It’s 7:30 p.m., and you glance across the lounge room at your teenager. The TV is playing, but they're hardly paying attention—eyes glued to their phone, thumb scrolling endlessly through TikTok. You gently try to start a conversation, asking how their day went. The response is vague, distant; their attention is caught somewhere between the videos looping on their phone and the dialogue on the TV.
Classrooms provide structured environments essential for foundational learning and development of critical skills. Yet, an increasing body of research indicates that incorporating nature-based education alongside traditional classroom methods can significantly enhance cognitive, emotional, and social outcomes for students.
Adulthood doesn’t happen at 18—it happens through experience. There’s no switch that flips when a young person turns 18, no secret key handed over at graduation. And yet, society often treats adulthood as if it arrives in a single moment—a milestone marked by age or academic achievement.
Imagine opening your child's school report to find something different from the usual grades and test scores. Instead of letters or percentages measuring maths or English, you read comments highlighting how your child handled conflict, connected meaningfully with peers, or bounced back after setbacks.Picture your child being celebrated not just for academic achievement but for real-life moments of growth: taking responsibility for a mistake, supporting a classmate through a tough time, or stepping outside their comfort zone and trying again after failure. That's a different kind of success—one that speaks to character, emotional intelligence, and resilience. Isn't it time we started recognising and celebrating it?
Students are more digitally connected than ever, but many feel more alone than ever. A Year 10 student checks her messages for the tenth time in an hour. She's surrounded by notifications, followers, emojis—but deep down, she feels isolated. Unnoticed. Alone.This isn’t a rare case. It’s becoming the norm.In classrooms, schoolyards, and homes across Australia, young people are battling a creeping sense of disconnection. And the irony is stark: at a time when they’re more digitally connected than any generation before, many are lacking the one thing they need most—true belonging.
In our efforts to keep young people safe, are we robbing them of the experiences they need to grow? It’s a question more parents and educators are beginning to ask as we reflect on what children truly need to thrive in an uncertain world. For decades, we’ve been refining ways to keep young people safe—physically, emotionally, and socially. But somewhere along the way, our focus on safety may have gone too far.
Developing decision-making skills for students is an important part of nurturing a more open and resilient mindset in our young people. So what exactly can parents and teachers do to guide this process?
Christmas can be a uniquely challenging time of year for parents and teens. It only comes around once, so the occasion is loaded with cultural meaning, heightened expectations and emotional turbulence. The good news is that with a little forethought and planning, you can include your teens in the process of reshaping the significance of Christmas, avoid potential conflict, and strengthen your relationship.
Social and emotional learning is an important part of a young person’s personal growth and development. Read more about what social and emotional learning looks like and how to teach it.
Coming up with appropriate student wellbeing activities that support students’ mental health isn’t always easy. So to help you out, we’re sharing three wellbeing activities that can be incorporated into everyday classroom routines and learning.
AdventureWorks and its team would like to acknowledge the Traditional Custodians of the land on which we work and live and recognise their continuing connection to land, water and community. We pay respect to Elders past, present and emerging. AdventureWorks further pledge our commitment to increasing understanding and connection to Aboriginal Australians through the work we do with young Australians and as individuals.
