Social Emotional Learning with Louka Parry and Sustainability Education at Beaconhills

Shane Green: 

Hi everyone, and welcome back to isPodcast, ISV's show for schools and the wider community. I'm Shane Green.  

On today's episode, Natalie Moutafis talks with Louka Parry about the importance of social emotional learning, or SEL, in educating our children. But first, Mike Broadstock talks with ResourceSmart Secondary School Teacher of the Year, Clare Tuohy, about the sustainability programs at Beaconhills College, and why they are so important for students. 

Michael Broadstock: 

As Head of Citizenship and Service, Claire Tuohy promoted social and environmental justice at Beaconhills College for a number of years. This year, her efforts developing the Beacon of Hope Community Garden were recognised when Sustainability Victoria named her the ResourceSmart Secondary School Teacher of the Year for 2022.  

Today, we have the pleasure of talking with Clare about her work, and why sustainability education is so important. Welcome to isPodcast, Clare. 

Clare Tuohy: 

Thanks, Mike. And thank you for having me, it's lovely to be able to have the conversation with you and share our successes. 

Michael Broadstock: 

So, tell us about Beaconhills College and the Beacon of Hope Community Garden. 

Clare Tuohy: 

I'm really very proud to be part of the Beaconhills College community. It was a school that was founded in 1982, so 40 years ago. And when we look at a contemporary school, as we are now, with a vision, and a mission, and values, we can actually see the links between what our founding father's vision was and what we're doing today.  

And that's particularly in relation to developing a school truly for the local community where our students can learn and understand how they can be shining lights, in their own futures, but also the futures of others. The values of respect, compassion and integrity, along with the mission of giving students every opportunity that we can to let their light shine and be beacons of hope in the lives of others guides everything that we do at the college. 

And so, our recently retired Headmaster, Tony Sheumack, had a very clearly defined vision of creating a community garden at Beaconhills College that would support and create a sense of inclusion for all members of our local community.  

The growth of the South-eastern corridor has been amazing, but we also see many people living in isolation, and often with very little purpose.  

So, Mike, the story started way back in March 2020. I walked into Tony's office and said to him: ‘There's an urgent need to fast-track our community garden’. 

I had just attended a meeting at the Cardinia Shire where a very bleak picture had been painted of the looming challenge of food insecurity in our local area. And of course, March 2020 was the beginning of Covid. And at that point, we had absolutely no idea of where Covid would take us and the impact that it might have on our community. So, in some ways, it was a bit of a risk me marching into the headmaster's office saying: 'We've got to do this right now, Tony’.  

Tony and the college head of business and strategy, David Young, put total trust in my proposal. And so, the initiative and the project started straight away.  

I worked really closely with our property manager, Matt Davis, and college maintenance team member, Roger Churchill, and we invited seven Year 10 students to make up our project team. The students were really happy to volunteer their time, and we were also joined by three college alumni. So really, the project team was made up entirely of Beaconhills College community members, which was wonderful. 

We started a program of building garden beds, designing and integrating water systems, planning, nurturing, and finally, harvesting. And after 12 months, we had the most amazing outcome of 90 crates of fresh vegetables that were donated to the local Salvation Army Group and Frankie's Community Kitchen in Warragul, which is a food security organisation.  

I retired at the end of 2021, but the garden continues going from strength to strength under the leadership of Roger, our college gardener, senior schoolteacher Jeff Porter, and the same group of students.  

And I'm now really determined that the award should be seen as a college award, it's not about me. It was truly because of the team and all that we were able to achieve with the community garden that this award did come to Beaconhills College. So, I'm very proud of that. 

Michael Broadstock: 

And it's not the only way Beaconhills supports sustainability, is it? 

Clare Tuohy: 

No. 

Michael Broadstock: 

You've got other programs at the school? 

Clare Tuohy: 

Absolutely. We believe that modelling the right thing and caring for others in our world is a really important learning opportunity for all of our students and their families. So, the community garden is just one of many programs at the college, and one of the driving forces behind sustainability has been our college head of business and strategy, Mr. David Young. The passion, commitment and modelling everything that he takes on personally and professionally. It's amazing what he's done.  

All new buildings and constructions are designed to incorporate state-of-the-art sustainability practices and facilities. Solar panels are on most buildings at the college. And we're, again, very humbled to be recognised as the second largest solar-powered school in the state, with more than half of the college electricity produced by our own solar panel program. David's goal is that by 2025 we will be completely off-grid for all of our electricity, which is amazing. 

And so, I was talking to David last week, and since 2014, the college has saved about $1.1 million in energy costs because of his initiatives, which is amazing.  

Water also is very much part of our sustainable program, and again, we've cut our water usage in half since 2020, and that's through recycling as well as water tanks.  

Paper usage, whether it be photocopying, we monitor that really carefully, whether it be in bathrooms where dispensers are set at only two sheets of paper per person, per time.  

Grounds and gardens, we have indigenous gardens, we have food gardens, landscaping plans and gardens require very little, if any, water. And creation of lots of green spaces.  

Waste, we have a three-bin system where we look at organic co-mingle, paper and landfill. That's the right across the college. 

The college also, to our community, offers recycling programs for clothing, small electrical goods, batteries, metals, soft plastics.  

And I think one of the really exciting things at the moment, we've just recently finished the construction of a community performing arts centre in Berwick. An old building had to be demolished to make way for the new one, and 96% of the materials demolished were able to be recycled in the new building or sold on to other organisations. I think that's just the most amazing opportunity that we've taken.  

Our Solar Buddy program is about educating our children about energy poverty, particularly in developing countries. So, countries like East Timor, Bangladesh, who, in the more remote areas, have absolutely no electricity. So, we make these little solar-powered, they're like little torches, and we give those to children who are at school in those remote areas. They can take those little solar buddies home, do their homework at home after dark, after the sun goes in. 

Michael Broadstock: 

Who makes them, sorry, Clare? The students? 

Clare Tuohy: 

Yes, we make them. There's an organisation in Brisbane who produces kits, and then the kits are sent to us, and then we construct the solar buddies. And then, they're sent to these communities, there are many countries, but the ones that we focus on are mostly East Timor and Bangladesh. So, for our children to know that they're making a really big difference is very, very important, and a very important part of their education at Beaconhills. 

Michael Broadstock: 

More broadly, why is sustainability education important? 

Clare Tuohy: 

Yeah, lots of answers to that question, Mike. The research out there tells us that many young people are really concerned about their futures, and particularly about sustainability, climate change, the environment.  

So, part of our job is to educate our community, and I mean here not just students, but families, on strategies that will help minimise the damage to our global environment. And we believe the more conversations that we can have, the better in empowering our young people to know that they can make a difference, that every single person can make a big difference.  

So, modelling sustainability practices that we've put into place here at Beaconhills hopefully will be something that many of our students will be able to take on in the rest of their lives. 

Michael Broadstock: 

It seems important to me that you've got all the programs that you've run yourself. You're not just talking the talk, you're walking the talk as well. 

Clare Tuohy: 

Yes, absolutely. That's a really important one, everything is visible. We want have families to know that everything can either be recycled or repurposed. So, that's why I think that the importance of sustainability in education is so crucial at this particular time.  

Michael Broadstock: 

And you're saying that students are worried about where the planet's headed? 

Clare Tuohy: 

They are, yeah. 

Michael Broadstock: 

How do they engage with the programs? 

Clare Tuohy: 

With the programs? There are several aspects, Mike. Probably one of the most important is curriculum integration. So, we look at ways that we can integrate sustainability units of work, right from our early learning centre, Little Beacons, right through to Year 12. 

Michael Broadstock: 

What sort of ways? Can you give me some examples? 

Clare Tuohy: 

Well, I can. Little Beacons, for example – Early Learning Centre – the children in one of the rooms, the baby's room at Little Beacons, came home with gifts for their dads for Father's Day, they were living plants, which I thought was wonderful. So, every dad received a living plant. The little children are taken to see the college vegetable gardens. They go and they look at the worm farm so that they have a very clear understanding right from the start where Beaconhills stands. 

Year One: they do a great unit, I think it's called ‘our actions influence the changes of our environment’. And so, we really build a sense of awareness of our changing planet, and we encourage the children to see themselves as being an essential part of the solution to the global problems.  

They visit Phillip Island and they learn about the impact that humans can have on the environment, and in particular on animals, such as shearwaters, koalas and penguins. They almost become ocean guardians, simply by taking action such as picking up litter and not using straws in drinks and using recyclable drink bottles.  

Year Five: their sustainability programs are all documented, and data is tracked on how we're using electricity, water, et cetera. And that comes out as a publication called our Green Report. So, the children in year five, for their numeracy units, use real-time data from that program and they learn to understand many of the aspects of numeracy that are part of the curriculum. I could go on, Mike. 

Michael Broadstock: 

So it’s really embedded in the curriculum. 

Clare Tuohy: 

Yeah, it is, absolutely. 

Michael Broadstock: 

I remember when I was young, you talked about your three bins, the recycling bin was new. This is a long time going now, but it was new, and I remember our teachers talking about it in school and going home and trying to do the right thing myself in making sure that we were putting the things in the right bins and so on. Students, having done this work at school, how does it translate into their home lives? 

Clare Tuohy: 

It's interesting, and it is mostly anecdotal evidence, but when you talk to students and you ask them what kinds of sustainability practices they have at home, they certainly comply with local council recycling programs. Some of them have got worm farms, many of them have got vegetable gardens, many houses have got solar panels. So, what we're seeing is a duplication almost of what's happening at school happening in many of our homes, which is really, really pleasing. 

Michael Broadstock: 

Something you said. Beaconhills doesn't want to be the best school in the world, but the best school for the world. 

Clare Tuohy: 

For the world, yes. And so, we want our community to go out and make our world a better place because of what they have learned at school, whether it be from early learning centre, right through to Year 12. It's far more than just what grade did you get, but it's about how can you be the most amazing steward that is going to make our world a better place.  

We also aim to have our students to look outward rather than looking inward, and also recognising how much power they've got as an individual to make a really big difference on a global scale. 

Michael Broadstock: 

It's been really lovely having you on isPodcast, Clare, and hearing about all the work Beaconhills has been doing, and changes they've been making on the community. Thanks for joining us. 

Shane Green: 

Louka Parry is an educator, strategist, and entrepreneur working with schools, systems and organisations as they adapt for the future. His particular focus is social emotional learning, or SEL. As Louka explains, the connection of the mind and the heart plays such an important part in education, creating flourishing lives and connecting communities. He talks with Natalie Moutafis. 

Natalie Moutafis: 

Welcome to isPodcast, Louka. 

Louka Parry: 

Thank you, it's great to be here. 

Natalie Moutafis: 

Now, we've asked you to join us today to talk about a topic that you are very well known for, and that's SEL, or social emotional learning. Now, I say you're well known because you are the founder and CEO of The Learning Future and a founding executive of Karanga: The Global Alliance for Social Emotional Learning and Life Skills, so this is clearly an area you are very passionate about. 

Louka Parry: 

It's very close to my heart, and that's a terrible gag, but it's so true, because it's close to everybody's hearts. This is really the connection of the mind and the heart. Deep, deep down, we are social, emotional, cognitive beings.  

And so, it's the integration of those parts of ourselves that I think is what can create flourishing lives, true agency, socially connected communities, so it's a big focus of my work. Because when I think about the future of learning, I really do believe it's the bringing together, the remembering of these different parts that we've kind of, in our industrialised world, and including industrialised education systems, divided, and elevated particular components to be seen as success solely, when I think most of us know deep down, we're multidimensional. 

So, it's definitely something I focus a lot on, and I really have just such a privileged position to be able to work alongside schools and educators. I'm a physiotherapist, if I use a metaphor, and I work with athletes. The athletes are educators, they're leaders, both within and outside education. My role is to be on the side and to help guide somewhat, to illuminate, to discover, and then ultimately to redesign and remake experiences, environments and ecosystems. 

Natalie Moutafis: 

ISV is also really invested in SEL, so we've got programs such as Wayfinder and Future Horizons offered through our Innovation Design Lab for Learning. And you have actually been involved in the Future Horizons course. Could you share a little about your involvement in this? 

Louka Parry: 

I've loved doing this work this year in 2022 with a number of different schools. Because again, I think I'm an aspiring everything, let's be honest, Nat. For me, it's what might the future look like? And then of course, what's our preferred future? And the more that I think about those spaces, well, it's about remembering our humanness, it's about the elevation of particular components. 

Clearly we have multiple pandemics and epidemics going on simultaneously, some are about Covid still, we're not completely post-Covid yet. But then, we also have the mental health epidemic, and then we also have an ecological crisis that's also unfolding around us. And so, when we look forward, we got to think about how do we support schools to focus more on the social and emotional dimensions of learning and being? Because when you do that, ultimately, you also connect to the cognitive parts of learning and being. 

So, to be great thinkers, we actually have to also be good feelers. And so, this idea that we can focus through curriculum, through pedagogy, through organisational cultures in schools, and really, how do we all be well?  

And the one other thing I'd say around my discoveries so far in this work is, it's not enough just to say student wellbeing, and to focus on students. Because it's an ecosystem, everything is multifactorial, everything impacts.  

So, if you've got a teacher that's working incredibly hard and is of service, but they are burning out... and the data is really clear on this by the way, in terms of how teachers are really under pressure at the moment, and we need some system shift so that they can be well also. 

Really, it's this idea of how do we create human wellbeing at a school system? And how do we create, almost, ecological wellbeing at a planetary level as well? Which is the path that we need to also consider for our species.  

It's been great to work with these schools across three really deep dive sessions – all online of course, which is now what we're all very familiar with – but really just discover, and then also to design, what might the future for each of these schools be? Knowing that everybody's in a different particular context, and context is queen. It's been a delight to work with some of the schools in this community. 

Natalie Moutafis: 

What role do you believe SEL have in our schools? Should it be at the centre of the school design or curriculum design? 

Louka Parry: 

Yes. (Laughs) It's a very quick answer! ‘Yes and...’, right? Because what we note around social and emotional learning, not to say that academics don't matter, far from it. The Collaborative for Academic Social Emotional Learning, called CASEL, which is one of the big influencers in this space, and in fact, have done more than any other organisation to, I would say, elevate and articulate and research the role of SEL, they actually have academic in their name.  

So, the idea here is that it's not that we need to put in now a program on Wednesdays so that we can be more academically focused. It's that, and this coming from all over the place, there's a recognition from industry, from think tanks, from places like the OECD, the World Economic Forum, Institute for the Future, the World Bank, UNESCO, all of these organisations that are kind of the global level are now articulating that we need a different kind of education. Not more of something, but our different shift in quality. 

And so, when we can focus on social emotional learning, and we place it at the centre of our schools alongside, of course, of rigour and academics, well then what we see is a raise, actually, in overall happiness, and overall performance, and overall wellbeing.  

And for me, that seems to be the goal. As I often reflect, what's the point of having someone that gets a 99.9 ATAR, but feels desperately isolated socially and is struggling with their emotions? That's not setting anyone up to be successful in the future world.  

You look at industry, and you look at all the predictions around the future of work, it's social and emotional skills that top the rankings in terms of what the future skillsets might be. Alongside technical skills, which of course can be learned, and will need to be relearned over the course of our lifetime.  

I really think there's some interesting innovations happening all over the world where we're seeing SEL and math curricula in Canada becoming completely integrated, for example. And we're seeing this idea that it's not just about a program, it's about practise and philosophy as well.  

And that's really how a school, and frankly any organisation, should be thinking. And we can extend this conversation as well, Natalie, to all organisations. Why? Because they are human systems.  

And then the question is, well, what does it mean to be human? Well, it means to have this multidimensionality, be able to think well, feel well, connect well, be physically fit, all these different things contribute to if we are thriving and if we are not. 

And I think there's a big theme here, not least of all because Australia's going to have a wellbeing budget launched by this new federal government as well.  

So, there's something in the zeitgeist that we should pick up at the big picture level, and then of course, what's the practical things that we can do in schools? And that's really what we focused on in the Future Horizons course as well.  

How does curriculum shift? And it's not about doing more. Schools can't do more. Educators are working so incredibly hard, of service, and holding so much. So, the question must be how do we do differently? How do we actually unlock the real potential, the real passion that exists within the human beings in these systems?  

And so, they don't become what Dylan Wiliam often quotes, which is, 'Schools are places where young people go to watch adults work really hard’.  

That is such a powerful reflection from Dylan, and he's brilliant thinker. As opposed to places where, this is the place where we all go to discover together, to be agents, to try to think about our role as global citizens. 

And then, of course, that's the elevation of agency, of true decision making and co-design. Instead of saying we do student voice, which is we will consult our students about a decision, and then we may or may not listen to them.  

And I'm being slightly provocative, but it's actually moving beyond student voice, through student choice, towards true agency. And when we start talking about that, then we get some really interesting possibilities emerge. So, do you have young people sitting on all the recruitment panels for all your staff? Do you have young people at the board level? Do you have a co-principal that's actually a graduate from the previous year, Year 13, and they work alongside being this student?  

All these possibilities unlock, I think, when we shift, our idea of what school needs to be, and we hold open what school could be. 

Natalie Moutafis: 

You mentioned before, Canada, where do you think Australia should be looking for inspiration and guidance in this? Is it more we need to look within Australia and how we're doing it and how it will suit us? And that will change from school to school, or state to state, or different areas.  

Or do we look internationally? Pop it into Google, SEL, and so much comes up over so many different topics, it's just insane. So, where do you start, where do you stop?  

Louka Parry: 

Well, that's a great question. And I suppose, Natalie, my reflection is we should start by looking at ourselves. We should start by finding out where are we right now? What do we believe? What's our vision and our mission at a school level? And then also, how lived out is that? Or are we still riddled by a hidden grammar, that even though we say it's about whole person development, we still elevate academics above everything else? Or it's about ATAR results.  

ATAR's a really great example on this, I suppose. Because Australia is one of only a handful of countries that really rank students after 13 years of education by giving them a score. It's almost like you can line up all the young people from one side to the other. And I feel like that's such a disservice. And there's some wonderful work that we've been doing at Learning Creates Australia, which is about how do you shift the recognition system? How do you go beyond the ATAR era?  

Because that we're going to go beyond it, there's no question. But how do you do that in a coherent way where there's trust and equity baked into it? This idea that talent is universal, but opportunity is not. How do we have young people leaving school where they have a compass to be able to direct and navigate their way forward in this lifetime? That's a really deep question.  

More practically, when you think about, well, where should we look? Well, we should probably do what we often ought to, which is do a lit review and say: 'Well, actually what does the literature say works? What's the horizon? What's the ecosystem scan?'  

Clearly looking at places like CASEL, who have been the main proponents, I would say, of this work globally for some time around their ecological social emotional learning model, which has five main constructs. Looking at a lot of their work I think is great, but it's also been nested within the US ecosystem. So, we've got to be cautious that we don't just say: ‘Oh we're going to adopt this carte blanche’. No, we have a unique quality here, to Australia, but certainly to every single school community. Context is queen, and we should always recognise that. 

This what works question, we've got to be slightly cautious with that. Because it's really like, what might work? We don't really know if it's tested in one place, that this focus of scalability, I think, is slightly challenging.  

There's some really good conceptual grounding I think we can talk to around social emotional learning. And it clearly, in my view, is one of the main vehicles to enable wellbeing to exist. It focuses on self-awareness, and self-regulation, and both of those things, like who are we? And then, how do I regulate my emotional state? Which, in my view, is maybe the most important skill to develop, is emotional regulation, or self-regulation, which also has social and cognitive componentry to it as well if you get down into the science. 

But then you also have social awareness. So, okay, what's my relationship with myself, first, but also my relationship with other people. And how do I have relationship skills? How do I actually interact with them? How do I solve problems? How can I debate? How can I disagree? And I tell you what, at societal levels, we probably need some more of those skills because we are not good at disagreeing, I would suggest, in our world. 

And then ultimately, it's ethical decision making. And these are the main five, they call them the big five in SEL work. It's ethical decision making. Well, what's the right decision for us to make as an individual, as a team, as a group, as a company, as a city, as a nation, or as a planetary species? 

And clearly, Mother Nature is not all that thrilled with some of the decisions we've been making through our market-based models. And so, we're getting to these tipping points where we've overshot the ecological limits of our planet. And so, that's why I'm also a massive proponent for an ecological model. 

We need to think about our impact on the planet and act powerfully. Not out of horror, but out of a clear understanding that we need to think long term. And instead of a two to three-year planning cycle, which often schools operate on a three-year strategic plan, companies, sometimes it's every quarter, what's the quarterly reportings? They may have a multi-year strategy.  

But what's the 50-year goal here for us? How do you do long term thinking? And this is why I'm so drawn to some of the futures literacy work, because I think, in education, teachers are futurists. They are people that visit the future and think: ‘Well, what do these young people that I'm serving need?’ And then, they return to the present and do their best work teaching curricula through engaging pedagogy and understanding how to assess and report so that young people are really empowered in their learning journey. 

Anyway, that's my round the ground, it's a pretty big picture. But SEL, it's a domain of knowledge, and there's many wonderful academics across the world that are pushing this work.  

And the last thing I would just say here is people are paying attention at global levels. And you just need to go to the OECD, which is maybe the most influential think tank in the world for many things, but particularly education. They run PISA and TIMSS, and range of other international assessments.  

And they've just completed, in 2020, the first ever international assessment on social and emotional skills. And so, they are paying a lot of attention to this work, because these are the skills for the future. 

Even if you have knowledge and you enter a workforce, it's really far better that you can collaborate, that you can regulate, that you can be aware of the social construct, you can be creative, you can collaboratively problem solve, and you're doing that as a good human being with a clear piece on character. This is who I choose to be and become.  

So, the fact that there's all this kind of thing swirling at these global levels, I think should give us fully permission to step into the elevation of these constructs in the way that we teach, in the way that we assess.  

Really, it's always been ATAR-plus. The plus matters more than the ATAR, but I actually think we're going to go well beyond that. We'll have learner profiles and a far more personalised suite of ways of understanding, and connecting industry, higher education, and K-12 schooling into the future. 

Natalie Moutafis: 

Thanks for your time, Louka. 

Shane Green: 

And that's it for this episode of isPodcast. We're going to leave you today with one of the winners from our recent student poetry competition, Ruby Wiggins, from the Alice Miller School, who took out the Years 11 and 12 performance poetry category for her poem, The Thrill of the Theatre.  

Ruby embraced the competition's optional theme of belonging in what judges said was a clever and purposeful idea, explaining belonging through the lens of performance. 

Ruby Wiggins: 

One hour to go.  

I check my watch in anticipation.  

My heart thunders as I listened the nervous chatter of my fellow crew.  

45 minutes to go.  

I dash off to the bathroom to change.  

I exit to the bathroom stall and look myself up and down, feeling the soft, floral, cottony dress flowing from my shoulders to my shins, and see-through stockings on my legs with pink patent leather laceups on my feet.  

I am her, she is me.  

30 minutes to go.  

I dash over to the sink to start on my hair and makeup. I meticulously moisturise my face, cake on some loose powder to my cheeks and jawline, and gently applying mascara to my eyelashes, and pucker my lips with some clear lip balm.  

25 minutes to go.  

I tug the hair tie out of my hair and feel my hair fall like silk to my shoulders. I brush out the tangles and pin the front strands back with two pink hair clips. 

20 minutes to go.  

My stomach churns with anticipation as I re-join my costumed cast with wide eyes, all squealing with the excitement of dressing like our characters. 

Our months of hard work has come down to this.  

15 minutes to go.  

I peek a look at the stage to see people starting to file in, adding more layers to the already dense chatter of the room.  

Five minutes to go.  

The cast huddles together like a sports team, carefully strategizing their next move, bonding as a collective, as one, as all.  

The curtain lifts, the lights dim. 

My first song starts to roar with life from the band, and the light falls on my face. And just like that, I'm out. Out of my body and into my character's mind, singing the meticulously pruned notes of my song, and the movements and facial expressions that, now, are second nature.  

I sing my last note and hear the audience's applause that seems to reverberate off every surface and hums with an echo.  

One minute of the show to go. We walk in unison to centre stage to take our bows and sing our final song, our one and only song that everyone is in. We interlink arms and bow together. 

Before we know it, tears start flowing from happiness, from sadness, from relief as a whole. The audience leaps to their feet, hands clapping so fast that it's a blur and a sea of faces, awestruck, emotional, staring at us.  

The curtain lowers in front of us as the noise of the audience fades to a faint ringing in our ears. We gather into a tight group hug, the warmth of our bodies combining as a group, revelling of our achievements, of our tight friendships, and our sense of togetherness.  

Something hard to come by. 

Shane Green: 

isPodcast is brought to you by Independent Schools Victoria. It's produced by Duncan McLean and presented by Natalie Moutafis, Michael Broadstock, and me, Shane Green.  

Our podcast theme was composed and performed by Duncan. There are transcripts of our show with links to what we've discussed at podcast.iseducation.com.au.  

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