We are Back

The return to school has been a joyous time for many students, parents and staff alike. The roses surrounding the St Catherine’s Fountain encapsulate the renewal of life within our School grounds. Our campus is once more filled with familiar chatter, rekindling of friendships, Sport, Drama and Music and classrooms filled with curiosity, persistence and learning.

Sometimes the Pivot is the Challenge

Whilst there is a sense of joy within our School, it must also be noted that, at times, the pivot has not been easy for everyone. The higher-than-normal screen time in lockdown has overstimulated some brains, making it difficult to re-focus at times. The looming assessment period can also be a challenge and balancing act, along with the change in routine being a jolt for some. Reacquainting old friendships post lockdown, and the idea of not always knowing what comes next in the pandemic, can be a cause for anxiety.

In addition, our students continue to face a globalised world where family, schools and media compete for their attention, providing their minds with stimulation, but also generating expectation. Globally, there is an increased pressure for students to succeed at school, and as such, self-imposed expectations to meet these standards can be a cause for stress in students’ lives (Hagen & Nayar, 2014). Not only does this affect students’ mental health and wellbeing, it can have impacts on their level of achievement at school (Hagen, 2009).

National Survey of Mental Health and Wellbeing

When talking about mindfulness, it is important to note that results from the Australian National Survey of Mental Health and Wellbeing show adolescents (15 – 18 years) are the most likely to suffer from a mental disorder (AIWH, 2007). More recent data from the Australian Adolescent Survey of Mental Health and Wellbeing found anxiety disorders are the most common form of mental disorders in children aged 12 – 17 years (AIWH, 2020). It showed young women were more likely to suffer from anxiety and depressive disorders than their male counterparts.

Supporting Mental Health and Wellness in Young People

To improve mental health and wellbeing outcomes for our young, it is imperative students have a balance of life, wellness and mental health. This should include a healthy relationship with their family, peers and teachers. They must have the ability to self-regulate mentally, emotionally and behaviourally (Hagen & Nayar, 2014).

To achieve this, the development of resilience is key. Our young people have the capacity to function as an agency for their own wellness, in partnership with their friends and family. However, they rely on the environment set by society to create the potential for this.

In her presentation on, Supporting Young People in the Covid Normal, earlier in the year, Dr Charlotte Keating highlighted the need for “relaxation and quiet time.” This builds perspective, empathy and gratitude. Two practices that research has shown to improve outcomes in these critical areas are mindfulness (Walsh & Shapiro, 2006) and yoga (Khalsa SBS, 2013).

Mindfulness

Image credit: mindful.org

Mindfulness is a self-regulation practice focusing on training awareness and attention to enable a person greater control over their mental processes. By fostering calmness, concentration and clarity, it has been found to improve mental health and wellbeing (Walsh & Shapiro, 2006).

Importantly, mindfulness decreases rumination, promotes metacognitive awareness, improves working memory, and increases concentration (Chambers et al., 2008). The practice of mindfulness reduces stress, decreases anxiety (Hoffman et al., 2010) and alters people’s ability to emotionally regulate (Farb et al., 2010; Williams, 2010).

Studies show that those who practise mindfulness have an increased ability to focus their attention and supress distraction (Moore & Malinowsky, 2009). It leads to a decrease in emotional reactivity (Ortner et al., 2007) and an improvement in cognitive flexibility, that is, the ability to disengage automatic pathways and react in the present moment. It also develops the part of the brain that formulates adaptive responses in stressful situations (Cahn & Polich, 2006; Davidson et al., 2003).

Yoga

Yoga is a practice that uses postures, hand poses, breathing techniques and meditation to regulate breathing, develop self-awareness of the body and relax the mind (Haygen & Nayar, 2014). Studies have shown that yoga in schools assists young people in improving mood, resilience and self-regulation pertaining to stress and emotions (Khalsa SBS, 2013). It helps to facilitate student wellbeing, and positive social interactions. The increase in focus and concentration can lead to better academic performance (Kauts & Sharma, 2009). Importantly, it can guide relaxation, eradicating the fight or flight sensation caused by sensory overload (Vempati & Telles, 2002).

Making Time for Stillness and Quiet

At St Catherine’s School, led by the 2022 Student Executive, Summer Balla-Kellett, Ciara Jenkins, Arabella Llewelyn, Eloise Rudge, Madeleine (Maddie) Powell and Angela Yu, our Year 7 students have been taken through mindfulness meditations in Wellbeing this term.

This stillness brought them into the present moment. It slowed their stimulation to a clear focus and prepared them for the challenges of the day. These meditations will continue throughout Term 4, where the baton of leadership for the mindfulness sessions will be handed over to Year 7 students.

Some of our younger girls shared that it felt “strange, but calming.” Some reported feeling the shift in their mood, and some a shift in their focus. Many of the Student Executive commented it was incredibly powerful for them to be taken back to this stillness in the lead up to their examinations. In explaining her thoughts on mindfulness meditation to the Year 7s, 2022 School Co-Captain, Maddie Powell said that this is “a tool I use throughout each week to self-regulate and take the time to focus.” She recommends the Calm app, for those who are keen to try it at home.

In conjunction with the mindfulness meditation sessions, it has also been pleasing to note the inclusion of a Yoga offering in the Co-curricular program. Again, led by our School Co-Captain Maddie Powell, this is open to all students in the Senior School. Whilst this began in the online space of Microsoft Teams, it has now shifted to take pride of place in the Sherren House Ballroom on Friday mornings, 7.30 – 8.00am. Those seeking some inner calm and focus are encouraged to attend.