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Humans are hard-wired to pay attention to the negative. This ‘negativity bias’ is an ancient survival tool that helps us remain vigilant and respond to threats in our environment. Parents, caregivers and teachers will know this bias all too well, often finding themselves honing in on children’s shortcomings and pointing out the behaviours they need to change. This is a normal human response – we do it because we want children to stay safe and do well in the world!

But in the process we can forget to acknowledge their strengths. 

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Something happens when we go to school. Yes, we learn to read, we learn to write, to count, we learn about history, geography, languages, how our world works - all wondrous, valuable things. 

We also learn, very quickly, that learning is measured and should be tested, constantly. We learn that data drives schools and policies, and that one’s worth is often tied up in those final results. And in that, we lose our sense of play, of discovery, of creativity. Ken Robinson, in his seminal Ted Talk Do Schools Kill Creativity?, argues that our schooling systems are "educating people out of their creative capacities" and that we are not only growing out of our creativity, but "we get educated out of it’".  

Alongside this, schools are becoming increasingly aware of the need to nurture and implement wellbeing programs that foster agency, resilience and self-management strategies. When children are a part of a system, however, how can we do this?

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