Dear Parents,
This week as I watched the KS2 and KS3 Science Fair, the Year 5 unit showcase, Year 6
students heading off to Orang Asli, Under 13 students heading off to FOBISIA, and actively
took part myself in early morning CCA’s, I was struck at both how many wonderful
opportunities our students have and how busy they are! Many of the same students were
involved in multiple events and trips and I admired both their energy and enthusiasm for
each and every activity.
In his book, "Wellbeing, Recovery and Mental Health", Lindsay Oades, a researcher focused
on well-being and recovery for children, has explored the positive and less positive effects
of students being ‘busy’. Oades along with other researchers such as Sue Roffey
("Changing Behaviour in Schools: Promoting Positive Relationships and Wellbeing") have
identified some key points in ascertaining healthy levels of busyness, some of which you
may already know and some of which you may not. Extra-curricular activities such as the
Sri KDU extensive program are considered extremely healthy to a child’s well-being and
there is substantial research to show that such participation improves academics and leads
to higher educational aspirations. Similarly, any form of structured engagement that
fosters leadership, teamwork and time-management skills, whether these activities are at Sri
KDU or external clubs, are considered by these researchers add to a child’s life skills set. For
me personally, a key element attached to some of this research is the enhancement of self-
esteem and the reduction in anti-social behaviours when children are involved in the
‘busyness’ of school life. Activities such as the Shrek school production, outdoor trips with
their classmates, sports squads, STEAM activities, showcasing and presenting learning, to
name only a few of the Sri KDU ‘busy’ structured, holistic learning opportunities, would be
considered by the aforementioned researchers as important elements in enhancing a child’s
sense of belong, self-worth and confidence. As Lindsay Oades further identifies, a child’s
stress is reduced, and mental well-being is increased when purposeful activities are
engaged in.
But can a child to be too busy? Author Stuart Shankar argues they can. While he also
extols the benefits of busyness, he offers some advice to parents and teachers to avoid
overcommitment, particularly for younger students. Shankar stresses that it is of course
about knowing the child well enough to identify if they are ‘burning out’. This burnout may
be projected with symptoms such as chronic fatigue, irritability, or lack of motivation. Also,
frequent headaches or stomach aches, a loss of interest in previously enjoyed activities and
declining academic performance despite effort, can also be key warning signs that your
child is ‘too busy’. Shankar suggests the following to tackle or avoid the burnout scenario:
Unstructured free time for play, creativity, and relaxation;
A consistent bedtime routine to ensure at least 8–10 hours of sleep per night;
Modelling your own work and life balance to show your child the importance of rest and
leisure;
Helping your child choose a few meaningful activities rather than overloading their
schedule;
Encourage activities they genuinely enjoy rather than pushing them into too many
commitments.
As for academic pressures, a key study skill taught in our Secondary school centre is time-
management. Teachers endeavour to always support children struggling with academic
pressure through a range of strategies introduced by the Sri KDU pastoral team. I recently
read of the Japanese work model supported by big industries, encouraging a 25 minute ‘on’
and 5 minutes ‘off’ structure to the workday as it is considered a contributing factor in both
productivity and well-being. I am trialling it myself! This is just one of many strategies that
can help ease the ‘busyness’ of studying or academic pressures and there are many
available online. It is obviously healthy for parents to also monitor and be aware of their
child’s busy schedule. For parents and on a pastoral level, Shankar highlights the need to
check in with your children regularly and give them opportunities to openly chat about how
they are feeling.
Sue Roffey explains that to maximise benefits and minimise ‘busyness’ risks, it's crucial to
balance structured activities with downtime. Encouraging students to engage in meaningful
extracurriculars while ensuring they have sufficient time for rest and unstructured play
promotes overall well-being and academic success. Whilst unstructured play might seem
to apply only to Primary students, it is important as Roffey elaborates on, to understand
Secondary students benefit greatly in ‘play’ at an age-appropriate level, play that often
includes exercise, walking and literally just being outside in the fresh air without a
technology device.
In summary, while structured busyness such as Science Fairs, learning school showcases,
learning trips to exciting places, overseas competitions and CCA’s, can offer significant
advantages, moderation, and balance, as in most elements life, are key to ensuring positive
outcomes.
Have a lovely weekend,
David Wilcock,
Vice Principal and Head of Primary,
On behalf of the Senior Leadership Team.
SAFE, HAPPY AND SUCCESSFUL
We visited numerous international schools in Klang-Valley and Sri KDU Subang Jaya was not even on our list. Reason being it is way out of our travelling radius. However, we are glad we made the visit to the school before our final call, and it was the best decision ever! It was a huge transition period for us during the first 2 weeks into school, but the school’s team (Teachers, Administrative and Parent’s Teacher Association) made us feel right at home. We were given clear guidance and was kept well informed on the happenings in the school. My daughter blended into the community quite well with the care provided by the Homeroom teacher. All the teachers here are the kindest, as she told me. She looks forward to going to school and has become more disciplined in terms on knowing what tasks she needs to complete daily. She has gained so much confidence during this short period of time and was given the encouragement to explore and develop her abilities here. She was just selected as the new Primary House Captain for Year 6 AY2022/2023.
Every parent want to find the ‘perfect’ school for their child and are afraid of making the wrong decision. For us, as long she is safe and happy, we believe, she will eventually find the way to her own success.