GROW YOUR MIND
UNFORTUNATELY, bullying and poor behavioural patterns are a universal issue that is carried from kindergarten to the latter years of adulthood with a lack of recognition and solution.
From wellbeing centres, mental health resources to higher levels of quality education – the prominent issue of positive wellbeing and bullying is yet to be implemented from a young age.
In support of National Day Action against Bullying and Violence on Friday, the community should take the opportunity to stand together against bullying and violence.
South Dubbo Public School wellbeing officer Amy Welbourne (nee Mines) previously worked at Headspace and has experience in seeing the impacts of bullying on young adults.
“I came to the primary school with the sole purpose of earlier intervention,” Mrs Welbourne said.
She shared that programs like Headspace are extraordinary for young people but raised the suggestion of implementing strategies to children earlier in their development.
The Grow your Mind program is directed to educate students on neurology within the brain and teach them to articulate their emotions and behavioural patterns.
South Dubbo Public School is pioneering the program in Dubbo and encourages other primary schools to implement the program.
Students from kindergarten to year six are taught neuron terminology which are associated with animals, she continued saying “children know that their prefrontal cortex refers to the wise owl which helps them problem solve and to be a better friend”.
the wise owl which helps them problem solve and to be a better friend”.
Mrs Welbourne said each of the scientific names are matched alongside animals to help students understand and regulate their emotions.
The program is implemented into their curriculum for 20 minutes each morning, with students taught how to look after their wellbeing by diverse strategies of healthy eating, exercise and other positive learning behaviours.
Mrs Welbourne proudly shared that the program has been extended for older students who want to learn more information.
She told Dubbo Photo News she has had meetings with high school counsellors and was impressed to discover that students are taking their knowledge from primary school and implementing it into their high school strategies, and she’s excited to see the long-term evidence of what is to come and how students can employ their terminology from the program to articulate their needs.
“Children are also learning terms like ‘bucket filler’ and the importance of filling their own and other people’s ‘buckets’, she continued saying the best way to fill someone’s bucket is by exhibiting kindness.
“Throughout the duration of this program, we have noticed that students are aware of their coping strategies and can show resilience,” Mrs Welbourne said, adding that as children get older, they are taught how to overcome those situations and challenges.
“We’re all about relationships – humans have a love connection with people, but we need to understand that we don’t get along with everybody.”
It is ingrained in humans to have quality relationships, whether that be with friends, acquaintances, parental figures or romantic partners, but it is important to note that not everyone can get along.
Mrs Welbourne said older students are encouraged to build healthy relationships and taught how to find likeminded people.
By assisting students to identify their personal values they can seek those traits in other people.
“Sharing positive traits with other people can help them build stronger and well-rounded relationships with others.
“It is so empowering to hear students use scientific terms to acknowledge how they are feeling and why.”
Mrs Welbourne told Dubbo Photo News the program encourages students to acknowledge their skills outside the classroom and integrate them within the learning space.
By using different analogies in the classroom, she shared that their character strengthens to be the best version of themselves, and that through the program some of the students are teaching their parents about the mental health practises taught.
“Not many adults can articulate their emotions so it is empowering when students can not only say they are angry, but why they feel that emotion,” she said proudly, adding that they have different activities each day and focus on gratitude journaling and breathing techniques to accommodate each child.