At Orana, we pride ourselves on putting the child at the centre, observing what each child needs and balancing this with the needs of the whole class. Child-centred is often confused with child-led. Child-led education is where the child decides what and when they learn and, while it seems desirable, it can negatively impact their social development. As educators, it helps when children are given a solid grounding with confident parents who know the difference between child-centred and child-led parenting.
As a young parent, I was unclear on this until my eldest child’s teacher at our local Steiner school explained that I gave my child too much choice. This was in an era where self-esteem was considered paramount; where children were treated as little adults, asked constantly about their preferences and showered with praise regardless of whether it was warranted. Hearing that I was overloading my child and causing her stress was confronting, but it was also a turning point for me as a parent and an educator.
In recent years, I have noticed how challenging it is when students are uncooperative or disengaged and how difficult it is to insist on participation when we are obliged to cater for individual needs, especially if children come from permissive parenting backgrounds. It seems that increasingly, a child’s first response to a new or demanding task is to opt out. While the COVID years amplified this, it was on the increase beforehand. More children now need individual programs, yet group needs and collaboration remain key in our education. How do we then educate and uphold consent and democratic principles when children do not have the capacity to make fully formed choices?
The answer lies in offering children, especially young ones, fewer choices, which should increase as they grow in capacity. From playgroup onwards, Orana creates a daily rhythm. Though it changes as the child grows, a consistent rhythm carries through the years. Educators know what is age-appropriate, and we are firm in the expectation that children participate in all activities, including the difficult ones. This needs to be consistent at home and school from a young age but even with the best intentions, it isn’t perfect. We are seeing an increasing proportion of students who are actively disengaged, defiant or disruptive.
Recent studies highlight the scale of this issue. According to the OECD, Australian students rank among the worst behaved globally. Rates of depression and anxiety are significantly higher for adolescents and teachers compared to the wider population. Evidence suggests links to increased screen use from a young age, coupled with the pressure on parents to acquiesce to commercialised demands from children. At Orana, while extreme behaviours are less prevalent than in other settings, they remain a concern.
So, what do we do? Do we isolate students who are unwilling to participate? Do we keep gently encouraging them repeatedly? Do we change our programs to suit those who prefer to disengage? Or do we decline enrolment, or even move on students who cannot meet behavioural expectations?
There are no easy answers. Responses vary depending on age, individual circumstances, and group dynamics. At Orana, we support students and teachers while also setting boundaries, appropriately disciplining where necessary, and holding honest conversations with parents to ensure that the learning and wellbeing of other students is protected. Sometimes this means asking families to find a different school where expectations cannot be met.
Schooling today extends beyond the classroom walls. Schools and parents need to partner from early on to help children navigate a challenging world by limiting their choices to what we, as adults, understand to be healthy. We won’t lower our expectations for student engagement and socially positive behaviour. High expectations and consistency form the foundation of our approach. It is not always easy, but necessary, and with time, children flourish when given the structure, rhythm, and guidance they need.
James Goodlet – Principal
Unwin Street, Weston, ACT 2611
