Principal’s Prattle

…..Engaged and resilient students learning in a safe and inclusive environment…..

This week I am going to mention all our students who have put themselves forward to audition for our school musical. This is a considerable challenge for many students, some whom have never been in a musical before. They have had to practice lines from the script and then audition for a variety of roles. Some students were unsuccessful in their auditions and this is something that does build resilience and they have been encouraged not to give up but to still be a part of the musical and try again in the future. Congratulations to all the students who participated in the auditions. We are looking forward to seeing the finished product late in term 3.

Year 5 and year 6 Camps

I would like to especially mention our teachers who have willingly participated in the year 6 camp last week and the year 5 teachers who will be supervising the students at the year 5 camp next week. This is a considerable ‘extra’ that our teachers do to provide experiences for some students that they have never had before and might not get to experience again. To each of the teachers involved, thank you very much for going out of your way to be a part of the students experiences.

This leads me on to the next section about the year 6 camp that sometimes makes teachers wonder why we are still prepared to provide these experiences for students and the issue I am going to refer to might seem minor but it has a significant affect, especially for our teachers.  If I don’t say something, then I am basically giving approval for behaviour like this to happen again.

My concern is regarding the lack of support from some parents in upholding the request about not bringing lollies to camp. Despite clear communication about this, we have found that a significant number of students arrived with excessive amounts of lollies, which has led to several issues.

As you can appreciate, students at this age can sometimes struggle with self-regulation. Many were consuming lollies late at night, impacting both their sleep and overall behaviour. The high sugar intake before bedtime made it difficult for some students to settle, resulting in disruptions for themselves and their peers. This not only affects their ability to participate fully in the camp activities but also undermines the purpose of the camp experience. How many parents would encourage your children to lie in bed at midnight with a mouthful of lollies?

In addition to the above concerns, there was an increase in mess within the cabins. Sticky leftover lollies were found on floors, furniture, and bedding, creating hygiene issues and additional work for staff. This level of disregard for the rules and shared spaces is disappointing and does not align with the values we aim to instil in our students.

Teachers responsible for the care of your children were continually disrupted throughout the night which in turn makes it more difficult for them. They are on full time duty over the period of the camp and parents who are not prepared to say ‘No’ to their children shows a level of disrespect for the work that the teachers are putting in for your children. Teachers give up time with their families, some have to organise extra childcare while they are on camp only to have the experience soured by disrespectful behaviour.

We ask for your cooperation and understanding in reinforcing the school's guidelines and ensuring that your child understands the importance of respecting these rules. This can only be modelled by you as parents when you are helping them pack and prepare. Your support is essential in helping us create a positive and well-managed environment where all students can benefit from the camp experience.

I wonder how disappointed future year 6 students would be if the teachers said they were not prepared to tolerate this sort of behaviour and refused to supervise camps?

Gala Sports Day

Unfortunately our gala sports day has been cancelled this week due to the condition of the ovals after work was done in some schools after the cyclone. We also had some last minute issues with referees that were essential for the activities to run that were unavoidable. We will continue training and look forward to the next day in week 5 next term.

School Leaders Camp

A couple of weeks ago our school captains attended the annual Leadership camp for school’s on the Gold Coast. Our students worked on developing our school’s Over 8’s day which will be held in term 2. I had some very positive feedback about their behaviour which is a credit to them.

Parent Teacher Interviews

Thank all parents who have shown an interest in their child’s learning and attended this week’s Parent/teacher interviews. We had over half of the school’s parents attend these meetings which is a gain  from last year.

Science Show

Next term we will be having our yearly science show as part of our involvement in the Street Science program that our P&C is proud to fund. These interactive shows encourage students to get involved with science and there is always a real WOW factor to the show and what is presented. This is a free event for our students.

Cross Country

Students have been practising in their PE lessons for this term’s cross country. We would like to thank our generous sponsors Mercer and Cooper for donating the Zooper Doopers for each child after their event.

I would also like to thank all our volunteers who came and helped today your help is always appreciated.

ANZAC Day March

As we do each year our students are invited to participate in the local ANZAC day commemoration at Runaway Bay. We will assemble on Friday morning at 9.15 in the carpark outside the Runaway Bay Sports Complex. Students are encouraged to wear any family medals and will walk as a group to the Cenotaph. Parents are asked to watch from the crowd while the students participate in the march. They can be collected from the sitting area at the Cenotaph when the ceremony is finished.

Parenting ideas – Justin Coulson

The Parenting Breakthrough that Happened Between Takes

A couple of weeks back I was in Sydney filming Season Three of Parental Guidance. Studio days are long. It’s demanding work. (I’m thrilled to say that the show is going to be amazing again this time around!)

During a brief break, my phone rang. “Unknown number.” I hesitated. I only had about five minutes before I had to be back in hair and makeup. I had no idea who was calling me, and I needed to be in the right headspace for the next studio session. It was going to be a heavy one.

I glanced at the number on the screen again. No idea. And then, impulsively, I answered.

“Hello, this is Justin.”

“Daddy?” The sobbing, nearly inaudible voice belonged to my 14-year-old daughter, Lilli. Her tears told me everything I needed to know. My little girl was not doing well.

What would you normally say in this situation? “What’s wrong? Talk to me. What happened? Why are you crying?”

With the best of intentions, this is where we typically begin to interrogate our child. I chose a different path.

“Oh, Lilli. You’re crying. It sounds like you’re having an awful day.” I stopped. Waited. Then, “I’m here for you if you feel like talking.”

Lilli opened up like a flower after rain. She was on school camp, distressed, and calling from a teacher’s phone (since phones were, rightly, banned). A boy had fat-shamed her. Several of the kids were creating challenges. She was struggling with their immaturity. And camp felt awful.

When Emotions Run High, Intelligence Runs Low

Our children’s big emotions create ripple effects throughout their lives. For our child, these emotions can leave them feeling disconnected from us and others. They derail interest in school, learning, hobbies, and engagement in life itself.

For us as parents, big emotions (either in our child or ourselves) cloud judgement and decision-making. They hijack our effectiveness, making it difficult to concentrate on anything else.

In short, high emotions = low intelligence.

Emotion Coaching: The Science Behind the Approach

Pioneering research by Dr John Gottman has revealed that children whose parents practice “emotion coaching” develop stronger emotional intelligence and resilience. In his landmark studies published in “Raising an Emotionally Intelligent Child,” Gottman found that emotion-coached children experience fewer behavioural problems, higher academic achievement, better social relationships, and improved physical health compared to their peers.

The research shows these children develop greater self-regulation skills and the ability to calm themselves in stressful situations. Most importantly, the parent-child relationship benefits from deeper trust and connection, creating a secure base from which children can explore their world with confidence.

The Five Steps of Effective Emotion Coaching

Coming home from camp was not an option for Lilli. Instead, I followed these five crucial steps to support her through her emotional moment—and no, you don’t need a psychology PhD to do this:

1. Be emotionally stable and mentally present: I took a deep breath, centred myself, and gave Lilli my complete attention despite the studio pressures waiting for me. Your calm creates a safe harbour in their emotional storm.
2. Say what you see—no judgement or direction: “Lilli, that sounds so hard. This must feel so rough.” Simple observations acknowledge their experience without telling them how they should feel or behave.
3. Offer to hug, help, or hear them: “I’m here for you if you feel like talking.” This gives them options while assuring them of your unconditional support.
4. Let them process with your strength and support: I remained silently supportive as Lilli worked through her feelings. Your steady presence gives them the security to experience difficult emotions fully.
5. Ask how they want to move forward: “What do you think might help in this situation?” This empowers them to develop their own solutions while knowing you’re ready to guide if needed.

Whether your child is 4, 14, or the 44-year-old partner you married, these steps serve as a powerful guide.

Sometimes you do have to step in, make decisions, and take action. But more often, your child simply needs you to be there emotionally. Not as a therapist. As a parent who listens.

Support. Don’t solve.