Emotional Literacy: Building Strong Relationships for Lifelong Learning

Emotional literacy: Building strong relationships for lifelong learning “Tomorrow’s world will require adults who have been taught to draw on a wider range of capabilities and competencies; who are curious, resilient, self-disciplined and self-motivated; who can navigate differences, overcome language and cultural barriers, and who are at ease working in a team.” A Smith Family Snapshot Report November 2009 “40% of Australian primary and secondary school students have poor social and emotional skills.” Professor Michael Bernard, University of Melbourne, in conjunction with the Australian Council for Educational Research Message from Elaine Henry In a globalised knowledge era, the only constant is change. Our children are growing up in a technology-enabled, socially networked environment in which their wellbeing depends more than ever on the relationships they are able to form and the mosaic of skills that they are able to draw on at different times, in different contexts, for different purposes. In this context, personal achievement and productivity depend not only on academic acheivements but also on the emotional intelligence that assists in coping with the multiple stresses and pressures of modern life. Until very recently, an individual’s ability to recognise, understand and manage their own emotions – and to recognise these emotions in others through empathy – has been marginalised within education systems that measure success in predominantly academic terms. The cultivation of these ‘soft skills’, popularly perceived to be the duty of parents/carers and others outside the classroom, has suffered signifi cantly as a result of changes specifi c to the family unit over the last 50 years. The increased prevalence of adolescent mental health issues, particularly among disadvantaged children and youth, is but one symptom of this neglect. When The Smith Family commenced its organisational transformation a decade ago, it was clear from the evidence that hundreds of thousands of disadvantaged kids in Australia were growing up without the skills they needed to survive in society, let alone thrive. To this end, we have spent the last ten years building an evidence-based suite of literacy programs known as Learning for Life to provide these kids and their families with the educational opportunities to make a better life for themselves. Starting from birth and stretching across the course of a child’s life, we assist families with the emergent literacy and numeracy needs of their babies and toddlers and, as they grow up, give children and young people access to other crucial literacies, including fi nancial, digital and emotional literacies to help them realise their potential. This Snapshot Report discusses the importance of emotional literacy in particular, not just in supporting children and young people to build strong relationships now, but as the essential precursor to their broader academic and economic achievements in the future. It also outlines some of the innovative initiatives and partnerships The Smith Family has created in this fi eld that are enhancing the capacity of disadvantaged children right around Australia to confi dently meet and overcome the challenges that life presents to us all. Elaine Henry, OAM Chief Executive Offi cer The Smith Family Front cover quote: Roberts, Y. (2009) Grit – The skills for success and how they are grown, The Young Foundation, UK. Front cover top left photo: Students from Gray Primary School in performance. Front cover top right and bottom photo: Members of the Girls at the Centre program working as a team. Copyright © 2009 The Smith Family November 2009 Contents Jane’s experience Page 2 What is emotional literacy? Page 3 Why is emotional literacy important? Page 5 Emotional literacy – the right support, at the right time and in the right place Page 6 The Smith Family’s emotional literacy programs Page 10 Conclusion Page 12 1 Emotional literacy: Building strong relationships for lifelong learning Jane’s experience “Just feeling like I was good at something made me feel like I fi t in, and, the funny thing is, my reading and other school work seems somehow to be easier since I started music and joined the school’s rock band,” explains Jane, a Year 5 Learning for Life student. Like most kids, Jane just wanted to feel included - like the others in her class. She wanted to be part of what was happening in the playground; simple things like to eat her lunch with the other girls. But wearing an old uniform that was guitar and played a few things. At fi rst she thought she too big and wanting to avoid questions like where her had made a fool of herself as everyone had gone all books were, or why she wasn’t on the school netball quiet, but then Mr Peters asked her to play that song team, or why she never went on school excursions, again, and then again. meant it was just easier to keep to herself. She felt like an outsider, and that really hurt. Music is now Jane’s favourite lesson of the week and, anytime she gets, she practises guitar with some of the Jane had stopped telling her mum about school other kids in the school’s rock band. When she plays excursions. She knew there wasn’t enough money. she forgets others are watching – she doesn’t even Missing out sometimes made her feel angry, but she mind if they do. knew it wasn’t her mum’s fault. It still seemed unfair. Instead, when school excursions came around she’d Excursions are also no longer a problem, since Jane’s pretend to be sick. On those days the sense of being mum heard about The Smith Family’s Learning for Life left out was almost unbearable. program. Earlier this year, Jane went on the school’s three-day band camp, where she got to hang out with Jane was getting a bit of a reputation at school for all the kids and, best of all, to play lots of music. being disruptive but, as she fi gured, at least when she was at the principal’s offi ce, she got out of reading Jane’s music teacher made this observation about aloud in class and no one there would notice when she the children, many of whom came from the same stumbled. Each day she would wait anxiously for the disadvantaged background as Jane: “What I noticed last bell to ring, so she could go home, let herself in was that there were many students who had suddenly and try to forget all about it. She’d spend endless hours made the discovery that they liked making music and watching TV, or playing her guitar, while she waited were good at playing an instrument. That realisation alone for her mother to come home from work. Her created a big change in the attitude of many children, mother worked long hours as an offi ce cleaner and it gave them confi dence, which helped them in other often got held back. areas of their schoolwork as well.” She couldn’t wait until she could leave school for good; With the encouragement and support of The Smith then she wouldn’t have to feel different, be teased as Family, Jane has also been getting help with her the poor kid, or thought stupid. She didn’t know what reading. She has a buddy with whom she practises she wanted to do; maybe she could help her mother at reading through the student2student tutoring program work or get a job at the local shops or something like and she is starting to think about what she might want that. She didn’t really care, she just wanted out. to do when she is older, and what subjects she will need to study. But that was all before Jane discovered she had a talent for something. And that something was music. “The change in Jane over the past year has been incredible to watch,” commented her mother. “I She remembers clearly the fi rst day that Mr Peters, sometimes have to pinch myself to believe that the new music teacher, asked if anyone could play an the confi dent girl playing the guitar on stage is my instrument. Just mucking around, Jane picked up the daughter!” 2 Emotional literacy: Building strong relationships for lifelong learning Members of the Girls at the Centre program working as a team What is emotional literacy? “Students are lacking the confi dence, persistence, organisational and team work skills to help them perform at the best of their ability.” Professor Michael Bernard, University of Melbourne Our children are growing up in a dynamic world. A At The Smith Family, they are the skills that go to world in which a person’s ability to cope, adapt and the very heart of our work in enabling supportive thrive in an environment of constant change is as much relationships for disadvantaged children and their a requisite for success as is a post-school qualifi cation. families to aspire to and create a better future for themselves through education. If they are to truly break Why is it that some children and adults seem better the persistent cycle of intergenerational disadvantage, able to cope with these shifting sands than others? these individuals need to overcome the signifi cant What are the attributes that employers focus on to select one applicant over another when both candidates impact that their circumstances can have on their on paper fi t the job? And why do some individuals sense of self-esteem and competence, which in too bounce back from adversity where others fall? many instances carry lifelong negative consequences for their abilities and achievements.

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