Anything but Vegemite

On our work-in-progress calls, our Impact Director Sarah and I always end up talking about things that interest and intrigue us. So we talk a lot about food and politics.

Let’s face it: it’s fun to shoot the breeze “on work time” and we’ve covered a lot of territory in our time of working together since 2008, with a few small breaks in between.

One such break was when Sarah delivered her daughter. How fast it’s flown, and Imogen is now in big school. Please fill me in on book club (dreamy); violin (drama); and EOY (showtime). I want it all!

Imogen’s willing to have a go at anything in her multicultural, multi-uniform school. Anything but Vegemite, that is. Apparently it doesn’t ‘put a rose in every cheek’. She prefers bread and butter and, lately, crumpets.

Vegemite sandwiches aside, when I ask Sarah how Imogen’s going at school, it’s not because I want to know if she’s nailing her spelling, crushing it at counting, or next in line for an achievement award.

I ask because I want to know if she’s liking learning, who her friends are, and what she’s buying at the canteen (because, food). While I care, I’m not trying to find out if Imi is doing “well” academically.

We see this, somewhat in reverse, at MissingSchool. When people first come to us for technology connections, useful resources, or the scoop on regulated support for kids with health conditions, it’s driven by the fear of them falling behind or failing.

After that, we observe an overwhelming tendency for feedback (from parents and teachers) on our services to focus on wellbeing: Breana’s attending more, Nadja’s friends were excited to see them, and Ethan could finally do his music lessons.

There’s such a huge difference between doing well academically and academic wellbeing. In the first, you might get good grades and be miserable. In the second, you’re enjoying life and learning. The first is always measured as a school outcome, while the second is never measured as a school experience. Or never measured, period.

As problematic NAPLAN results roll in, and the blame is passed between the states/territories and Commonwealth—not to one or the other, but to the gap between them—I’ve been reflecting.

And this is one of the places I’ve landed quite heavily: Why don’t we set expectations and scrutinise academic wellbeing with the same rigour as doing well academically? I’m sure I’m not the only one.

We wish you a weekend of whatever shape fits you best, and leave you with a few bits and pieces we pulled up while we’ve been thinking about … anything but Vegemite.

“The part can never be well unless the whole is well.” ~ Plato

Observations On Outcomes

Research shows that Australian students with chronic illness are at increased risk of poorer learning outcomes. This comes as no surprise to the MissingSchool team. Every day we hear from parents and teachers about the challenges of keeping students with complex attendance and health challenges up to date academically. School connection during absences is a necessary step for making sure this cohort of students has access to the curriculum on the same basis as their peers. READ MORE

Equity Is Chronically Absent

This week’s media reporting on NAPLAN results has revealed that one in three Australian school students aren’t meeting literacy and numeracy benchmarks. The analysis around the reasons for this have rightly focused on funding, entrenched disadvantage including among indigenous, rural and remote students, and teaching practice. And equity is also chronically absent. What everyone seems to be in agreement about is that things need to change. We’re continuing our conversations with policymakers and will update you soon. GO TO THE ARTICLE

Four Top Tips for High School

Supporting a student through high school is particularly difficult when they face complex attendance and health challenges. The nature of high school, where each class is in a different room with a different teacher, can lead to inconsistent support across subjects. Many parents and teachers wonder how best to assist students in this environment. Here’s an article with four tips for when students can’t physically attend high school, to support their academic wellbeing and attainment. FIND OUT MORE