…so, back to where? Well. 

Both to the blogosphere and to joining the workforce.

Since my first post back in February I have been actively seeking employment in the area of Youth Work. 

My original intent (or aspiration) was to work in the mentoring field. Working one-on-one with young people to help them see themselves with their truest potential.

As it turns out (and for some reason, I hadn’t realised this initially) the vast majority of young people in the age bracket that falls within the context of youth work are in schools…who would’ve thunk it?

Armed with this groundbreaking knowledge, I embarked upon a process of applying for jobs within the education sector. One such role is the Student Support Officer or SSO. At the same time, I also applied to be a school Pastoral Care Worker or PCW (formally known as a school chaplain). Would you believe it, I got both. It’s now Term 3 and I have spent Term 2 finding my feet in these two roles and learning and gleaning from the amazing professionals that give so much of their time and energy into making the schooling years as meaningful and engaging as possible for young people. 

My PCW role is situated in a wonderful school in one of Adelaide’s leafy inner southern suburbs at the edge of the hills. This school is a fully inclusive educational campus meaning that,

 ‘young people from ALL social, cultural, community and family backgrounds, and of all identities and all abilities can: attend and be welcomed by their local school; access and participate fully in a high-quality education; learn and engage in the same curriculum and all other aspects of school life alongside similarly-aged peers; learn in a safe and supportive environment free from bullying, harassment or discrimination; and achieve academically and socially with support and adjustments that are tailored to meet the individual strengths and needs of every student’.

This school is one of the most wonderful places I have had the privilege of working in. Years 7-12 from a variety of socio-economic backgrounds, intellectual levels, able-bodiedness and neurodiversity. It is a rich tapestry of expression, ability, inquisitiveness, imagination and innovation. It is not without its challenges however and requires a suite of roles to compliment the ethos of the school, with an Inclusion leader, a pedagogy innovator as well as a full wellbeing team, of which I am part.

In my role as an SSO, I am part of another wonderful school in the southern suburbs. In this private Adventist school, I have made friends, learnt from colleagues (and students), and been warmly welcomed into a school culture that genuinely cares for their cohorts. Whilst not being a specific well-being position, the role encompasses my personal internal mantra of ‘adding value’ to all I interact with during my work day. Students with dyslexia, dysgraphia or dyscalculia, ADHD, Autism and sensory/auditory processing disorders etc.

My approach is to simply help these guys take small steps forward. I'm not a fixer, or a therapist. I just get down in the mud with them, sit in the discomfort and attempt to shine a light in a different area, or project an alternate image, or explain things in another way. Sometimes it works, sometimes it doesn't. Either way they know someone spent time with them, and time one on one is what teachers seldom have.

It is incredibly rewarding when a young person finally 'gets it' or finishes something previously given up on. It has taught me a lot about parenting. About my foibles and failures, my lack of patience or empathy in the past. I am learning just, if not more than those whom I am helping.

...the journey continues!