Not much is known about Elle’s* first year. Her Mum has severe mental health problems and has lots of problems with drugs and drinking.
Elle was removed by Child Protection services from her mother around the time she turned one.
Her father immigrated from Asia. Growing up we suspect he experienced significant trauma during the long civil war in his country. Elle’s father didn’t know about Elle until after she was removed and placed into foster care. When he found out, she went to live with him together with his new partner Trisha.
Continue reading “Playing to her strengths”
This article considers how BSEM can be ‘the link’ that allows particular frameworks and programs to work in harmony and achieve a school’s teaching and learning goals over the long term. We hope that it will assist teachers and school leaders when formulating their whole school strategic planning and their annual implementation planning.
Continue reading “Mapping School Improvement with the Berry Street Education Model”
by Toni Heron, Senior Occupational Therapy Consultant, Take Two – Berry Street
Berry Street’s Take Two service has recently undertaken a three-year Occupational Therapy research study assessing the sensory processing patterns of the children and young people we work with. The results are partially what we expected, but there were some surprising findings also. Continue reading “Helping children regulate their bodies and their minds”
Interview by Jack Greig, Senior Trainer of the Berry Street Education Model
Located south of Adelaide, Christie Downs Primary School is an inclusive site of 280 students. Christie Downs Primary School seeks to provide a supportive and nurturing environment in which students are able to learn, play and grow together for a successful future. The school’s values embody personal responsibility, respectful relationships and teamwork.
In this interview, Gail Evans, Principal of Christie Downs, reflects on what makes a compassionate educator and how schools can create a culture of self-development, acceptance and constant learning.
Continue reading “Stories of Impact – Christie Downs Primary School”
By Maddie Witter, education consultant and author of Reading Without Limits: Teaching Strategies to Build Independent Reading for Life
Anyone can improve their concentration stamina – from a wiggly toddler to a daydreaming university student. It’s a necessary, lifelong skill for success.
In a school context, teachers can help students learn to concentrate and sit still for longer by consistently including a daily independent reading block at school. Building independent reading is one way a school can effectively build concentration stamina. This stamina leads to significant gains in student literacy achievement and should be coupled with a robust literacy program. It also develops students’ thinking muscles so they can persevere and concentrate in other contexts.
Continue reading “How Can You Help Students Stay on Task for Longer?”
Interview by Chris Dawson, Senior Trainer of the Berry Street Education Model
Chris Dawson sat down with Marita Hayes-Brown, CEO of the Positive Education Schools Association (PESA), to discuss all things positive education, including exciting developments in this space and four key actions that schools can take to start incorporating a positive education approach.
Continue reading “An exploration of Positive Education in Australian schools”
Berry Street’s Take Two service is working to reduce the impacts of developmental and intergenerational trauma with some of our most vulnerable children.
Belinda Blundell is a member of Take Two’s Aboriginal Team and works with children in East Gippsland.
Continue reading “Yarning to create a better future”