School plays a significant role in shaping a child's sense of self and their perception of their abilities to do, well, anything.

However, sometimes the focus on standardised testing and academic performance, particularly during the Higher School Certificate (HSC), can overshadow a students true potential and undermine their self-esteem.

As you set upon your journey as a member of our DMA Scholars community, it's timely to explore the way the traditional education system - the one that supports our children's learning both here in Australia and around the world - can reframe a child's intrinsic abilities, negatively impacting their self-esteem and their idea of what they are truly capable of @home @school @uni @work and @play.

1. Correcting the emphasis on grades and external validation:

From a young age, children are often taught their worth is determined by grades and external validation. The HSC exam period intensifies this pressure, as students are led to believe their future success hinges solely on their exam results. This narrow focus can overshadow their unique talents, passions, and potential for growth, impacting their self-esteem and causing them to question their abilities.

The truth is your child's HSC mark - the singular result that launches them effortlessly to the next stage of academia and a profession, is actually calculated from 10-12 months of School assessment tasks that begin in Term 3 of Year 11 (aka the year before), with the HSC exam comprising 50% of their final mark. 

2. The narrow definition of success:

The education system tends to define success primarily in terms of academic achievements, often neglecting other vital aspects of a child's development. This limited perspective can lead students to believe  their worth is solely tied to their academic performance, overlooking their diverse abilities, creativity, and emotional intelligence. As a result, their self-esteem may suffer if they don't meet society's rigid standards of success.

This is especially true for those students who have been categorised as 'not fit for uni' or 'struggling @school because their results aren't where the school needs them to be to maintain/obtain a certain ranking for marketing or funding purposes. If you have a child that fits into this category, the build up to and around HSC assessments can be detrimental to their mental and academic fitness and reluctance can set in because success has already been framed for them as 'unattainable'.

Just be alert to the possibility, in the HSC year, your child isn't 'milking' the fact they have a diagnosis, rather than seeing the HSC as an opportunity to extend themselves and explore a temporary discomfort in order to elevate a lifelong memory of striving to do their absolute best, and judging their HSC success on How they approached the challenge and not just what they did or did not learn. 

3. The impact of comparison and competition:

The HSC journey can foster a competitive environment that encourages constant comparison among students. This constant comparison can erode self-esteem as students may perceive themselves as falling short compared to their peers. It is essential to remind students that each individual's journey is unique, and success should be measured on an individual basis rather than against others.

4. The pressure to conform:

The education system often promotes conformity, discouraging risk-taking and individuality. This pressure to conform can stifle a child's creativity and limit their ability to explore their true passions and abilities. As a result, their self-esteem may suffer, and they may doubt their capabilities both within and outside of the confines of traditional education.

How 2 Nurture Self-Esteem and the Idea of Learn-ability 

Learning How 2 Learn is an art refined over time. 

The problem is, not all students feel like artists and like any path one takes to develop their craft, stumbles are inevitable and often times disorienting.

As parents, observing and trying to support our child's learning, @home, @school as well as @play we often want to rush in, protect them from the pain associated with a task and if we can't... then we want to (and often do) pick them up, dust them off and set them back down on an easier path. However, the reality is, very rarely are parents observers of the struggles @school. We just get the summary - The 'Brodies Notes' version through school reports and parent/teacher conferences; and if we're lucky an update beyond a grunt or dismissive 'it's all good, I've got this'.

1. Emphasise holistic development:

Encourage your child to explore diverse interests and pursue activities outside the traditional academic realm. Foster a sense of curiosity and allow them to explore their passions and talents. Help them recognize that their abilities extend far beyond the HSC and that their unique talents and strengths contribute to their overall success and well-being.

2. Celebrate effort and growth:

Shift the focus from grades and results to valuing effort, growth, and resilience. Encourage your child to set personal goals and acknowledge their progress, no matter how small. Celebrate their achievements, whether academic or non-academic, and help them understand that their abilities are not fixed but can be developed through continuous learning and dedication.

3. Foster a supportive environment:

Create an environment where your child feels safe to express themselves, make mistakes, and learn from them. Be their advocate and provide emotional support during challenging times. Encourage open communication and actively listen to their thoughts, concerns, and dreams. Help them understand that their worth extends beyond academic achievements and that they are valued for who they are as individuals.

4. Promote self-reflection and self-acceptance:

Encourage your child to reflect on their personal strengths, interests, and passions. Help them cultivate a positive self-image by focusing on their unique qualities and talents. Teach them to appreciate their abilities, acknowledge their limitations, and embrace self-acceptance.

The DMA Philosophy

The HSC journey should be a time of self-discovery, growth, and nurturing a positive self-esteem that extends beyond academic achievements. As parents and educators, we must recognise and appreciate the inherent magic within each child. We need to challenge the narrow definition of success imposed by the education system and reframe the way we perceive and nurture their abilities.

By emphasising holistic development, celebrating effort and growth, fostering a supportive environment, and promoting self-reflection and self-acceptance, we can help our children build a strong sense of self-esteem and realise their full potential beyond the HSC.

Let us encourage them to pursue their passions, explore their interests, and take risks without the fear of judgment or failure. Let us remind them that their abilities are not limited to test scores or academic achievements, but encompass a diverse range of talents, skills, and qualities that make them unique.

As parents and educators, we have the power to reframe the narrative around the HSC journey. Let us prioritise the well-being and personal growth of our children over societal pressures and expectations.

Let us support them in developing a strong sense of self, a belief in their own abilities, and the confidence to pursue their dreams.

Even if it wasn't the type of learning experiences we had @school or @uni, together, we can create an educational environment that fosters a love of learning, encourages self-expression, and celebrates the magic within each child. It is time to empower our children to believe in themselves, to embrace their abilities, and to shine their light brightly beyond the boundaries of standardised testing.

Our children are more than just their HSC results, but they may need some guidance to discover How 2 uncover their own unique paths, fulfil their potential, and make a positive impact on the world.

Something only possible, through nurturing a belief in their abilities, and recognising their magic and helping them to unlock their limitless potential.

At DMA, we develop academic fitness through proactively nurturing the mental and emotional fitness of our students. DMA Scholars learn How 2 proactively nurture their physical, mental and emotional health and wellbeing as well as their academics. Accordingly, DMA scholars have an educational experience that values them as individuals, celebrates their diverse abilities, and nurtures the inherent magic within them, with a view to helping them develop the tools to smile their way through the HSC and any other challenge that comes their way.

Why?

Because at DMA, we believe children deserve nothing less than the opportunity to be the best versions of themselves.

We also know, they haven't yet learnt, The Art of Learning.

... and that is why we are here.