Lapathon - Wednesday October 17th
Next Wednesday October 17th is Lapathon Day
- Don't forget to collect some sponsors.
- Don't forget to send in your lunch order.
- Don't forget to enter the 'Sausage Guess' competition.
Next Wednesday October 17th is Lapathon Day
With Spring now upon us, the grass, weeds and hedges are ready to take over and we need your help.
Please come along to the Woodend or Carlsruhe campus on Saturday 20th October between
9.00am – 1.00 pm.
Many hands make light work and any time spared would be greatly appreciated.
Thanks to the parents who have been regularly helping with maintaining our grounds and gardens at Carlsruhe and Woodend and especially over the school holidays.
Term 4 begins
PFA meeting at 7.30pm
School Council meeting at 7pm
Kelly Sports begins (enrolement forms/details at front office)
Year 6 Footy Clinic incursion
WORKING BEE AT WOODEND & CARLSRUHE ANNEXE 9-1PM
Mon 22/10 - Tues 23/10
Year 2 Camp
Book Club Issue 7: Orders due in
Year 6 Footy Clinic incursion
Year 6 Footy Clinic incursion
PFA Meeting at 7.30pm
Year 6 Footy Clinic incursion
5/6 Selected students: Blast Cricket Cup
School Council meeting at 7pm
Parents please note there will be NO assembly this week.
It is my pleasure to welcome back everyone in our school community. I always delight in the students telling me about their holiday adventures with their family and friends.
Every term we are jam packed with a number of events and this term is no exception.
Some of our school events are:
Lapathon, Working Bee, Year 2 Camp to Bacchus Marsh, whole school incursion – Messenger Dogs, Year 4 camp to Phillip Island, our whole school transition program for all students, Blast cricket for Year5/6 students, our whole school family Christmas concert, Year 6 Celebration Day to Funfields, interschool Orienteering for Year 3-6 and Graduation and student achievement reports.
Each week more detailed information will be provided about upcoming events.
Please see the calendar for specific dates.
Bullying Framework and Management
As we continue to try to cater for the needs of all our students we are constantly trying to raise our awareness of the diversity of disabilities, learning disorders, trauma and mental health issues such as anxiety, depression, eating disorders etc.
In a complex environment we deal with all of these issues on a daily basis. We are trying to raise awareness that not all negative behaviour is bullying and that sometimes the negative behaviour is a child’s way of trying to communicate a need or a result of home, school, environmental or community factors. Instead of reacting to a child’s behaviour, we are asking the questions 'What is the behaviour telling us'? and 'What do we need to do to support the child to behave in acceptable and expected ways'?
Already in our school we use a range of approaches and strategies to deal with managing behaviours and bullying including: Bounceback, Restorative practices, Positive Education and Berry Street trauma informed practices including our morning circle that is a way of welcoming and including all members of a class.
All incidents are logged on COMPASS and are followed up by the class teacher or the Principal/Assistant Principal including conferencing, time out of the yard and informing parents.
However, in order to continue to improve our practices we have enrolled our Wellbeing Team as part of the School Wide Positive Behaviour Approach.
This approach is research/evidence based and uses the school data as a basis for improvement.
School Wide Positive Behaviour is strongly recommended by DET. This week the members of our team attended two days training at Bendigo as a starting point to implement this school wide framework.
We will also being including parents, integration staff and students on the team that leads and implements this initiative in our school.
We are really excited about this initiative and in the coming weeks we will also be running a Parent Forum about dealing with behaviour issues/bullying in our school/homes/community. Further information will be provided.
As our enrolment continues to grow, so does our rich cultural diversity. So that we can continue to work at becoming a culturally inclusive school, we have been involved in DET provided sessions provided by our Koorie Education Officer Stephen Korp.
The overarching premise for all of this work is building a high expectation around Respectful Relationships, but we are also trying to ensure our ongoing work promotes cultural awareness and inclusion and a safe an inclusive environment for every person in our school community.
This week I also picked up 3 new flags for us to proudly fly at our school – the Koorie, Torres Strait Islander and Australian Flags.
This term we will be having a whole school Cultural Day – further details will be confirmed.
Whole school Improvement
Over the holidays a great deal of work was done on refurbishing and extending our Multi- purpose Hall. This week our students, the Music skills and Resonance Groups and Bug-a-lugs before and after school care have had the pleasure of occupying our huge new space. We will soon resume whole school assemblies and look forward to welcoming our parents, grandparents and community member at our assemblies.
Mulch, mulch and more mulch
It would be hard not to notice the many piles of mulch that we have had delivered this week to our school. Some of this mulch is plain old garden mulch but the many piles of mulch near the playgrounds are special soft fall mulch that is a regulation requirement under Occupational Health and Safety. Whilst the garden mulch was donated to us, the playground mulch cost us around $5000.
We would really appreciate the support of parents to help us spread this mulch at the working bee.
As part of our building project our power supply has been increased so hopefully this will mean less power outages.
Also as part of our building project the large gas tank has been removed and all of our heaters have been converted to natural gas.
It is hard to notice the huge landscaping works that are being done at the front of the school. We thank everyone for their ongoing patience whilst we are faced with some inconvenience.
Food sharing and life threatening allergies
This year we have seen many students bringing treats to school to celebrate birthdays. We know celebrations are part of life but we stress the importance of people being considerate of other students in the class who might have life threatening allergies that could result in anaphylactic reactions.
If you are intending to send something to school please first check with your child’s class teacher.
We particularly ask that you are mindful of foods containing nuts in particular, many chocolates.
We ask that you support us in keeping all students safe by not providing chocolates like snickers.
Whilst we are not fans of banning items, we will be asking that alternatives to bags of lollies and in particular no lollipops as they are a safety risks.
We will be making a move to handing these treats at the end of the day.
From Term 4 the Canteen will be Cashless for ALL LUNCH ORDERS – QKR is the app used to order student lunches. Cash will still be accepted for over the counter sales.
We will be going DIGITAL for the 2019 bookpack orders, with our new supplier Officemax (no paper bookpack forms will be issued).
Information on ‘how to order’ and the delivery process, will be provided in detail in the next few weeks but basic info follows:
(including short and long term medical issues and family holidays)
Notification as soon as possible on the absence day is requested however before 10am is preferred.
This term, the Year 6 students will be holding a series of mini-fundraising events to help towards their end-of-year excursion to Funfields in Whittlesea. We have already have a very generous donation from Organs Coaches as a thank you for travelling with them throughout primary school.
The goal of the Year 6 students is to fully fund their excursion.
They will be doing this by putting their seven years of learning into practice and work together to help raise the money needed. They are finalising their ideas and will begin to advertise their fundraising initiatives shortly.
Jordan Chamerski (Year 6 Coordinator)
Apologies for not including this wonderful photo from the five students who represented our school in the Divisional Athletics in Bendigo 17/10/18. The students were Lily, who competed in triple jump, Lucy who competed in shot-put, Jack who competed in long jump, Elsie who competed in triple jump and the 1500 metre race, and Ethan who competed in the 200 metre race.
Thank you to the families of Daisy and Isabella for coming out to Carlsruhe during the holidays to look after the chickens and sheep.
Also, thank you to the families of Isabelle, Amelia , Daisy, Sarsha and Emma for looking after our guinea pigs at their homes during the holidays.
Thursday Activities will resume on week 2 (18th October) and we look forward to continuing the great support from parents that made the Term 3 activities such a success.
At the end of Term 3 we completed a book study of The Man from Snowy River by Banjo Paterson, focussing on the use of language in the poem. We explored the meanings of some of the words that were unfamiliar to us or have different meanings in modern times. We then used this understanding to retell parts of the poem using ‘modern day’ language.
We have also been using the interesting images on the website ‘Pobble365’ to develop the use of powerful adjectives, verbs and adverbs in our writing. We used these ideas as a stimulus for both narrative and information writing.
Here are just a few of the great pieces of work we have created:
The Man from Snowy River
The man from Snowy River let his horse run free off the mountain’s edge. Didn’t take the reins back once. Using his whip to urge the horse on, you could hear the cracking of flint stone on the underside of the horse’s hooves. The man from Snowy River was gripping his horse with his life. One slip would send him tumbling to the bottom of the cliff with his horse in a dead heap. He kept going, trying to forget what could happen. He made it to the bottom with every one cheering for him. His horse was bleeding viciously from head to hooves. White froth coming off it every metre or so. All the other horse men watched in amazement for what these two youngsters just did. By James
The Man from Snowy River
The man from Snowy River went straight down the rocky cliff, descending at a rapid pace. Leaping like a leopard and catching up to the brumbies, the horse was sweating from head to toe but kept going. One slip and death. The brumbies were a few hundred metres away. Catching up the man from Snowy River cracked his whip and the brumbies turned around and back home they went. By Ned
The Man from Snowy River
The Man from Snowy River let the horse take over and galloped down fiercely. The horse panting didn’t give up and kept galloping down the steep mountain. Even while the horse was bleeding firmly he kept going and going…. And going. They cantered, trying to catch up to the wild horses. Finally they caught up, all tired and puffed. The horses stuffed, were sweating from head to hoof. All by himself, the Man from Snowy River brought all the brumbies back without any trouble. As he walked in everyone fell silent and were still. All they did was stare at the brumbies and the man… back and forth and back and forth until he got all the brumbies safe in the pen. By Isadora
The Man from Snowy River
My owner let me make the decision. I jumped over the edge of the cliff and raced down to the flint. My heart was beating fast. I heard the whip, which made me go faster. We finally found the mob of horses. The whip sounded again, we turned and looked at the cliff and my owner said “It’s too dangerous, we need to find another way.” It was hard to get the horses up, but we did it. In the end we made it back and everyone was congratulating us.
“Way to go!”
“What an achievement!”
Even the guy with the white hair said “Well done!”
The Man from Snowy River
When they reached the summit even Clancy held his breath,
It might make the bravest stop in their tracks,
The grass grew thickly and the ground was full of hidden wombat holes.
Any slip was death, but the man from Snowy River let his pony lead the way.
He cracked his whip and gave a cheer.
He raced him down the mountain like a current down its stream.
While the others watched in fright.
He sent the flint stones flying but the pony kept its feet.
He cleared the bark in his gallop.
And the man from Snowy River never shifted from in his seat.
It was grand to see that mountain horse and his horseman ride. By Katrina
I try and let the past wither through me as I think about everything this place has done and now I wonder what lies above our head and what will happen if I do?
One day I go round looking for all my childhood and a glowing beam appears and it sucks me up to this old fashioned place called Midsummer. As I looked very closely and I hear sudden footsteps, I look closer. “There is someone there for certain,” I think. But I can only just convince myself. I look away and then I turn back and they’re so close is seems that they’re right in my face. But I think to myself, “What is this creature and how is it here?”
I decide to sit down in this magical world and finally live my dream of seeing what lies above, or do I crush all my dreams to smithereens? I don’t know what to do, but I get an idea I realise.
Suddenly I hear those ghostly footsteps. Fog comes in and I think that if the fog is here maybe it’s inside that MIDSUMMER. As I go in, I look around and there are people slamming and smashing glasses carelessly and biggest of all the fog is in here too. There is smoke everywhere and it’s like a big and buff guys hide-out. I finally figure out what I should do. I’m going to explore what lies above. It’s like, what can this world offer, what can happen if you let the above run wild? But what will happen? I find a waterfall and I look down and I see it’s raining down below. A massive storm comes and it makes Midsummer crash into this place called station and every one comes out.
“It is now Midsummer Station.” Said the man. By Amelia
There it was, the wave. I was terrified but I was strong because there was a little girl next to me crying. She was scared that her mum had died. I was like a dad to her. She hugged me and I felt her heart beating fast on my leg. The wave was coming closer to me. I wanted to cry but I had one job, to protect her, so I climb down the stairs trying to help her. It was like she was having a heart attack. I was scared, I was very scared that she was going to die. I had to do something, so I stole a boat and went out into the rough sea. I looked back then the wave had destroy the building and all my friends disappeared in the wave. It was like a race for life.
There it was, land. The wave whizzed fast and I thought it was the end. The wave was getting smaller each time it got closer. I was worried for the little girl. I thought she was never going to see her dad again. I was going to crying but there was her dad so she got to see dad after all. The wave was too fast for us, this was the end for us. The wave was right over us and smash and that was the end of her. And me. By Cat
The magic library
He walked to the dusty door covered in icy sticks. He released the creaky handle and walked inside. Inside it was a warm quite place, nothing but books and some old globes. He heard the floor creaking with every step he took. Then he saw a face, in shock he jumped back and landed on the chequered floor, but it was only a painting. He scrambled up the huge spiral staircase. As soon as he got to the top, he heard something whispering. He followed the sound till he got to a shelf. Was the shelf talking? Then he heard it again, looked for the place again and finally found it. It was a book.
The book was an old book, he pulled on the old and dusty book so he could read it. But when he pulled it, a loud crash came down. He looked and to his amazement he saw a small hole behind the fallen down shelf. Daring himself to crawl inside the hole, he climbed in. It was dark, cold and scary inside the hole. So he climbed out and to his amazement he saw wonderful place. With towers and castles and tiny houses. What he did not know was he was floating to the ground. The ground was squishy and weird. “This is awesome!” he said, and started bouncing around. But what he did not know was that he was not on the ground. By Isabelle
The wind rushed past their abnormal heads as they glided over the desolate landscape. The Goblin-Rife Dragons were heading for the place they knew would by now be perished. The war was destroying everything. But they were not giving up hope. Their ancestors had done this before them.
The dragons keen ears heard the screeching and growling of other dragons. They bellowed in reply, then slowed to a halt. They were finally here. But it was not a happy sight that greeted their eyes. Half of Dragon Mountain had been destroyed and only part of Dragon Cliff remained. Injured dragons were everywhere, lying defenceless on the ground. The uninjured dragons were shooting lightning, breathing fire, doing everything they could to stop the ever-approaching army of enemies that came from all sides.
The Goblin-Rife Dragons swooped down to help. They shot spears, made from their own bone, out of their mouths at the enemy. Other dragons breathed fire. Some spat venom. Some dragons shot lightning. Dragons that didn’t have any of that, slashed their tails and raked their claws at the enemy.
It was a fierce battle, with dragons swooping and diving around the destructed mountain. But slowly and surely the enemy’s strong army began to fall apart. Egged on by the fact that the enemy was weakening, the dragons pressed harder, slowly driving the army back. As the enemy realised they were losing, they began to fall back. But their leader would have none of this. They had started the attack and they were going to finish it.
“Forward”! Was the barked command of the enemy leader.
To be continued… By Matilda
Footy Colours Day
On Wednesday the 19th of September the whole school participated in Footy Colours Day.
We all came to school dressed in our favourite football team’s colours. The children in MU1 also enjoyed spending time with the school’s Play Leaders who ran several football drills for us on the oval. Mac and Bailey from Year 6 also ran Footy Maths with teams competing with each other to win the Footy Maths Grand Final. Many children and teacher also enjoyed a footy lunch. Everyone had a great day. Special thanks to Mr Chamerski and Mrs Minchew for organising the day and co-ordinating the Play Leaders. Holly, Lily, Mac and Bailey for helping out on the day. A big thank you to Jenni in the canteen who organised the lunches.
Below are a few of the student’s camp highlights:
Camp was amazing! When we got to school we were split up into the small bus and the big bus. I was on the big bus with some of my friends. We first went to the Ballarat Wildlife Park. There were kangaroos and wallabies hanging around the park that you could pat. We saw wombats, birds and even a crocodile.
Then we got back on the bus and went to Log Cabin Camp, it was incredible because there was so much to do. My first activity was the flying fox, it was so much fun! I went upside down which was very scary but mostly fun. We also got to go on a giant swing which was 18metres tall, it was really fun too.
I had a lot of fun on Year 3 camp. By Grace
On the 19th of September, the Grade 3s went to Log Cabin Camp. It was awesome. Here are some of my highlights from camp:
One of my favourite things at camp was the food, it was delicious. We got served six times a day and we could also go back for seconds. The activities were really fun too, they included a zip line and a giant swing. In the giant swing you can go up as high as 18metres and then pull a string and plummet to the ground and then swing back up. The cabins were all really nice too including a bathroom, twelve beds and a shower. I loved Grade 3 camp, it was awesome with delicious food and great activities. By Harry
My camp highlight was the Giant Swing. I think it was really fun because you can be brave and overcome your fear. Even though it is very high, it is still very exciting. It also involves teamwork because everyone has to help pull the person on the swing up to the top. If you were a bit scared of heights, the people pulling you up can encourage you to make you feel calm. I think that this year’s grade 2 students will really enjoy the giant swing next year. I wish we could go back to do it again because it was such great fun.
Going on camp is a fun experience because you can be with your friends and do fun activities together. The workers there are kinds and understanding and will help you if you need it. By Astrid
When I went to camp I had so much fun. It was one of the best times I’ve had. The first activity we did was the zip line. I tried to go upside down but couldn’t get my legs up. The next activity we did was the giant swing. I felt very scared but I let out my inner braveness and went on and did it! Another activity I enjoyed was the hut building. We all got to build a hut using big branches and try to use bark to make it waterproof. I also enjoyed making damper over an open fire, I don’t think I cooked my damper long enough because it was still raw in the middle.
I had a great time at camp and can't wait for camp next year. By Ben
We welcome back all our Foundation families to Term 4. This Term is always busy, but lots of fun too as we work towards the end of the year. Some of the things that will be happening include the Lapathon, a puppet performance about the messenger dogs of WWI, preparation for transition into Year 1 and our Creativity topic, where the children will be reading and writing about Fairy Tales, problem solving in maths and making all sorts of wonderful contraptions.
We would like to remind parents that children are required to wear their hats this term. We also request that your child brings a full water bottle to school each day so that they can easily have a drink when needed.
The children have already settled back beautifully into their classrooms and it is wonderful to hear the buzz of excitement as we get stuck into our Creativity topic. The children in JU2 are particularly enjoying reading and writing about Little Red Riding Hood.
We are looking for the following items for use in our topic:
Please pass any items on to your child’s classroom teacher.
Ms Spiers, Mrs Mills and Miss Radziminski
11th Help needed
12th Lucy, Lenny (9.30-11.30am)
17th LAPATHON - help needed x 12 peeps
18th Help needed
19th Jo, 1 x Helper needed
Please contact me if you can help at [email protected] or mobile 0411 558 557. Remember its only 9-12.30pm and your child(ren) receives a free icy pole and the chance to see their carer behind the counter.
Our Shopping Tour is booked for October 20th. Only $68.00 for a day filled with laughs and purchases with commission going to the school.
Final numbers needed by Friday 13th October.
Canteen Manager [email protected]
Well, unfortunately Overdue Books have started to creep up again. As this was the first week back, I have given the students one week’s grace in remembering bring their library books in. However, any students with books still overdue by the end of next week, will have notices sent home. Hopefully, any notices that do reach home will not come as a surprise, as each child with outstanding books are told at each week’s library session which books need to be returned. If there are books that have been lost, damaged or mislaid, they will need to be replaced. You can make payment at the front office, or buy a replacement book and have your child hand it in to the library. As there are only 7 weeks left for borrowing, the quicker we get the books back into the library, the better, which is a lot less frustrating for not only me, but also less stressful for the children because I no longer need to hassle them every week!!
If you could please assist with the return of all library books, it would be greatly appreciated.
Book Club Issue 7 : Orders due by Wednesday 24th Oct
Welcome back to Term 4. Hoping the break was enjoyed by all and everyone is looking forward to a great end to the year.
GRADE 5/6 NIGHT – DEFERRED
Following advice from the school, the decision has been made to defer the Grade 5/6 Night scheduled for the 19 October 2018. The PFA will instead be helping the Grade 6 fundraising efforts for an event which will involve the whole school. Stay tuned for more detail to come from the Grade 6 classes.
GARDEN WORKING BEE – ADDITIONAL DATE - 13 OCTOBER 2018
You may have seen the Working Bee scheduled for Saturday 20 October for the school. We have some keen volunteers who unfortunately can’t make this date and instead are proposing an additional date being Saturday 13 October to carry out some tidying up around the school. If you’re free and willing to donate some of your time this Saturday to helping out, we’d love to see you there. Please email us ([email protected]) to register your interest.
2019 PFA CALENDAR OF EVENTS
Planning has been completed and an exciting calendar of events is almost confirmed for 2019. Stay tuned in the next couple of weeks for further details.
Where: WPS Community Children’s Garden
When: 12.45-2.00pm Mondays - parent help required with lunchtime Kid’s Garden Club
2.00-3.30pm Mondays - parents' gardening session (pruning and garden maintenance)
BYO: Gardening gloves, sturdy shoes, weather appropriate clothing
Sign in: Please sign in at the Office before gardening
Contact: Nicole Middleton 0418 233 366
Where: Carlsruhe Kitchen Garden
When: 2.00-3.30pm Mondays
BYO: Gardening gloves, sturdy shoes, weather appropriate clothing
Sign in: Please sign in at the main Carlsruhe classroom before gardening
Contact: Clare Doolan 0424 867 613
Thanks to Peter Lane from Macedon Ranges Sustainability Group for bringing his “digger” to the Woodend Community Children’s Garden to flatten the site in preparation for installation of the new raised garden beds.
The Year 6 Environmental Leaders helped measure and plan where the new garden beds will be placed.
All this in preparation for the Working Bee, 9am-1pm Sat 20 Oct.
Sophie, Carter, Catherine, Ethan
Coen, Lucca, Charlotte
Lost property is located just in front of the uniform shop and part of keeping it under control is that I will return any clearly named items to the class room. To do this, I need a readable first and last name, although if room is an issue a first initial and last name will also work.
I have also found a Name Stamp that can be used on uniforms that does not wash off.
This is the website on where to find it.
Please do not hesitate to come and see me with any questions, I am happy to help.
Tuesday: 8.45am - 9.15am
Thursday: 3pm - 4pm
Every day, we send messages to our kids that shape their thoughts, feelings and behaviours. Equally, our kids are sending us messages about their thoughts and feelings through their behaviour, particularly when they’re feeling distressed.
When kids feel distressed their behaviour can vary enormously. Some might lash out while others cry. There can be displays of frustration, fear, sadness, anger or disappointment, to name a few.
There are times as parents when we do and say all the ‘right’ things in response to such situations, but there are also times when we don’t. It makes it especially hard to respond in helpful ways when we think our kids are completely overreacting or are feeling differently to what we’d expect to (or what we’d feel) under the circumstances. Feeling this way can prompt us to say unhelpful things like “Don’t be silly”, “You’re overreacting”, “It’s not as bad as you think it is” or “It will all be forgotten tomorrow”.
Our responses can also be influenced by how distressed we feel in the situation. It’s hard to hear our kids crying and upset, no matter how old they are. So we might find ourselves saying things like “stop crying”, “settle down”, “take some deep breaths” or “it’s not that bad”, all in an attempt to calm our child down, stop the crying and feel better ourselves.
By understanding that all behaviour is a form of communication, we can begin to respond in ways that show our kids that their message has been received, that we get it, and that we genuinely understand and care about how they’re feeling – whether we agree with their reactions and feelings (or the extent of them) or not. This is called 'validation', and it’s the first step to helping our kids wind back their emotional response. Done properly, validation also helps them to connect their feelings with the situation that provoked their reaction in the first place. “You’re frustrated that you have to re-sit the chemistry test” or “You’re disappointed that you didn’t get invited to the party”, for example. Validation also shows them that you care and you understand.
Here’s how to go about validation:
Use 'ahh' and 'oh' statements and keep it brief
"Ahh, you’re feeling jealous that you weren’t picked for the team and she was", "ahh, you’re having the idea that you can’t do it", "oh, you’re feeling nervous about the exam."
When it comes to validation, keep it brief. When our kids are distressed, it’s harder for them to listen and concentrate so keep validation clear and to the point. The intention for now is for our kids to know that their message (via their behaviour) has been received; there’ll be time for more of a discussion about the situation later.
Build a more nuanced emotional vocabulary
Validation is the perfect opportunity to help your child broaden their language when it comes to their emotions. It’s never too early, or too late, to start. Try replacing 'upset' with 'disappointed', or 'angry' with 'frustrated'. The Mood Meter mood tracking app is a great tool that offers a wide choice of emotions associated with positive and negative feelings of high and low energy. In it you’ll find 100 emotions including apathetic, at ease, proud, timid, alienated, furious, alone, inspired, ecstatic and more.
Show some emotion
Another important component of validation is showing some emotion yourself. It can feel intuitive to try to remain calm when your kids are distressed but this actually sends the message that you don’t get it. They actually need to see an emotional response from you. Use your facial expressions and your body language to match your validation statements.
Remind them that thoughts are not facts
Recognise also that thoughts and ideas can feel like facts when kids and teens are distressed. It’s hard for them to differentiate between the two. You can help by saying things like: “Oh, you’re having the idea right now that it will be too hard”, “it looks like you’re having the idea that you’ll never find it”, “ahh, you’re having the thought that you won’t be included.”
Sit with them
One of the most helpful things you can do is to sit with your child or teen while they are suffering psychologically. Once you’ve shown them validation you need to simply be there for them. Sit with them and comfort them by holding their hand, putting an arm around their shoulder or giving them a big hug. In doing this you’re strengthening their ability to tolerate their discomfort.
Try not to let your distress hurry them or shut down how they’re feeling. Reassure them that you understand, that you’re there for them, that they can tolerate their discomfort and that it will pass. By doing this, you’re building within them strength, tolerance and emotional intelligence which will all contribute to their lifelong resilience and mental health.
Of course, if at any time you’re concerned about your child or young person's mental health, make time to see your family GP for reassurance and answers to your questions.
Main Office: 5427 2455
Carlsruhe Annexe: 5422 2744
Email: [email protected]
Newsletter: [email protected]
Every Friday at 3pm in the school hall
Wednesday: Hand in books via classroom
Thursday: Books processed and returned to the classroom
Tuesdays 8.45 am - 9.15 am
Thursdays 3.00 pm - 4.00 pm