Supporting students through Self-discovery

Early adolescence is a time of enormous transformation. As students transition from their childhood into their teenage years, it is natural for them to begin to ponder some of life’s larger questions: Who am I? Where do I belong? What do I want to be? What do I care about?

While many of us may still be seeking answers to these philosophical questions, it is important that we also consider this stage of maturing and pondering as an important developmental milestone for our students. The way we support them through this time can really shape their confidence, feelings of belonging, and their sense of self for years to come.

Why exploration matters

1) Identity formation is a core task of adolescence
Developmental psychologists argue that one of the primary goals of early adolescence is identity formation. Students begin to explore different roles, values, and interests as they try to understand who they are. Encouraging age-appropriate exploration through hobbies, clubs, and creative outlets gives them the space to experiment, learn, and grow.

2) Interests are gateways to belonging
When a student finds something they love, then they often fall into part of a community that shares this passion. It does not matter if its music, painting, drama, sports, robotics, finding a shared interest can be a powerful anchor of belonging. This is especially important during a time when peer acceptance becomes increasingly important. I recall Mr Cuskelly standing on assembly challenging the students to not sit back and watch their school life pass them by, but instead to get involved, to put themselves out there. I have shared similar challenges with the Middle Years students.

3) Autonomy can build confidence
Allowing students some voice to choose their own activities fosters a sense of agency. When they feel trusted to make age-appropriate decisions about how they spend their time, they are more likely to take ownership of their learning and personal development. Our Year 8 students have benefited from this with their Technology and Arts electives. The ability to choose, especially around subjects, is something that has long been reserved for the upper end of high school. Our students cherish the opportunity to have some agency regarding their electives, and we are seeing the benefits of this in their outcomes.

4) Diverse interests reflect diverse identities
We are not all simply round plugs fitting into round holes. Not every student will fit into traditional moulds. Some will inevitably be drawn towards niche hobbies. By validating and supporting a wide range of interests, we can send a powerful message to our students. One that states: You are seen. You belong here.

To best support our students on this journey of identity discovery it is important that we:

• offer a wide variety of options during breaks,
• create safe spaces to explore interest with less fear of judgement,
• encourage mentorship by connecting with students across multiple year levels.
• celebrate individuality through exhibitions and student led initiatives.

 Some examples from the Middle Years:

• Exhibition of Hass work: Night at the Museum.
• Music rooms available for students to jam during break time.
• Opti-minds in Term 3
• Musical (Camp Rock) is on in Term 3
• QAMT Maths competition in Term 3
• Table Tennis for use during play times.
• New soccer goals have arrived and have been positioned on the oval.

 Development is not always linear. By giving the freedom and support to explore who they are, we help students build a foundation of confidence, curiosity and connection that will serve them well into their future.

Craig Cullen