As we embrace the fullness of returning to school life on campus this year, there remains the shadows of the extended lockdowns that we recently endured. As educators we are continually intrigued by the question: How is the interruption to education that COVID-19 has presented going to alter the learning trajectories and behaviours of Australian children?

As we step forward this year, I am also keen to understand the social development of young people. Learning the social nuances of one’s interactions with others usually relies on face-to-face conversation. With faces now hidden behind masks for most parts of the day, how do children learn the subtleties and intricacies of conversation?

I was also reminded this week of the lost opportunities owing to COVID-19 when I accompanied one of our Year 4 Barbreck girls returning from her first Tennis lesson in two years. Strolling together along St Catherine’s Walk, she slipped her bright pink racquet into its cover, and shared with me her nervous apprehension of returning to Tennis, as her “forehand was no longer as good.” With perseverance and practice, I assured her it would improve, and most importantly, applauded her efforts for returning to her Tennis lessons after the enforced COVID-19 break.

During lockdowns we observed teachers working diligently to maintain the routine of academic lessons, as well as providing opportunities to continue developing physical and gross motor skills gained from Physical Education classes whilst at home, with our Barbreck Coordinator of Sport, Mr Tom Crebbin, assembling elaborate orienteering activities in local parks, and our Music tutors watching, listening and providing feedback, perched on the edge of piano keys via iPad virtual lessons.

As we step forward out of the shadows of multiple lockdowns, it is now time for parents, together with teachers, to earnestly encourage our girls to return to the pursuit of their Co-curricular passions with vigour.

It is often through the individual endeavour of participating in activities such as sport, performing arts, debating and community service, that children and young teenagers shape their strong sense of identity. The consistent participation of a Saturday netball game, a much-loved weekend family ritual, serves to create routine, family connection and encourages commitment to coaches and peers. Likewise, committing to a regular rehearsal for a Music Ensemble, or conquering the fear of being third speaker in the Debating Team, these pursuits shape who we are as young people and have been a void in the life of many over the past two years.

It would have been easy for my Year 4 Barbreck buddy to ‘not bother’ going back to her Tennis lessons, an emerging passion lost through the COVID years; or for that matter the trombone lessons, the dance class or Swimming training. I encourage all girls now that they have settled into their classes at School to lift their gaze and ask their parents, ‘can I play..?”