child in the same year. Some certainty within uncertainty is healthy.

Finally, tell a good story. School can be exciting and filled with great experiences. Frame school as a potentially positive experience and one to look forward to. They may be nervous but they can overcome it.

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