Latest / The R4R Podcast: Road to Zero / Recess for Resilience: Building Good Habits Early

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Recess for Resilience: Building Good Habits Early · The R4R Podcast: Road to Zero

• 0:00
  Welcome everyone, welcome to Running for Resilience podcast.
• 0:02
  And we've got a special episode today.
• 0:03
  We're actually talking about recess for Resilience, which is
• 0:07
  running for Resilience, but it's schools and I got three of the
• 0:09
  legends that helped drive it. Mr Hall, Miss O'Neill and Mr
• 0:14
  Nico, why don't you guys yeah, we'll go around the horn before
• 0:17
  we get into depth about what recess is.
• 0:19
  Why don't you got yeah firstly intro you how long you been
• 0:22
  teaching little bit of your back story Mr Hall and then you will
• 0:25
  go around the horn so that the listeners and viewers can know
• 0:28
  who's been sure the driver. Yeah, thanks.
• 0:31
  Thanks for the opportunity to come on.
• 0:32
  I have been told that I've got a face for radio multiple times.
• 0:35
  So now I'm voice for newspaper, finally reaching my potential
• 0:38
  mate. So I appreciate the opportunity
• 0:40
  I have been. You look good though.
• 0:41
  You look good today. Mate, it's the light probably
• 0:44
  right dancing off. Those I put that for me, I know
• 0:46
  I was coming in so they they work.
• 0:50
  No, I appreciate it. I have been a teacher for 17
• 0:52
  years here in Camera Grandma. I'm at Camera Grammar at the
• 0:54
  moment, but I did start at Canberra Girls Grammar and then
• 0:57
  went over to Bergman for a little while and then at
• 0:59
  Canberra Grammar School now at the moment.
• 1:02
  But I have a passion around trying to make sure that what
• 1:05
  we're teaching is actually action.
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  So that when we are teaching something as opposed to
• 1:10
  lecturing it or giving information to students, we
• 1:13
  actually want to see some form of action out of them.
• 1:15
  Which is I think why we're all here today in some shape or
• 1:18
  form, because the community that you've set up with Running for
• 1:21
  Resilience is the action on well being.
• 1:24
  And I think that that's where recess resilience fits in is
• 1:28
  it's building the habits. So that side of education is
• 1:31
  really my passion that I want to be able to not teach people.
• 1:35
  I want to, I want to see them build on what the knowledge I'm
• 1:38
  getting and eventually eclipse me on the knowledge that they've
• 1:42
  gained from what I've taught them that they then they can
• 1:44
  teach you, teach me or teach the next people around them.
• 1:47
  So that's that society concept about building, stepping towards
• 1:51
  a better society I think as well.
• 1:53
  So it's a great profession. It has its ups and downs, like
• 1:57
  every profession, but it's something that's enjoyable.
• 2:00
  And before we jump to Mr Neil, why don't Mr Hall, you with the
• 2:05
  person that emailed Running for Resilience about this idea, Why
• 2:08
  don't you just talk us through that?
• 2:09
  What you know your initial idea, Why did you email after about
• 2:14
  starting some sort of partnership with running
• 2:17
  resilience in in schools? Well, it goes back to what I was
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  saying just a second ago about the action was that I'd known
• 2:24
  you for a period of time and it seemed that. 20 years mate, not
• 2:28
  a period. Of time I'd seen the development
• 2:30
  in what and the impact that you're having on the community.
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  And as adults, we either learn the hard way, we either learn
• 2:36
  from our teachers or we learnt the hard way in that I'm
• 2:39
  actually on a downward spiral at the moment.
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  And, and I know that people tell me to eat right or to drink well
• 2:45
  or to sleep well. Sleep's been coming.
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  Really the research heavy on sleep is your greatest asset at
• 2:50
  the moment. There's a lot of research around
• 2:51
  that. But also if I exercise, it's
• 2:53
  good. And, and that that message has
• 2:55
  been for us for a long period of time, Whether we listen to it or
• 2:58
  not is, is a choosing of our own.
• 3:01
  The running for resilience is something that I saw that was an
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  active habit that went against the trend of our physical
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  sporting trends at the moment, which is where people are going
• 3:11
  downward spiral on the. Less like, less activity, yeah.
• 3:15
  There's kind of any less activity, but the community
• 3:18
  sports that I don't want to rock up to something that's organised
• 3:20
  all the time because there's registration fees and logistics
• 3:25
  and and all these kind of problems.
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  I want something that I can lock into at my particular time that
• 3:29
  suits me, that I can connect with people, that I can do some
• 3:32
  physical activity and get some enjoyment out of it.
• 3:35
  And at a heart, I think, and I've probably glanced over a lot
• 3:37
  of things about running for resilience, but that's in its
• 3:40
  heart. And if you look at the five
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  cores of resilience or the foundation skills for
• 3:46
  resilience, you, you've got those, you've got connection,
• 3:49
  you've got physical health. So am I sleeping?
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  Is my nutrition good? You've got yourself awareness.
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  So being able to identify within myself what are my emotions, but
• 4:00
  then you also need to have that ability to have the optimism
• 4:03
  that things are actually going to get better, that I can see a
• 4:05
  better future. And, and you need to have the
• 4:08
  flex, you need to have the flexibility to be able to enact
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  those change. So those five skill levels,
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  foundation skill levels for resilience can be taught, but
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  it's the action that needs to build into the habit.
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  That's the hard bit. The knowledge is the easy bit,
• 4:24
  yeah. Yeah, they're actually taking
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  that step, the flexibility to to make the change.
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  So running resilience has that. Does it does it for multiple
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  people, whether all of your participants pick that up, that
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  that's what it's providing. It's providing connection,
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  physical well, well movement or physical health.
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  It's providing self awareness, the social connection that's
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  really important. So that the idea to bridge the
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  gap between let's be more proactive and get the next
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  generation as as your motto is about making Canberra one of the
• 4:56
  healthiest cities in Australia or in the world.
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  Let's let's go back a couple of years.
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  Instead of focusing on not saying that you're just only
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  focusing on adults, but let's go back to the, the primary years
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  or, or the adolescents and, and, and tackle their mental health
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  and, and get some habits into them prior to anything that
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  needs to really head off into some professional stream of
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  mental health help. So.
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  And that was very important, the goal of recess.
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  We said we tell the kids because obviously everyone knows running
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  for resilience is reduce suicide in camera or eliminate suicide
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  in camera. But it's been a great learning
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  experience for us with grammar when we went to launch how we've
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  the goal that the kids are buying into is to make camera
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  the happiest and healthiest city in the world.
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  And to do that, we think we need to exercise our friends and
• 5:45
  check in with each other. Yeah.
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  So that. Thank you.
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  Yeah. For Grammar's been just.
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  Yeah. On behalf of our far, thank you
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  for everything you've done so far, Mr Hall.
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  And Grammar for obviously getting the ball rolling.
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  And it started rolling. And then we had Miss O'Neill.
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  Who from Torrance reached out? Miss O'Neill and I, we know each
• 6:04
  other for him. Well, we worked, we were Co
• 6:06
  workers at the great KPMG, we sure were a lifetime ago.
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  But Miss O'Neill, what made you want to get involved in and tell
• 6:14
  us your story into education? Got you into here that space.
• 6:17
  Yeah, so I've been teaching for about 7 or 8 years.
• 6:21
  I did a stint over in London and I've been teaching in Canberra
• 6:24
  in the public system. But I come a little bit close to
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  the marks right here. Yeah.
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  We'll, I don't want the. I don't want the listeners to
• 6:31
  miss what you're saying. I did have a little bit of a
• 6:33
  break. I went into the public service
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  and then I went into private where I met you.
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  And then I had a very difficult time in my life where I just
• 6:46
  needed community around me, which is how I got into running
• 6:51
  for resilience. So I went down there and it was
• 6:55
  such a great atmosphere that yeah, it was just, it was just
• 7:00
  really great. And I was talking to people
• 7:02
  there who had just started the recess for resilience from
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  grammar. And they were like, you know,
• 7:09
  you could start it in the public schools, in the ACT.
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  And I just thought that was such a great idea.
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  I took it to my deputy who was very, very, very supportive,
• 7:21
  which has made the whole thing so much easier.
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  And yeah, we just kind of started it from from there at
• 7:29
  the school. Well, Mr Dick, I do want to
• 7:32
  explain before we go back to Adam to explain a bit like just
• 7:35
  let the viewers of how recess works, Mr Nikko, introduce
• 7:38
  yourself, your, your educational background and then how recess
• 7:42
  is working at Torrance. What are we doing and how we get
• 7:45
  in the groups engaged and and and how's it going?
• 7:48
  Yep, thank you so much for having us.
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  Really do appreciate the opportunity to get out of this
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  classroom and the school and do something fancy like this.
• 7:54
  It's very, very cool and do appreciate it.
• 7:57
  I've been a teacher for 25 years and after hearing these two
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  numbers makes me feel really old all of a sudden.
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  All of that here in the ACT working across a number of
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  schools, both primary high school, some of our super
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  schools that were set up early in the 2002 thousand and fours
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  and that so and just have always been right about.
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  What? So what's the Super school?
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  So you can't, you pay to 10 schools.
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  So oh, they do Amaroos. You have a man, OK.
• 8:22
  And they're very, very. Big sorry to interrupt, I just I
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  have a question. And I've always been really,
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  really keen on student well being and student engagement and
• 8:30
  that culture that comes from physical activity.
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  When I was at Amaru as a young teacher emerging as a leader, I
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  used to run what we called Amphit.
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  So every Tuesday, Thursday mornings, we ran like a boot
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  camp with 4050 kids who were coming to school.
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  And as the school had just opened, we got all these.
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  We opened K to five the first year, and then the second year K
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  to 8:00. So we just inherited all these
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  year eights who'd been to high school, turned up to a really
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  small high school at the time and were like, this is what I
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  want. This is not high school.
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  And they were just they didn't there was no culture, there was
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  no connection. So the idea of that am fit was,
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  well, you guys love sport, you guys love fitness.
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  Let's come in and do some boxing and some stretch classes and you
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  know, things that I enjoyed doing and really build up that
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  culture. And we got to a group of about
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  100 kids by about the third year coming in and doing all this
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  physical activity. So that well being part of
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  activity has always been something that's been in the
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  back of my mind and student well being.
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  I was really lucky with the recess for resilience.
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  I had Steph come to me incredibly passionate at the
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  start of the year when I was in the acting principal role and
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  sometimes in schools, particularly, you know, the
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  public service in Canberra in particular.
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  We're very much a Big Brother society.
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  If do you have this team plan? Do you have a plan for this?
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  Do you have a map for this? And we make things really
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  challenging to do. And it's a sad way some of our,
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  you know, more fun excursions, our international excursions,
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  our ones where kids go over to foreign countries and, you know,
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  help build churches or visit lower communities, those are
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  starting to disappear. I mean, even our school camps
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  are disappearing. Just because there's like this
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  big administrative load it makes.
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  It happen, there's so much administrative load on teachers,
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  but also this really risk averse nature in how we approach
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  everything. And I know we do that for safety
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  reasons and security reasons, but you know, 150 page document
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  on swim safety doesn't help our swim carnival actually be safer.
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  It's actually the process as you put in place the people being
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  active, you know, sticking a sign up on my pool saying don't
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  drown isn't going to stop anyone drowning.
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  And we do as a a very litigious community here in Canberra get
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  stuck on a lot of that. So as a leader, I'm a big person
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  of yes, how do we make that happen?
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  So to have Steph come to me at the start of the year and just
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  be like, I've got an idea. And you know what, we're going
• 10:47
  to make it happen because I'm very passionate about this.
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  It's going to impact, you know, heaps of kids, but if it impacts
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  one, it's done its job. And she was just like, how do we
• 10:55
  make it happen? And you know, we started to tick
• 10:58
  all the boxes of our risk assessments, checking up the
• 11:01
  different policies to take kids off school grounds.
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  We started small. We had to change some of our
• 11:06
  permissions for off site with kids.
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  So we started doing a. Yes, we started on site and then
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  we after was after one term we moved.
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  Yes, yeah. Yeah, yeah.
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  So we started. Sorry to the field across the
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  road. Yeah.
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  So we started the recess for resilience inside our school
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  gates, which we had pretty solid turnouts for the kids, but I'll
• 11:24
  be honest, it was a pretty sort of run.
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  The kids still enjoyed it and got a bit out of it.
• 11:29
  It was a good soft launch into it I think.
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  It was like we got good regulars, kids that were keen to
• 11:35
  come and exercise, keen to come and chat.
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  But after that term, when we'd built up a bit of that culture
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  about here's our expectations, here's some of the language we
• 11:43
  use to talk to one another. We actually trust you.
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  You're showing yourselves to be responsible young adults.
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  And these kids are from year three to year 6, and we've even
• 11:51
  had some year twos come across recently.
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  We actually got outside the school gates to the Oval across
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  the road. And that sort of was just the
• 11:59
  shot in the arm. It really needed the kids.
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  There's just this immense pride to be able to go outside of the
• 12:05
  gates to do. Something they feel trusted or
• 12:07
  something or they venturing they.
• 12:08
  Take it seriously and they take the responsibility.
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  They do. One of the kids actually came to
• 12:13
  Steph earlier this week and was like, I can't go on Thursday.
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  I've got the school soccer thing.
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  I'm so sorry I won't be there. And it's like, that's cool.
• 12:21
  And they really identify and attach to that day.
• 12:24
  And it's had a huge impact on a really core group of our kids.
• 12:29
  But it's had some significant impacts.
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  And I guess when we look at mental health again, sometimes
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  in all our society, we look for big solutions to solve
• 12:37
  everyone's problem. And that's not what mental
• 12:38
  health is always about. It's actually just about making
• 12:41
  a difference for one person at a time.
• 12:42
  And then let's do it again and again and try and impact as many
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  as we can. And, you know, in schools we can
• 12:48
  fall into traps of, oh, there's not lots of kids going or it's,
• 12:51
  you know, it's quite expensive to send two staff out across the
• 12:53
  Oval for 30 kids. Or it's a big imposition or
• 12:56
  there's a lot of admin work and those things die as a result of
• 12:59
  it. But the impact it's had on the
• 13:01
  kids and a couple of kids if you let me talk about them later in
• 13:04
  particular. Why don't you just go now?
• 13:07
  It's. Just been huge, I guess for me,
• 13:09
  all the kids, it's so good to see them, right?
• 13:12
  You know, one to five or one to 10, how they're feeling before
• 13:14
  and after the run and they all tend to improve.
• 13:17
  But we've got two kids in particular I want to talk about
• 13:19
  1 little boy who's struggling in school at the moment.
• 13:23
  He's just really struggling with some connection, but also
• 13:26
  changes in medication, family routines.
• 13:28
  He has an amazing family that supports him immensely, but he's
• 13:32
  going through a lot of big emotions and struggling to
• 13:34
  connect with his peers and regulate, particularly the end
• 13:37
  of the day. Thursdays are his highlight.
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  Like he is at recess for resilience.
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  No matter what. He could have had a shocking few
• 13:43
  days. He could have been away a few
• 13:45
  days and he is away a lot, but his attendance on Thursdays is
• 13:49
  near perfect. He comes to recess for
• 13:51
  resilience. He bags us if he misses it.
• 13:54
  But even just to see him come across and you know, the first
• 13:57
  session we had, I think I'd chuckle with you Ben, because he
• 14:00
  we do a big circle like the heart of the scrum and he just
• 14:03
  he's like, no, don't touch me, don't touch me.
• 14:05
  And you know, that's part of his diagnosis and challenges.
• 14:08
  He's like don't touch me but by. Three or two or three weeks
• 14:11
  later, he was getting his arms in and starting to and.
• 14:14
  He gets a bit shirty when they don't put their arms around him,
• 14:16
  some of them, but he just the positive impact that has on him
• 14:19
  on a Thursday like it, it's worth all the resources and all
• 14:23
  the admin just to impact that one child.
• 14:25
  And it's incredible to see that changing.
• 14:28
  The second one that I think is a really great example is we have
• 14:31
  a a new student to our school again has a number of challenges
• 14:34
  at school. You know, you don't always move
• 14:36
  schools because things are great and moved States and
• 14:39
  jurisdictions. Selective mute student who
• 14:41
  doesn't talk to a lot of people really has had trouble finding
• 14:45
  her friendship groups and the people around Steph actually was
• 14:48
  her class teacher for most of term 2 and I don't think you
• 14:51
  heard her speak until about the end of term 2 at recess for
• 14:54
  resilience. Yeah, but for her she like
• 14:58
  Mondays are pretty. You know, term one, she never
• 15:01
  spoke to a single adult, spoke to one child, would whisper in
• 15:03
  her ear. Term 2, she had a couple of good
• 15:06
  friends and they would come across to the recess for
• 15:08
  reliance and do things. By the end of term 2, we were
• 15:11
  just seeing this pattern with her in term 3 where Monday's
• 15:15
  she'd be pretty quiet still, Tuesday she'd start to warm up
• 15:18
  and wave as she walks by my office and you know, start to do
• 15:21
  that. Wednesday was really good and
• 15:22
  Thursday it was like, Oh my God, can you get back in your box?
• 15:25
  You are so excitable and so happy.
• 15:28
  Even gave up and gave me a huge I've been away for a few days.
• 15:30
  I'll came up and gave me a huge hug today and just said, oh, I
• 15:33
  missed you. Where were you for running
• 15:34
  recess for resilience talking to staff and their her teachers
• 15:39
  really noticed that difference across the week really peaking
• 15:43
  and building up to the Thursdays.
• 15:45
  But it, it does flow on into other aspects and she's got
• 15:47
  older, other friends and the friendship groups expanded older
• 15:51
  kids that will ask her how she's going and checking in.
• 15:53
  And you know, again, we always look for these big solutions,
• 15:57
  magic solutions, put fluoride in the water and fix everyone's
• 16:00
  teeth sort of thing. And that's not how mental health
• 16:02
  works. So to impacted those two
• 16:05
  students and forget all the other benefits that come for the
• 16:08
  other 3040 kids that come on and off and love it, as well as the
• 16:12
  benefits me and Steph get from it.
• 16:13
  Just individually. It's totally worth it and I
• 16:17
  would recommend any school looks at it because the impact it can
• 16:20
  make in a kid's life. You don't know the the follow on
• 16:23
  that'll have 10 years from now, 20 years from now.
• 16:25
  Yeah, confidence. That confidence has shut up.
• 16:29
  Yeah. And it's crazy you said like
• 16:31
  just that focus on the one like it helps one person that was
• 16:35
  brainy when he started after he wanted to create something that
• 16:38
  would just helped his dad and his dad start this moment.
• 16:40
  So it wasn't a grand plan to help all these people.
• 16:43
  It's just Brandy wanted to save one life from suicide that could
• 16:46
  sort of substitute losing his dad and that it's grown and sort
• 16:49
  of just rolled from there. And it's great.
• 16:51
  Exactly what you said that the small we've noticed and we sort
• 16:55
  of with our new event organisers, with the new running
• 16:57
  resiliences, we're trying to tell them no media in the early
• 17:01
  days, like just do a soft launch, just get go and build
• 17:04
  momentum. And then later on down the
• 17:05
  track, start pouring a bit of fuel on the fire get a like
• 17:09
  raise attention because at the start when you have that small
• 17:11
  group, yeah, that just it forms that really like tight knit core
• 17:17
  community that then the the crowds and the masses and
• 17:20
  eventually like build onto. But Mr what did what have you
• 17:22
  noticed? Is there any stories you want to
• 17:24
  or Mr Have you got any others from Torrance?
• 17:26
  And then we'll go with Mr Hall for.
• 17:28
  I was just going to say it's interesting because we've like
• 17:32
  built this at Torrance and we really do have a core group of
• 17:37
  about 30 students who'll come every week.
• 17:40
  They're super enthusiastic to be there and I feel like they're,
• 17:45
  they're always coming, just whether they like, they're just
• 17:50
  always there. It's like we almost don't even
• 17:52
  need to do anything. They'll show up because we've
• 17:54
  kind of created this space that they really like.
• 17:59
  And one of the things that I think has made that work so well
• 18:03
  is that message of it's completely optional.
• 18:06
  So if you don't want to come, then don't come.
• 18:09
  If you want to come, then come. And what it means is that all of
• 18:11
  the kids who were there on the day, they're really excited to
• 18:15
  be there. And we've created this like nice
• 18:18
  little community within the school community.
• 18:22
  And I was talking to some of the students, you know, what do you
• 18:24
  like about recess resilience? And they all said the same
• 18:28
  thing. They said that they like being
• 18:29
  part, like they feel like they're part of something and
• 18:34
  they belong somewhere and they, they like that they can check in
• 18:40
  with their friends. So even if they're not doing it
• 18:42
  during the week or whatever on a daily basis on Thursdays, they
• 18:47
  are. And they like that they're
• 18:48
  checking in with their friends and they like that they can meet
• 18:53
  other people in the school as well.
• 18:56
  That was something that all of them said they like that it's
• 18:58
  optional. They like that they checking in
• 19:02
  with their friends. They a lot of them said that
• 19:04
  they feel a lot more energetic afterwards.
• 19:07
  And what was the other thing I said?
• 19:11
  They come on, Yeah. I love how they check in on us
• 19:16
  too. That's, that's something that
• 19:17
  doesn't happen in schools anymore.
• 19:19
  The days of thanking your teacher at the end of the day
• 19:21
  and the apple on the desk and that which shows my age, you
• 19:25
  know, those things are gone. Parents don't even remember to
• 19:27
  give chocolates after a camp these days.
• 19:29
  But these kids come up to you. And it's not just, hey, how are
• 19:32
  you doing today? They genuinely go, how are you?
• 19:35
  And they do it through the week as well.
• 19:37
  They open doors for you, they smile, they notice those
• 19:40
  differences that make a change into that well being.
• 19:43
  And we couldn't have. You couldn't have forced that
• 19:47
  onto kids. You couldn't have put a
• 19:48
  PowerPoint up, you couldn't have done a speech.
• 19:49
  You couldn't have made them do it.
• 19:50
  You just had to create a space, which theft did that has allowed
• 19:54
  it to grow. Yeah.
• 19:57
  Yeah, I think, I think picking up at a couple of points, Nico,
• 19:59
  if I go back to what you're saying about logistics and
• 20:02
  legalities around schools and education, it's such a heavy
• 20:04
  point. For us to be able to create the
• 20:06
  opportunities that, that provide a space for students to a find
• 20:11
  their belonging or their community or their place and it,
• 20:13
  it is a shame. It takes a driver, it takes an
• 20:15
  individual teacher driver to really be passionate and push
• 20:18
  that forward. So early on when when Benny and
• 20:21
  I were talking about it, we wanted to set templates that
• 20:23
  eroded that work that, that no one owned the template of the
• 20:28
  risk assessment, but it could actually just be picked up and
• 20:31
  plugged into any particular school.
• 20:33
  So when you were inviting schools before and anyone
• 20:35
  listening out there that, that the recess resilient web page
• 20:39
  and running for resilience is designed there to take some of
• 20:42
  that heavy lifting away from schools so that they can get
• 20:46
  straight into creating the space for their, their community.
• 20:50
  What I, what I love about some of the things that we're talking
• 20:52
  about is that initially when Brainy set up running for
• 20:57
  Resilience was kind of the same when you and I were chatting
• 20:59
  about recess resilience that we didn't actually have an end goal
• 21:02
  for. It was something that we wanted
• 21:03
  to trial and, and find the space and from having a go at
• 21:07
  something is where I think you start to really learn.
• 21:10
  So we learnt early on from grammar about how things were
• 21:12
  working and tracking and had big numbers and then small numbers
• 21:15
  and, and, and got some really great stories as well, which I
• 21:19
  might get on to a second. But one of the things I think is
• 21:21
  brilliant is hearing what you're doing in torrents.
• 21:24
  We've then come back and changed the way that we're operating in
• 21:27
  Grammar. And so we've put in some of the
• 21:30
  rugby hurdle that you're doing at the end and and doing the
• 21:33
  chain. We we've started to look at some
• 21:34
  of those things and even how we get across the road.
• 21:37
  We're we're lucky enough and fortunate enough in where we are
• 21:39
  to be on the base of Red Hill and this government permits that
• 21:43
  we need to get to be able to go on a Red Hill.
• 21:45
  But but that might again, as you said before, put a shot in the
• 21:48
  arm or or change it. And, and again, something that
• 21:50
  we've not tackled on this podcast at the moment, but that
• 21:54
  intrinsic value of doing something as opposed to having
• 21:57
  an extrinsic value. And what I mean by that is
• 22:00
  rewarding the students in some particular way for showing U to
• 22:04
  learn the habit would be something extrinsically that we
• 22:07
  could give to them. And we've started to look at
• 22:08
  that. We've we've tried some.
• 22:10
  Wristbands. Wristbands, We've tried some
• 22:12
  vests. The vests are really taking off
• 22:14
  so. My kids know where they're
• 22:16
  stored in my head. Oh, really?
• 22:18
  Home. So they cleaned them out
• 22:19
  yesterday because they had recessed yesterday at Forest
• 22:21
  Primary and they handed them all out.
• 22:23
  So there's no more wristbands. They.
• 22:24
  Yeah, Forest kids. Sorry.
• 22:25
  It's. It's really cute.
• 22:26
  They'll wear them on a Thursday. Yeah.
• 22:28
  Yeah. So I think that's nice that not
• 22:31
  only hearing that you've created that community for your students
• 22:34
  over there at Torrance, but then there's another community
• 22:37
  following that. We're all learning from each
• 22:39
  other in this space, right? That that we're actually trying
• 22:42
  to start to tackle. And this was the concept that
• 22:45
  the concept was that we never wanted a school to own recess
• 22:49
  for resilience or we actually wanted it to be a little bit
• 22:53
  more spread that it's easy enough to do at 1520 minutes
• 22:56
  during recess. And, and there's very studies
• 22:59
  done in the US about that the US wanted to tackle that recess
• 23:03
  time to increase physical ability amongst their students
• 23:07
  because they saw it as a downtime.
• 23:08
  And they're, they're doing all these stress tests and they're,
• 23:11
  they're looking at how their students reacted to stress
• 23:14
  testing if they were incredibly active at recess as opposed to
• 23:18
  not being incredibly active. So there's a lot of research and
• 23:20
  data out there. But the points that you
• 23:22
  mentioned, the four points that you spoke about what the kids
• 23:24
  enjoy about it, when I was talking about the the decline in
• 23:28
  not only adult participation, but teens from 14 on the way
• 23:31
  through to 18 about their improvement or engagement in
• 23:35
  sport, It's because they don't have those elements in sport
• 23:38
  because it's too competitive. They actually just want to
• 23:40
  connect with mates, hang out with mates, be active with mates
• 23:44
  and and be enjoying what they're doing in some particular way.
• 23:48
  And so competitive sport doesn't allow them to do that.
• 23:52
  So they're they're losing that element that a lot of kids used
• 23:55
  to be active. That was one of those key
• 23:58
  components of being resilient. So if you're not active because
• 24:02
  it's too competitive, then you need to find the space to be
• 24:05
  active. It's not competitive, so.
• 24:07
  What was the stat you told me like I There's a stat the
• 24:10
  average kid in America stops exercising at 11.
• 24:13
  But then you told me the stat of Once a kid stops exercising,
• 24:17
  what are the odds that they ever get exercising again in their
• 24:19
  life? I.
• 24:19
  Can't remember what the exact. You told me something about it
• 24:22
  was just. But it does so as soon as you
• 24:25
  stop, and it's the same way that.
• 24:27
  That helps as well. It's yeah.
• 24:28
  Whenever we get ourselves, it's easier to maintain than it is to
• 24:32
  get back to that point that you want to be at and and we find
• 24:35
  that out the hard way. I mean, I found that out the
• 24:37
  hard way myself and I get a little bit fitter or run harder
• 24:41
  or whatever it is that if I'd just stuck it where I was
• 24:43
  previously. So that competitiveness side is
• 24:46
  what's pushing people away from sport at the moment.
• 24:48
  And that's the trend. So this is another element where
• 24:51
  we're not actually just tackling the mental health side.
• 24:53
  You're starting to tackle some other physical, although we're
• 24:56
  not getting them to be too physical.
• 24:59
  We're, we're still getting them into the habit of thinking that
• 25:02
  if we can then get them to hold that mirror up and go, well,
• 25:05
  actually I think one of you said when I, when I do this, I'm
• 25:10
  really energetic afterwards. So.
• 25:12
  So that's creating self awareness self.
• 25:14
  Awareness. If we can get them into that,
• 25:17
  then that's unreal. Well, and if I stay on my phone
• 25:19
  all day, I don't have any energy.
• 25:20
  I worked right. Another thing that the students
• 25:23
  said that they liked is that with what you're saying just
• 25:26
  now, they said that they like that they can choose to run or
• 25:29
  walk. Like it's such a simple thing,
• 25:32
  but they a lot of them said that they they like that the option,
• 25:36
  yeah. Yeah, bit harder grammar in the
• 25:38
  uniforms to run, yeah, Yeah, well.
• 25:41
  Could be I mean something we had early days where we had kids
• 25:44
  that just felt it was a competition they just wanted to
• 25:46
  get out and blitz it, which they totally missed the the concept
• 25:50
  of connecting with someone yes and there was a couple of kids
• 25:52
  that that might have been how they connected right that they.
• 25:54
  They can connect with that pace. That was.
• 25:56
  That was their, that was. Their a little bit of
• 25:58
  competition or a little bit this is this is a mate that I'm able
• 26:00
  to do that with or to run with. But I think the, the other thing
• 26:04
  that I like about it is that we're moving away from the, the
• 26:08
  closed asked questions as well. That that even as adults, we
• 26:12
  fall into that, that it's great that we can pick up a phone and
• 26:14
  go, Hey, how you going? Are you all right?
• 26:16
  What's happening in your space? But the, the tools that we're
• 26:20
  actually starting to teach these kids create an opportunity for a
• 26:23
  larger conversation and breakdown that barrier of how
• 26:27
  you going not good. How do you, how do you respond
• 26:31
  to someone when you say, how are you and they say not good?
• 26:33
  And that just closes the conversation off.
• 26:35
  So teaching them actually that relationship and how to
• 26:38
  communicate and how to connect I think is another level.
• 26:42
  If we go back to and there's probably more than just five
• 26:46
  areas of foundation skills for resilience.
• 26:48
  But those five are the ones that I sort of tend to go back to in
• 26:51
  Penn State again out of the because there's Martin Seligman
• 26:55
  that does a lot of positive psychology.
• 26:56
  Yeah, and he talks about those kind of five areas.
• 26:59
  I think he may have may he might have another one or two.
• 27:02
  But in reality, if we can start to get those kids to identify
• 27:07
  those spaces or domains and how give them tools to how to
• 27:11
  articulate, imagine what they're going to be as adults.
• 27:14
  Yeah, right. And.
• 27:15
  Well, we always felt running, it's why we wanted to support
• 27:17
  recess was we said is like the preventative strategy, like if
• 27:21
  we can get in. So obviously we're trying to
• 27:23
  deal with people who have got work and family and they're
• 27:26
  really they're struggling. So we're trying to put in the
• 27:27
  vents for them. But then what about equipping
• 27:30
  people earlier in life with the tools that I wish was growing up
• 27:33
  as a sport? I thought sport was just good
• 27:36
  for my body, like it would keep me active and I'd manage the
• 27:39
  weight, but I didn't realise how good it was doing what my
• 27:41
  friends was for my mind. But Mr Did you want to share any
• 27:43
  stories about any specific cases that you've storage have seen
• 27:46
  around or Steph jumping. Yeah, jumping.
• 27:48
  Before we do that, just with what you were saying about what
• 27:52
  you were saying before about the competition, so do you, you stay
• 27:57
  on school grounds. Yeah, we do again.
• 27:59
  Yeah, we're fortunate that our school grounds massive.
• 28:02
  Looks much nicer. And it has and it has has a root
• 28:06
  that goes between trees. So it's almost like going off.
• 28:08
  Yeah. So again I.
• 28:10
  Well, I think one of the advantages of going off school
• 28:13
  grounds is, well, first of all, the kids are excited about it,
• 28:17
  but also they it's it, it's a neutral ground and I feel like.
• 28:27
  In what way? Like because it's not the
• 28:28
  school? Because.
• 28:29
  It's not the school and it's kind of like, it's kind of like,
• 28:31
  I mean, obviously we're the teachers, but it's kind of like
• 28:33
  we're all just there together as a group.
• 28:35
  And you know, kids are fantastic.
• 28:37
  They're very good at working together and doing that.
• 28:39
  But you find spaces. There's the kids that hang out
• 28:41
  on the basketball court, the kids that hang on the soccer
• 28:43
  court, the kids that hang in the sand pit.
• 28:44
  And when you're running around it, it felt a bit like you were
• 28:47
  not trespassing because everyone goes everywhere and changes.
• 28:50
  And they're very great at being inclusive.
• 28:52
  It's like stepping into someone else's house.
• 28:54
  You never quite yourself. Yeah.
• 28:56
  And whereas we've gone over to the neutral space, I do.
• 28:58
  Everyone's equal. Exactly.
• 29:00
  Everyone's equal. And I feel like it does make it
• 29:02
  more, it feels more casual. It's just like we're all going
• 29:05
  over here because we all want to be here and we're all just going
• 29:09
  to have a run or a walk together and catch up and.
• 29:11
  That's probably at Forest. So two other schools with Saint
• 29:14
  Claire's and Forest Primary where my daughters are, Mark
• 29:17
  Robson at Forest and Adam Buck at Sinclair's, two other legends
• 29:22
  that we hopefully we'll get them on lads, hopefully we'll get you
• 29:24
  on another next year. But if that's exactly what
• 29:27
  you're saying with Forest, we, we're on campus when we do it.
• 29:30
  So we're doing my daughter's but even as we walk past the cricket
• 29:32
  net, so one of my daughters ends up running off playing cricket
• 29:35
  with her friends and then we lose her.
• 29:36
  And so we start the first lap with a good crowd in because
• 29:40
  they've got an even smaller campus.
• 29:41
  We've got to do 2 laps but we're losing so many of the kids in
• 29:44
  the first lap. So it's something we've been
• 29:46
  chatting with Mark Robson there, but there again, as you said
• 29:49
  before, there's a big administrative burden for him to
• 29:52
  try and navigate to see if it's even possible there.
• 29:56
  And just why don't we get in, get into, yeah, some of the
• 29:58
  stories from Saint Clair, not Saint Clair's from grammar.
• 30:01
  Yeah, I think I'll get, I'll finish with the students if I
• 30:04
  can start. One of the things that I've I've
• 30:06
  enjoyed watching is that some of the logistics that we're talking
• 30:10
  about before around teachers having to do duties around
• 30:14
  recess and lunch. So I needed to work out a way or
• 30:17
  we needed to work out a way that that we could have teachers not
• 30:22
  seeing this as an extra burden to come along because we
• 30:24
  couldn't work out how many students we're going to have at
• 30:26
  a time. Sometimes we're up around 300,
• 30:28
  other times we're down around the 30/20/10 kind of mark.
• 30:32
  It depends on what the day's like.
• 30:34
  And again, compulsory, not compulsory.
• 30:36
  So that duty structure was something that we needed put
• 30:40
  into place so that we could have teachers attend but not put
• 30:42
  burden on them. And what what we noticed very
• 30:46
  quickly was that even the teachers that didn't volunteer
• 30:49
  to run it as a duty or to supervise with our students came
• 30:53
  along in small groups. So we'd have year groups of
• 30:55
  teachers and cohorts of teachers walking together and checking in
• 31:00
  with each other and doing the recess for themselves.
• 31:03
  That's cool. And then, as you said, Nico,
• 31:05
  that the kids would check in with them as well.
• 31:08
  It's Mark, Mark, Mr Niko. It's what I call it.
• 31:11
  Mr Niko. Mr Niko.
• 31:12
  Ugly. I'm happy.
• 31:16
  So that, that interaction between staff was really nice to
• 31:19
  see, but then also the kids that were checking in with them, that
• 31:22
  was really nice to see. So I think that that's a great
• 31:24
  opportunity for us as educators to again, breakdown an
• 31:29
  appropriate barrier to build those relationships with our
• 31:33
  students to get the best out of them.
• 31:34
  And, and all of us will know that, that we get the best at
• 31:38
  our people when we have a good relationship with them.
• 31:40
  So that I think that that's been wonderful to see the students.
• 31:43
  We, we have a couple of neuro diverse students that are really
• 31:45
  benefiting from this as well. We have one particular student
• 31:47
  that comes each week now who couldn't go near a tree, which
• 31:51
  was terrified by trees and was terrified by the concept of
• 31:55
  walking around outdoors by trees.
• 31:57
  And that was part of a, part of his makeup.
• 32:00
  And now he comes every week and he, he does have an A1 to 1
• 32:03
  offsider. But to see him go along and
• 32:06
  enjoy that. And, and one of the things
• 32:08
  again, that we've learnt from from yourselves at Torrance is
• 32:11
  we're at the point where we're getting the students to do the
• 32:16
  initial why? Why do we do recess resilience?
• 32:19
  How do you check in with someone?
• 32:21
  You do? The welcome at the start.
• 32:22
  Yeah, do the welcome. What happens, what happens if
• 32:24
  you get this and and today this young, young gentleman got up in
• 32:29
  front and and wanted to in his own way, try and have a go at
• 32:32
  that, which was really brilliant for not only to him have a go,
• 32:35
  but to also see our community welcome him in his way to have a
• 32:40
  go at that amazing and to see and I think that the other
• 32:44
  students are able to learn and and able to gain.
• 32:47
  Confidence as well as to get public speaking.
• 32:49
  Buddy's scary. And just to see that student in
• 32:52
  a different light for all those other kids who might have just
• 32:54
  thought of him as this one dimensional, you know, this
• 32:57
  thing and didn't avoid trees for them to, it builds so much
• 33:01
  empathy and care. And you can't, you know, the
• 33:03
  students I was talking about who at times are not always liked by
• 33:07
  their peers from their behaviour by being a part of it.
• 33:10
  They, you know, students see them in a different way and
• 33:12
  they, you know, they do build that respect and that care and
• 33:15
  in a genuine, authentic way. So that's an awesome story.
• 33:18
  Yeah, I think it's, I think it's when you when you have a
• 33:21
  community that is diverse, that's the best way that people
• 33:23
  learn. Particularly when if we boil it
• 33:27
  down to what the heart of education is, is we want people
• 33:29
  to be successful in society post school.
• 33:32
  That's really what we're trying to do, successful in whichever
• 33:35
  way they just choose to do. So we're trying to set them up
• 33:38
  with the right tools, which is I think part of what this recess
• 33:40
  resilience is doing. One of the other ones was we had
• 33:44
  a a student that walked up along with you one day, Benny, and
• 33:47
  just said really not sleeping well, I'm struggling to sleep.
• 33:50
  And I opened up to you a little bit about that.
• 33:52
  So having him to find someone that he trusted in a space that
• 33:57
  he could go, hey, I'm not doing too well with this.
• 34:00
  That's exactly what we're that's exactly what we're trying to set
• 34:02
  this up for is that to remove the stigma about connection to
• 34:07
  remove the and that's what are you OK day and and Moss and and
• 34:12
  we're in the right month for October's the mental health
• 34:14
  month. We're in the right month for
• 34:15
  talking about mental health. But all these days are designed
• 34:19
  around and foundations are designed around trying to get
• 34:23
  people into making good choices for their mental health.
• 34:26
  So that's that's I think that's one of the greatest stories is
• 34:29
  for someone. And we'd done a couple of chats
• 34:32
  at school in front of assemblies and those kind of things.
• 34:34
  But but really you didn't know his kid too much prior.
• 34:38
  Just. Didn't know and we need to start
• 34:40
  opening up as we were walking and said, oh, I'm yeah, we won't
• 34:43
  get too many details. Exactly what he said.
• 34:45
  But it was not just. I couldn't sleep like it was.
• 34:48
  Kid was in distress, but I was yeah.
• 34:52
  I mean, I didn't even know what to say.
• 34:53
  Like I just oh, you know, I hope you're all right.
• 34:55
  Have you spoken to. And then I went straight told
• 34:57
  you. And I guess the other thing
• 34:58
  yeah, that what you're also saying is how good it's great
• 35:01
  recess will the getting out and walking has been for teachers as
• 35:04
  well. Like I've really loved getting
• 35:05
  to know Mr Weatherall. Yeah, yeah, become really,
• 35:07
  really great to get to know him like.
• 35:09
  So yeah, I went and told him and you straight away.
• 35:10
  I was like, I think you guys going to, but you were already
• 35:13
  the school had already. Failed and yeah.
• 35:14
  And he's the person for that. So.
• 35:16
  So Dan over there, he overlooks our pastoral care.
• 35:19
  So that that being flagged through Benny and then through
• 35:23
  to our pastoral care team meant that that we as a school, we're
• 35:26
  able to support him straight away.
• 35:27
  And I don't think we'd had the as much depth.
• 35:31
  We we'd had some things around that we knew that maybe.
• 35:34
  Dan said that you guys were aware of some of the challenges,
• 35:37
  but he, like, this kid was like not sleeping.
• 35:40
  Yeah, maybe an hour, like not so he.
• 35:43
  Well, it doesn't sound like he'd slept that night before.
• 35:45
  Yeah. So I think that what a great
• 35:49
  position that that opportunity creates to to catch that
• 35:54
  absolutely to to be able to help that particular individual.
• 35:57
  We haven't seen him back though, so hopefully maybe he's sleeping
• 35:59
  better and he doesn't feel like he needs to come that Yeah, we.
• 36:02
  Dan's checked in with his teacher a couple of times, so I
• 36:04
  think he's going going OK, But yeah, yeah.
• 36:09
  Just opening that door up to be able to speak to people is such
• 36:12
  a huge skill. And you know, we're, we're as
• 36:13
  adults are not great at it. We send off lots of texts to
• 36:16
  mates and that, but they're pretty superficial at times to
• 36:20
  build those skills into kids. I do love that recess for
• 36:23
  resilience and running for resilience isn't about solutions
• 36:25
  either. Because, you know, if there was
• 36:27
  a magic wand for mental health, we'd be pretty dumb for not
• 36:30
  using it already and fixing that stuff.
• 36:32
  Because there's not about a fix. It's not about something wrong
• 36:35
  with you. It's just it's tough times and
• 36:37
  it's being able to open up and to create that skill for a kid
• 36:40
  to be able to be so brave, you know, and talk to someone who is
• 36:44
  effectively a stranger as well. But a part of that group is just
• 36:47
  immense and that will hold him in great stead.
• 36:51
  Yeah, I think, I think it's the perfect point, right, to to
• 36:53
  remove that concept of that if you're not feeling OK, you're
• 36:57
  broken, that something's wrong with me and that I need to be
• 37:00
  fixed and that anything out here is to fix someone.
• 37:03
  It's not definitely not to do that.
• 37:05
  A. 100% I was at a lunch that I was, someone was saying that
• 37:09
  exactly that people are not broken.
• 37:11
  They just don't have a space to be themselves and to talk about
• 37:14
  what's on their mind. They're not broken, They just
• 37:16
  have something on their mind or something they're going through
• 37:18
  and they need a space where they can share it and get help and
• 37:21
  not feel judged for doing it. And I think that's when the art
• 37:25
  for hour and recess, I think is doing.
• 37:27
  Exceptionally. Well, doing well.
• 37:29
  And so I guess thank you for this year like it's been all
• 37:32
  this all one big experiment. We've had no idea what we were
• 37:35
  doing. What do you think have been the
• 37:38
  biggest lessons for the year? So we'll go around the hall,
• 37:41
  maybe we'll start Mr Neil, and we'll go that way.
• 37:44
  What have been like the couple of biggest lessons you've taken
• 37:47
  out of this year? And where would you like to see
• 37:49
  recess going in the future like? Biggest lessons as in having it
• 37:56
  implemented at the school? And.
• 37:58
  Yeah. And running just like a teachers
• 38:00
  watching and any of the teachers are watching and they're
• 38:02
  thinking like what? What?
• 38:03
  Yeah, apart from maybe getting to the admin stuff, there's
• 38:06
  yeah, there's that. But then what?
• 38:08
  I so how we've got it now. So what I did is I went around
• 38:12
  to the senior side of the school to just gauge interest if
• 38:16
  students actually wanted this at the school and if they think
• 38:20
  they would benefit from it. And pretty much everyone said
• 38:23
  yes. And then yeah, got the OK with
• 38:27
  exec, sent out a note to parents and the community to let them
• 38:32
  know what we were thinking of doing.
• 38:34
  Sort of had it in the newsletter.
• 38:38
  And then I started putting posters up around the school to
• 38:42
  try and get the word out. And it's really funny actually,
• 38:46
  because everything like we don't even need to remind them every
• 38:49
  Thursday before Mark and I get out there, all the kids who are
• 38:52
  wanting to go are already there down at the gate stretching.
• 38:54
  And really it's just like piling it, piloting it all and just
• 38:58
  seeing what works. And so we started in the school
• 39:01
  and then we took it out. What we do is we when we get to
• 39:07
  the Oval, we take a photo of everyone and which kind of makes
• 39:10
  it feel like a bit of a thing. It's really funny actually
• 39:14
  because I've taken so many photos and they all look the
• 39:16
  same because the sky is the exact same blue in every photo.
• 39:20
  We always have really nice weather which helps.
• 39:23
  So we do that and then we've just like made changes along the
• 39:26
  way. Like first it would be Mark or I
• 39:30
  or you doing the, you know. Our aim is to make Canberra the
• 39:33
  happiest and healthiest city in the world.
• 39:35
  We do this through exercising with our friends and talking
• 39:37
  with our friends and we checked. So now the students do that.
• 39:43
  And then so we sort of had just students at random doing it.
• 39:47
  And it's really cool because they really take the message in,
• 39:51
  like what you were saying, they take the message in and they add
• 39:54
  their own flavour to it and they say it back in their own way,
• 39:58
  which is really cool. So, but from now, from now on,
• 40:03
  we're doing captains will be doing that.
• 40:07
  So we had the captains do that this week.
• 40:10
  And then we we go off and we do it and we do the run.
• 40:12
  And I think as well, like something that's really helpful
• 40:15
  is that we've got because Mark and I go and, and you're there
• 40:19
  as well sometimes. So I've got a man and a woman,
• 40:22
  which is just really good because some students connect
• 40:26
  more with men, some connect more with women.
• 40:28
  So, so it's good that we've got that balance.
• 40:32
  So we do it and then we come in afterwards for a little huddle
• 40:37
  and we sort of have a little bit of a chat or before we head off,
• 40:41
  we talked to them about like checking in.
• 40:43
  Like what can you do to like, how can you check in with your
• 40:45
  friend? We use the, you know, on a scale
• 40:49
  of one to five, what number are you today and why?
• 40:52
  Or we use the the Rose thorn banana peel, which is what's
• 40:57
  something good that's happening lately?
• 40:58
  What's something that's a bit tricky and what's something
• 41:01
  that's a bit silly to, you know, lighten the mood.
• 41:05
  And yeah, so we sort of talk about that and then we do a
• 41:09
  little hands in and I think we change the word each time.
• 41:14
  And so the captains now think of what the word is and it's it's
• 41:20
  just really cool because it gives them some leadership
• 41:23
  opportunities. And this week or for the next
• 41:25
  two weeks, so we have a captain for we change every two weeks.
• 41:30
  And so the first captains, we've got some girls in year 3.
• 41:34
  And when I told them they were over the moon, they were so
• 41:39
  excited and they said to me, they said, but why not in year
• 41:42
  6? And I was like, yeah, you don't
• 41:44
  have to be in year 6 to be, to be captain for Recess for
• 41:47
  Resilience. So I think that's really cool
• 41:48
  because they like they're really jumping into that leadership
• 41:52
  role and, and they want to. And then so we're going to get
• 41:56
  them to like start making the announcements to remind everyone
• 41:59
  that Recess for Resilience is on.
• 42:01
  And, and, and also like they can come to us with any ideas that
• 42:07
  they have. But we all, we all that's just
• 42:09
  open to everyone anyway, because a lot of students do actually,
• 42:13
  they're just so enthusiastic about it.
• 42:16
  They'll actually come up and like have their own ideas.
• 42:19
  And I was thinking this and like, and like what Mr Nico
• 42:22
  before was saying about if they can't come, they'll like let us
• 42:25
  know. And they're all just doing this
• 42:28
  on that. Like they don't have to.
• 42:30
  They're just doing it because they, they really like it.
• 42:32
  They care what you think too. Yeah.
• 42:34
  And it's, but it's just, it's really interesting how such a
• 42:36
  simple thing, but it just is really effective.
• 42:41
  And I asked one of the students the other day, you know, what do
• 42:45
  you like about recess resilience?
• 42:46
  And she said everything. She said that she she went over
• 42:51
  as a 10, like 10 out of 10, and she came back as an 11.
• 42:54
  I mean she was very happy anyway, but but still she got
• 42:58
  even happier. Who knew?
• 43:01
  Who knew it'd be possible to go to 11?
• 43:03
  But we'll take that. So I think that's kind of where
• 43:05
  we're at now. What we want to do is we, we
• 43:11
  want to, yeah, just build on like the, the roles that the
• 43:17
  captains have and the leadership.
• 43:20
  We want to sort of get a bit more refined with our check
• 43:26
  insurance and sort of what we do in that space.
• 43:29
  We, I think, yeah, we'll work on that a little bit.
• 43:31
  And we also want to as one of our big goals is we've got, we
• 43:36
  go over to this Oval, but we've got another Oval near us that's
• 43:40
  very nice looking Oval. The Morson ovals that are across
• 43:44
  Athlon. But the soccer ones, yeah,
• 43:45
  that's. They're beauty.
• 43:46
  They're green because they're watered, not like the Dead 1.
• 43:50
  The golf balls. So one that we were on the other
• 43:51
  actually needed a bit of a Moe too.
• 43:55
  But yeah, so we want to head over there as like a special, a
• 43:59
  special thing, end of term, end of term.
• 44:03
  Mark was saying like maybe we can like hand out some icy poles
• 44:07
  or something like that. It's just like a, you know,
• 44:11
  thanks for being part of this. Because yeah, it has.
• 44:15
  It's worked well at Torrance, so it's definitely something to be
• 44:20
  proud of. Yeah, do.
• 44:21
  You remember dad did that miss Nico just.
• 44:23
  Remember, no, I think Steph is really not.
• 44:25
  I guess the biggest thing I'd say to teachers who are taking
• 44:28
  up Run for Resilience is it it can't be measured in, you know,
• 44:32
  in normal quantities. It's got to be measured in small
• 44:34
  impacts that make a different stage kid.
• 44:37
  And you've got to take those wins and really celebrate them
• 44:39
  and know that they're great. And just from a personal point
• 44:42
  of view, I mean, obviously the kids do.
• 44:44
  We've spoken so much about how they check in with us as adults.
• 44:47
  Obviously I don't ever dump on them my deepest and darkest
• 44:49
  secrets. And you know, life's horrible
• 44:51
  and this is going wrong and my mum's sick and you don't do
• 44:53
  that. But it's nice as an adult to be
• 44:55
  reminded that a check in doesn't have to be with someone your own
• 44:58
  age that. These kids put a reminder that
• 45:01
  you matter, that they're checking in on you, that you
• 45:02
  matter to them. And there's insights from them
• 45:05
  that it that come out that are just, you know, I have you today
• 45:09
  miss thinking, Oh, I'm actually only a three.
• 45:10
  I'm not feeling great today. Oh, is there anything going on?
• 45:13
  It makes a difference. And even when, you know,
• 45:16
  sometimes as adults, we think we're above, you know, that
• 45:19
  child can't understand what I'm going through with work and
• 45:21
  mortgages and 18 year old kids who are hard at home and all
• 45:25
  that. But they do, they do they get
• 45:27
  empathy And even if they, they don't have a solution, but I'm
• 45:30
  not looking for a solution. I'm just looking for someone to
• 45:33
  be caring and compassionate. And as a teacher, it's set this
• 45:37
  programme up, if for nothing else to be selfish, to enjoy
• 45:40
  your exercise for yourself. I'll set this programme up to
• 45:43
  you. A little bit of time for you.
• 45:44
  You can build a connection that benefits you, but beyond that it
• 45:47
  makes a huge difference to your kids and can't recommend it
• 45:49
  enough. And I don't, I couldn't feel
• 45:51
  more selfish about the old running presents while we're
• 45:54
  shooter and I were shouting the beers and pizza because it was
• 45:56
  keeping shooter and I active and it was massively like helping
• 45:59
  us. So I was everything, oh, thanks
• 46:00
  for putting this on. But I feel so selfish.
• 46:02
  I was like, I'm doing this for me, but it but yeah, Mr Hall,
• 46:06
  what are? Yeah.
• 46:07
  What what have been the big learning for you?
• 46:08
  And, and where do you want to see recess go?
• 46:10
  Not just to grammar, but just, I guess in general.
• 46:12
  Yeah, the the big learnings I think came probably early on
• 46:17
  with not really knowing how it's going to look or what the
• 46:20
  benefits are going to be, how how it might play out with with
• 46:24
  students. I think for us as as a bunch of
• 46:28
  educators over there at grammar, when we're looking at it, we had
• 46:31
  different concepts about what success was.
• 46:34
  So some of our educators may have measured success as in
• 46:37
  numbers that that recess is successful when we have 300 odd
• 46:42
  because we we had large numbers early on at the start, like we
• 46:46
  had that hundred hundred marks for a couple of weeks.
• 46:49
  So when that so when that drops down, does that mean it's
• 46:52
  successful or not? And, and I think that that was a
• 46:54
  learning lesson in itself in that success isn't on the, on
• 46:57
  the numbers and it, it really is on building consistency.
• 47:02
  As you were saying before, the ripple, the ripple effect is
• 47:05
  something that we've started to talk a lot about in our
• 47:07
  leadership structure at school with our students.
• 47:09
  And that ripple effect is, if I cast a stone and this is the
• 47:12
  pond that we're around, I want that to be a positive cast into
• 47:15
  this pond. And the ripple effect that hits
• 47:17
  all of you is a positive ripple that you then send on to the
• 47:21
  next person. And that a butterfly effect,
• 47:23
  another example for it, but it, it's creating a space that
• 47:28
  allows that ripple effect to happen.
• 47:30
  And we talked earlier, Benny, you mentioned about adults
• 47:32
  saying stress levels is, you know, we've got cars and
• 47:35
  mortgages and houses and those kind of things.
• 47:37
  And one of the other learning aspects is like, I try stuff off
• 47:41
  with my two boys at home, whether we do a yarning circle
• 47:44
  and have a talking stick or roast on banana peel or rewind
• 47:47
  or whichever checking method we want to do.
• 47:50
  And my 5 year old had this meltdown because the lolly, the
• 47:53
  packet in the lolly that he got wasn't a koala.
• 47:56
  It was this emu. And he's like having this proper
• 47:59
  meltdown about how is the worst thing in the world.
• 48:02
  So his stress was that he didn't get this koala.
• 48:05
  That was the worst thing. And we could attribute that to
• 48:08
  can't pay the bills this week or whatever it is.
• 48:10
  But but one of the other learnings is stress is stress,
• 48:13
  right? That that for kids that that is
• 48:16
  heightened. And I know I'm trying to make a
• 48:17
  joke out of a young boy, but that for him was a heightened
• 48:21
  level. As adults, we wouldn't do that
• 48:24
  because we've learned about, but it's still stress for us.
• 48:26
  So I think that identifying a space for people to share
• 48:31
  whatever their stress or components are of mental health
• 48:35
  is, is the other big learning is that the vulnerability that
• 48:40
  we're creating the habits of vulnerability that that
• 48:43
  decreasing the stigma around how you check in and the only way
• 48:47
  you practise and you get better at this stuff is by doing it.
• 48:50
  It's the same way going to the gym or working out in any
• 48:52
  particular way that you can't just flick a switch and go, I'm
• 48:55
  going to be the best communicator now because I, the
• 48:57
  teachers told me XY and Z, how to communicate.
• 49:00
  You've actually got to do that and that's how you get better.
• 49:03
  So I think that they were the key learnings.
• 49:05
  What, what does success look like?
• 49:09
  Providing an opportunity that allows anyone to talk about
• 49:11
  whatever they want to do. So that vulnerability space, but
• 49:14
  then also getting them to practise the tools, practise the
• 49:17
  habit. So I think that that we're
• 49:21
  heading in the right direction with those ones.
• 49:23
  We're similar in that I haven't actually sat down and mapped out
• 49:27
  with my colleagues at all. What do we want this to do?
• 49:30
  How do we want it to look like? We did fruit at one particular
• 49:32
  thing and that was a massive hit.
• 49:33
  And the kids next week, like where's the fruit?
• 49:36
  So music, I think something that I'd like to add in as well.
• 49:39
  Wait, So what do you mean fruit? We, I, we just had a station
• 49:43
  where we joined and do the huddle.
• 49:44
  We just had a station at the end with cut fruit.
• 49:47
  So the kids as they just walked in, they just grabbed a slice of
• 49:50
  watermelon and had that slice of oil.
• 49:52
  And again, it came from learnings from running for
• 49:55
  resilience really. And I think that if if we
• 49:58
  modelled the trajectory of running for resilience on recess
• 50:01
  for resilience and some of the lessons, I think you'd find the
• 50:04
  lessons are probably going to be similar.
• 50:06
  That you're running Brazilians back.
• 50:07
  As soon as someone finishes, you get a drink in the hand, whether
• 50:09
  it's water, coffee, beer, whatever.
• 50:11
  And then they stick around for 20 minutes and chat.
• 50:13
  That was like, get something in their hand and then they're, oh,
• 50:16
  I can't go, I've got a drink in my hand, I better stick around,
• 50:18
  finish it in there. Yeah.
• 50:19
  So, so your IC pole idea would be really interesting to get
• 50:22
  some anecdotal data about about how that works.
• 50:25
  And and even if you plugged it beforehand, that would be the
• 50:29
  extrinsic reward. So it'd be interesting to see
• 50:32
  then how much addition onto your core group is coming once you've
• 50:36
  added the IC pole. And maybe one week you don't
• 50:39
  tell anyone you're doing the IC pole.
• 50:41
  So then you've now got data or metrics on, OK, this is what
• 50:46
  we're, you know, you can play with, with the community on, on
• 50:50
  how to affect, how to ripple effect more people, how to get
• 50:53
  them along to get the message. Because really, if we get them
• 50:56
  along once or twice and they start to hear it and then they
• 50:59
  go home and practise it. And that's that's great.
• 51:01
  Some of the messaging we've done to our parents is we want them
• 51:04
  to do the same. We want them to go for a walk
• 51:08
  and to check in and to use those tools where the students, I
• 51:11
  haven't got any stories about that happening per SE, but I've
• 51:14
  got emails from parents saying they're happy that we're doing
• 51:17
  something that is proactive and talking about this.
• 51:19
  So, so it is well received in that way.
• 51:22
  We're putting it in our our Diaries.
• 51:24
  Our students get a diary where they tally up what their
• 51:27
  timetable looks like and notes whether what they might be doing
• 51:31
  throughout the week. So we're putting it in the front
• 51:33
  of the diary, which usually would have the school rules and
• 51:36
  the values and those aspects. We're putting the CHEAT SHEET.
• 51:39
  And we haven't mentioned Emma. And Emma Hales has been someone
• 51:42
  who's been a brilliant advocate for this space.
• 51:46
  She did. Helping behind the scenes
• 51:48
  master. Yeah, she designed that CHEAT
• 51:51
  SHEET for teachers. She did all the hard work on on
• 51:54
  that, which has been wonderful for teachers, even if the
• 51:57
  teachers are showing that in a classroom.
• 51:59
  Again, we haven't collected any data on that.
• 52:01
  So I think that where I'd encourage the school that I
• 52:07
  currently serve to look at is let's collect some data on where
• 52:11
  we're at and then use that data to work our way forward.
• 52:15
  So what's what's our success around how many people when
• 52:19
  we're reaching out with this message, even if it's not recess
• 52:22
  resilience and then and then move forward.
• 52:25
  The thing that I've really enjoyed is that once and I've
• 52:29
  settled into that pretty quickly that it doesn't matter if it's
• 52:33
  ten that rock up habit. It's just really nice on a
• 52:37
  Friday and even to hear corridor chat between executives or other
• 52:42
  staff go how you walking today or you doing recess or you doing
• 52:46
  resilience? You know, like, Oh no, I've been
• 52:48
  on the pump, but I'll be there next week or what.
• 52:50
  So that's another form of checking in that I'm seeing
• 52:53
  around colleagues and students going are you coming along kind
• 52:56
  of thing. So I think it's great that
• 52:59
  there's a number of us really having a crack at providing a
• 53:04
  different educational space for our students, yeah.
• 53:08
  Can I just say as well, just one more thing that we've done in
• 53:10
  Torrance, I've put, I've like made a wall that has all of this
• 53:15
  information about it's just a recess for resilience wall
• 53:18
  that's kind of like up permanently.
• 53:21
  And yeah. And I just find that the
• 53:22
  students are always looking at it.
• 53:24
  We've we've put photos up of like when we go over, when we
• 53:27
  take the photo, we've got the captains up there.
• 53:30
  That's cool. We've got Mr Nico and I up there
• 53:33
  so that, you know, the students know that it's us.
• 53:36
  Yeah. We've just got information, that
• 53:38
  poster with all the information on it and just to kind of make
• 53:42
  it like it's there and people can see it.
• 53:45
  Yeah. Just about the tree.
• 53:47
  Yeah. So one of the other things I
• 53:48
  think we've LinkedIn is we're tackling how we can do service
• 53:52
  learning at Canberra Grammar School in different ways and one
• 53:55
  of the what's service. Learning.
• 53:56
  Service learning is, is the action out of charity.
• 54:00
  So as opposed to donating money, which is an action, but that's
• 54:03
  the charity side of things. Service learning is trying to
• 54:06
  raise awareness with different communities and you're not
• 54:09
  working. You're not working to a person.
• 54:11
  You're not going over there and saying I'm going to, I'm going
• 54:13
  to help you mate, and this is how I'm going to help you.
• 54:14
  I'm going to give you a bread roll because I think you're
• 54:16
  hungry. I haven't actually asked you any
• 54:18
  questions, but I think that's helping you.
• 54:20
  And and that example, you know, it could go down well with
• 54:23
  people, but I actually haven't communicated with you.
• 54:25
  I'm not serving you at all. Service learning is about me
• 54:29
  asking you what are your needs and how can I work with you on
• 54:33
  that? So it's not working to or for
• 54:35
  you, it's working with you. So our approach to service
• 54:39
  learning is underpinned by that concept.
• 54:43
  The next thing that we want to do is again, build relationships
• 54:46
  and and work with different foundations.
• 54:48
  And one of the ways we're doing that at the moment is for our
• 54:50
  house system. And our house systems are linked
• 54:53
  to colours like my schools, but also indigenous totems.
• 54:56
  So we're trying to build the link between our indigenous
• 54:59
  totems, the colours and then a foundation.
• 55:01
  So garganiale is the local word for kookaburra.
• 55:06
  So our house Garganiale is blue and the blue house is linked up
• 55:10
  with the Blue Tree organisation and the Blue Tree organisation
• 55:13
  is the organisation that works with suicide throughout.
• 55:16
  I think that might be international, we could get that
• 55:19
  wrong, but the blue tree that's down near Woden, there's a blue
• 55:23
  tree in ANU that are painted. So that's raising awareness for
• 55:27
  suicide. So what we have done is our
• 55:29
  meeting point for recess for resilience is the Garganiel
• 55:33
  house have crocheted small blue patches of crow of wool and
• 55:38
  we've created the tree blew through this crochet that all
• 55:42
  the kids did. So the service was crocheting,
• 55:46
  raising awareness about mental health again.
• 55:48
  And it's now our meeting point for recess resilience.
• 55:52
  So that ties in another foundation that's all working
• 55:55
  towards the same thing that we're all trying to tackle,
• 55:57
  which is positive mental health or tools for mental.
• 56:02
  Health. I just love that tree because of
• 56:04
  lack of Arthur. We've got the arc, this rusty
• 56:06
  old arc that didn't have a name meant nothing, but we just
• 56:10
  started call it the Arktor Resilience, like the Arktor Trev
• 56:13
  and the government let us put a plaque on it in memory of
• 56:16
  Brainy's parents. And actually it's now officially
• 56:18
  named Arktor resilience. So if you Google map where you
• 56:21
  jump in an Uber, say type in Arktor Resilience and it'll take
• 56:24
  you. So it's like an official thing
• 56:26
  registered with Google, which just something really it's very
• 56:29
  symbolic, like a nice meeting, meeting point.
• 56:32
  It's which is really cool and it gives brainy warm and fuzzy
• 56:34
  seeing, you know, his parents, something we want to do down the
• 56:37
  trackers and get it. You know, the more people put
• 56:39
  plaques to people that they're running for, it's like a little
• 56:43
  reminder. But I guess to wrap up, we've
• 56:45
  been just been an hour or nearly an hour while we go round the
• 56:50
  horn. What's like to a teacher
• 56:54
  thinking of bringing recess to their school?
• 56:56
  What? What's like the one bit of
• 56:58
  advice? My interview.
• 56:59
  So from Mr Hall. So Nicole, Miss, Mr Neal and Mr
• 57:03
  Nicole will go around. What do you reckon?
• 57:05
  Just down the barrel or whatever?
• 57:07
  What? Right.
• 57:07
  What do you have? No, my best glare.
• 57:09
  Whatever. I think I'm going to steal
• 57:12
  Matthew Mcconaughey's words. He said it recently.
• 57:14
  He's pumping out his palm book at the moment and, and one of
• 57:17
  the things, I haven't read it, but he's sitting there.
• 57:19
  If you're going to do it, just do it.
• 57:21
  And you said don't think about it.
• 57:23
  If you're gonna do it, do it and don't half ass it.
• 57:26
  And there's enough of us here in this room that will give the
• 57:29
  time to assist you, the templates to assist you to get
• 57:32
  over any little hurdles that you might have at the start.
• 57:34
  But even if you started as you and Brainy started with the two
• 57:38
  of you or five of you, I think it was on the first run, was it?
• 57:42
  About 2018 to 20 it was Brainy with his part wife, few her
• 57:47
  friends, few his mates me shooter and Jackson Google.
• 57:50
  Yeah, so three doc staff and then Brainy and his wife's
• 57:52
  friends. So I'd take a lesson from that
• 57:55
  and just do it. Getting even if you start with
• 57:57
  five or four or a couple of teachers, have a go at it.
• 58:00
  Yep. I think probably what we were
• 58:04
  saying about the numbers, like, yeah, even if only a few
• 58:08
  students come, it's still really beneficial for those students,
• 58:12
  for the teachers who come and there's, yeah, you still get a
• 58:17
  lot out of it, even if there are small numbers, because the
• 58:20
  people who are there want to be there.
• 58:25
  Not much to add to a lot. I guess the biggest thing is
• 58:27
  schools is mental health matters and it's the big core bit of our
• 58:30
  business. The end of the day, kids don't
• 58:32
  remember what they learned in particular math tests.
• 58:34
  They don't learn the day you made them rewrite some something
• 58:37
  out of a book and they don't, they don't remember that stuff,
• 58:40
  but they remember the day you made them feel good.
• 58:42
  They remember the day that you made an impact on them.
• 58:44
  And we don't know where that impact will go.
• 58:47
  And I think programmes like Running for Resilience is too
• 58:51
  far in between those sort of programmes.
• 58:54
  We're losing them in now modern society and modern schooling.
• 58:57
  If you need to do 90 minutes of literacy in the morning, 60
• 59:00
  minutes, got to do this, got to do that, got to do this, got to
• 59:02
  fit this in, got to do that, and we lose this stuff.
• 59:05
  It actually, as you said right at the start, was our goal was
• 59:08
  not just to make kids that are smart.
• 59:10
  Our goal is to make good human beings.
• 59:12
  And this is a huge chunk of that.
• 59:15
  And it's so valuable. And this programme impacts that.
• 59:17
  And whether you affect 1 or 50 or 1000 kids, it's worth it.
• 59:21
  So just get out like you said just before, just get out and do
• 59:24
  it and do it well. Yeah.
• 59:25
  And I think that I think The thing is that we need more of us
• 59:27
  doing it because as an educational institution, your
• 59:31
  point there is reminded me that we value we, we seem to say we
• 59:35
  value academics so much because we measure it.
• 59:39
  And often you value what you measure, right.
• 59:42
  And so I think it needs education, a little bit of a
• 59:45
  shift towards let's start measuring this, measuring mental
• 59:48
  health, measuring character, strength and well being and
• 59:51
  resilience and, and how to pick yourself up because as you
• 59:55
  mentioned before there, that's how we're going to build the
• 59:58
  next society, the next generation.
• 1:00:00
  That's that's we want to be better than.
• 1:00:02
  We are currently. And I would love to see the goal
• 1:00:06
  of all the schools in Canberra doing recess for resilience
• 1:00:12
  because students from every school would benefit from it it.
• 1:00:16
  Was a very cool idea we did at Amaro many years ago.
• 1:00:19
  They, we used to do the world challenge where the kids go off
• 1:00:21
  to Vietnam or Cambodia for a two week tour and that and the kids
• 1:00:25
  had to do something to raise money and these two awesome kids
• 1:00:28
  at the time. So kids organised this, they
• 1:00:29
  were organised the to break a world record with the world's
• 1:00:32
  biggest air guitar on the Amura Oval and they invited all the
• 1:00:35
  schools in Young Garland. How cool would it be in a year
• 1:00:38
  or two years time being with your support and the other
• 1:00:40
  people for rate recess for resilience, to get as many
• 1:00:43
  schools to the one spot as possible and have a world record
• 1:00:46
  recess for resilience and you get yourself?
• 1:00:47
  You got the lake right? Like that or like a like a
• 1:00:50
  recess walk kids or just doing a walk or something at at the same
• 1:00:55
  time. So.
• 1:00:56
  Anything like student kid during school clean?
• 1:00:58
  Up Australia like Clean Up Australia Day, you could have
• 1:01:00
  Recess resilience Day. Something like that where you
• 1:01:02
  get people on buses too. You'd get so many kids at that
• 1:01:05
  and you would have the impact that would have.
• 1:01:08
  That's not a Pebble in a pond, that's a bowl to drop it into a
• 1:01:10
  little pond that just is going to make absolute incredible
• 1:01:14
  messes. And you know, hopefully we can
• 1:01:16
  get past the administration of sometimes that we get stuck in
• 1:01:19
  in litigious ACT. But you know that I still
• 1:01:22
  remember that day these kids ran this world's biggest air guitar.
• 1:01:25
  You know, there's 2000 kids. On what was the song they were
• 1:01:27
  doing at Taylor? It was an ACDC 1 I believe.
• 1:01:30
  I'm district which is that's you know, it takes a bit of
• 1:01:32
  practise. Nige at the time come out and
• 1:01:34
  run it from the radio station, but it wasn't like to say it,
• 1:01:40
  that was their idea. And to say we're going to break
• 1:01:41
  a world record, everyone was like, no, this stuff's possible,
• 1:01:45
  you just got to get it in motion.
• 1:01:46
  And if we get enough teachers behind this sort of thing and
• 1:01:49
  break these barriers down into little chunks, what a cool
• 1:01:51
  little feather in the cap of making Canberra an amazing place
• 1:01:54
  to. Be Yeah, it's going to take a
• 1:01:56
  team effort to make something like that happen.
• 1:01:57
  But just on behalf of our own residents, I mean, thank you to
• 1:02:01
  the three of you and to Mr Robson and Mr Buck for being a
• 1:02:04
  part and and all the other Georgie Pipe, Dan Weatherall,
• 1:02:08
  thank you everyone for being a part of this experiment this
• 1:02:10
  first year of recess for resilience.
• 1:02:11
  Long may it continue over for a very long time.
• 1:02:13
  But I mean, we've been us three been friends for a long time.
• 1:02:16
  But Mr Nick, I just want to thank you and just getting to
• 1:02:19
  know you this year. I have so much, I suppose, to
• 1:02:21
  have so much respect for how you approach education and how you
• 1:02:26
  you don't lecture kids, just watching you side by side and
• 1:02:28
  seeing how much especially those young boys look up to you.
• 1:02:30
  And so I just want to thank you for being such a great role
• 1:02:33
  model to those guys because that makes a difference when they
• 1:02:37
  grow up. We do a lot of work with men's
• 1:02:38
  link with young males who don't have great role model.
• 1:02:42
  All those young boys, I don't know if they've got dads, but
• 1:02:44
  geez, they're lucky. They've got you, some of you, Mr
• 1:02:46
  Hall and some of the girls looking up to you, Miss O'Neill.
• 1:02:48
  So thank you, mate. And I've really appreciate,
• 1:02:50
  really enjoyed getting to know you this year.
• 1:02:52
  We've all been mates a long time.
• 1:02:53
  So I'm not giving you guys a big sign.
• 1:02:55
  My big topic here. And thank you.
• 1:02:56
  Thank you very so much respect for how you all go about
• 1:02:59
  education and thank you for being a part of this experiment.
• 1:03:03
  Well, thank you mate. Thanks for being open to it and
• 1:03:05
  supporting it and and putting the R for R name behind it.
• 1:03:09
  I think it's given the momentum it needed.
• 1:03:11
  So thank you. Absolutely.
• 1:03:13
  Yes. Thank you so much.
• 1:03:14
  Thanks, Ben, for making a difference for our kids.
• 1:03:16
  Yeah. Thank you.
• 1:03:18
  At Lonsdale St Studio, we believe in the power of
• 1:03:20
  storytelling to connect people and create change.
• 1:03:23
  That's why we're proud to be the production partner for this
• 1:03:26
  Running for Resilience podcast.