Educational Innovations Addressing Anxiety in Primary School Students

The transition from primary to high school can be a daunting experience for many students, often leading to anxiety. At Harbord Public School, innovative educational reforms have been implemented to address this issue, particularly among Year 6 students.

Vice Principal Priscilla Wright noted a significant rise in anxiety levels, leading to increased school absenteeism and disengagement among students during their final term in primary school. To combat these challenges, the school has transformed the fourth term to mimic the high school experience.

This initiative is backed by research from the University of New South Wales. Students are now provided with their own timetable, which includes rotating teachers for different subjects, allowing them to adapt to the varied teaching styles they will encounter in high school.

This format is designed to help students take responsibility for their learning materials and homework, which Wright believes is crucial for building their independence. Sarah Peachman, head of the English department at Freshwater High School, emphasized the importance of this early preparation, stating that the cognitive load in Year 7 can be overwhelming, and any opportunity to build resilience is valuable.

Principal Susan Tickle has observed a notable transformation since the implementation of this program, reporting increased motivation and positive behavior among students. She highlighted how parents are no longer required to drop off forgotten items, indicating a rise in student independence.

One student, Eli Wegenaar, expressed how the new program alleviated his pre-high school nerves, stating he felt more supported and prepared for the challenges ahead. He shared an experience of initially struggling with organization, which improved significantly through the program.

Best friends Summer Dubois and Heidi Rebbeck also reported feeling more relaxed and less anxious about homework and the upcoming workload. Summer stated that the program made her feel more prepared for high school, describing the anxiety she felt prior to the changes as lessened.

These reforms at Harbord Public School are part of a broader recognition of the mental health needs of young students and underscore the importance of creating supportive educational environments. The Department of Education is keen to expand this experiment to other schools, validating the need for such innovative approaches in addressing student anxiety during critical transition periods.