The Barker Journey - Year 6, 2022: Community and Belonging

Dr Timothy Scott Barker Institute Research Fellow

Dr Matthew Hill Director of the Barker Institute

Abstract

This paper reports on the fourth year of following the Barker Junior School Journey of the cohort of Barker students graduating Year 12 in 2028. In Term 3 of 2022, 150 Year 6 students of Barker College completed a survey, and semi-structured interviews were conducted with 29 of these students. Questions focussed on their schooling experience and expectations for the future. Analysis presented in this paper includes an overall summary of this year’s results, in the students’ own words, followed by discussion of three key findings relevant for education in the third decade of the 21st century. These three findings were that students conceptualise learning, teaching, and schooling through personal relationships, that students value kindness as foundational to other traits and can articulate what it looks like in practice, and that students perceive meaningful learning to be about identity and belonging.

Introduction

The fourth year of the Barker Journey research project starts as a story about beginnings and endings, of looking to the future and at the past. It presents a narrative centred on the Barker Journey cohort, now in Year 6, completing their primary schooling. The perspective on learning they bring to this year’s study is informed by reflections on their time in primary school, and what it has meant for them to be a student in 2022. What it might be like as a student in secondary school also emerged in their commentary about their experiences at school as Year 6 students. It is a commentary that extends the Year 6 story into 2023. This present study, therefore, can stand on its own at the same time as being a study that will find a natural pairing with the analysis of the Barker Journey cohort’s experience of Year 7. The purpose of this paper, however, is to focus on Year 6 and the perspective the students of this year group bring to learning. It approaches this task by outlining the methodology that underpinned this year’s study, briefly setting context for this year’s study before

Both authors contributed to the article’s conception and design. Material preparation, data collection and analysis were performed by Timothy Scott and Matthew Hill. The authors would like to thank Susan Layton and Tim Miller, acknowledging their roles in preparing and collating the data that has informed this article. The first draft of the manuscript was written by Timothy Scott and both authors commented on previous versions of the manuscript. Both authors read and approved the final manuscript.

presenting a summary of this year’s results in the words of Year 6 students. Their perspective on learning, teaching, and schooling is at the heart of this ongoing longitudinal study making this section of the paper an important one from which the key findings are drawn and discussed.

There were three key findings from this year’s study: 1. Students conceptualise learning, teaching, and schooling through personal relationships. 2. Students value kindness as foundational to other traits and can articulate what it looks like in practice. 3. Students perceive meaningful learning to be about identity and belonging.

Methodology As our understandings of learning are moving away from a traditional model with the learner as passive to more constructivist ones with the learner actively making sense and meaning of the information through interacting with it, so pupils are seen to have more of a role to play in their own learning. McCallum, Hargreaves & Gipps, 2000, p. 275 Recording the narrative around a group of students making their way through school in the third decade of the 21st century positions listening to student voice as central to this project’s methodology. This approach aligns with an increasing emphasis on listening to student voice in recent years. McCallum, Hargreaves and Gipps’ introductory comments to this section establish why this trend has emerged, going on to identify that despite this growing interest, research on the learners’ role in the learning process and the perspective offered by primary school students are few. This is notwithstanding McCallum, Hargreaves and Gipps’ finding that students as young as 7 years old could understand what learning was about and explain what learning practices they could adopt in the classroom. The current research project listens to, and seeks to make sense of, the primary school student narrative. The methodology used by this present study, then, helps to address this identified gap in the literature. It upholds students as holding relevant and unique insights into the teaching and learning that they experience, and, as Cook-Sather (2006, pp. 359–360) posits, it draws both the attention and responses of adults who are a part of their school experience to afford them an active part in what shapes their education. P Principles of Grounded Theory The 2022 study continues to use the principles of grounded theory as an approach to gathered data to help answer the question of how the current generation of student perceives learning and what the current generation of student expects of their school experience. Grounded theory seeks to have hypotheses emerge from collected data, rather than formulating hypotheses in advance of the collection of that data (Glaser & Strauss, 1967). This makes it a suitable approach because at the heart of the Barker Journey study are the first students of a generation labelled as Generation Alpha and whose key traits and characteristics are only now just becoming visible (McCrindle, Fell & Buckerfield, 2021). It is an approach that starts with their perspective of learning, teaching and schooling,

allowing their perspective to be heard and understood. Notions of theory and practice regarding how education might progress to meet the needs of Generation Alpha in an authentic manner can then be formulated rather than starting with a preconceived notion, concept or theoretical framework and expecting what the learners have to offer will fit into it.

C Collecting information in 2022 The range of data gathered this year was influenced by the Barker Journey cohort being in Year 6. The same group of approximately 30 students has been interviewed each year since this iteration of the Barker Journey project began. There was no departure from this in 2022, however the final year of the cohort’s primary schooling presented as an opportunity to survey all of Year 6 to learn about the broader context in which interviewed students sit. In 2022, interviews were conducted after all of Year 6 were surveyed. 29 students were interviewed. Surveys were distributed electronically, and students responded online, in class. 150 responses were received. In the survey, students were asked to score their overall impressions of Barker on a 1-5 scale. Questions relating to words that would best describe the ideal Barker student and words that would best describe Barker were asked alongside questions about what students remember most about their experience of primary school. The survey also asked students to identify which of the Barker values was most important to them and the extent to which their primary school experiences have contributed to the development of these values. Interviews consisted of 7 questions pertaining to the students’ Barker Journey so far in 2022. The interviews were conducted face-to-face, unlike last year where Public Health Orders saw interviews undertaken online via Teams. Questions related to highlights and challenges of 2022, and the extent to which students regarded 2022 as different from 2021. Questions also asked students to explain more fully why they chose the words they had identified in the survey to describe Barker as a school and what they believed constituted the ideal Barker student. Prior to the face-to-face interview, some had the opportunity to write down how a teacher during their time in the Barker Junior School had an impact. These were in the form of a thankyou letter. 13 of these letters were produced.

Setting the scene for the 2022 Barker Journey study Important background information on these students’ cohort and this study can be found in previous articles published from 2019-2021 (Eastman & Hill, 2019, 2020; Scott & Hill, 2021). These articles give historical depth to the analysis that takes place in the present study, and help to establish the key theme of continuity and change that appears in the Year 3-6 analysis (see Hill & Scott, 2022). In 2019, when this iteration of the Barker Journey study started, values, resilience, relationships, coeducation, aspirations and COVID-19 were established as recurrent areas of interest (Eastman & Hill, 2019). They continue to frame the inquiry of the Barker Journey project even though they might not be explicitly discussed in each year’s findings. Values and relationships are two areas of interest whose visibility have become clearer each year of the study. The analysis of the annual interviews has revealed an emerging values schema for this generation of student. We describe such a schema as ‘emerging’ or ‘emergent’ intentionally because of observations already made about this

generation of student still revealing their key characteristics and traits (for example, see: McCrindle, Fell & Buckerfield, 2021). Particularly noteworthy has been the recurring prioritisation of kindness. The Barker Journey cohort has shown the importance they place on kindness, not only as shown towards each other but also experienced in the relationships that are developed between student and teacher. This is one way in which relationships, as a key topic in the Barker Journey study, has seen an increase in visibility. What has become progressively clearer, which will be discussed as one of the three key findings of the present paper, has been the has been the way in which relationships have come to characterise everything in the student educational experience.

The 2022 Year 6 Barker Journey: a summary of the results in their own words This year’s study tells a story of endings and beginnings, of students finishing up primary school and looking towards secondary school. Within that story is another narrative of thoughtfulness and mindfulness, of students demonstrating a maturity in relation to how they are taught, what they value in their learning, and how they should interact within one another. This section presents the 2022 Barker Journey without a comparative analysis with extant literature on the themes and issues that emerged in our discussions with the Barker Journey students. That particular analysis appears later in this paper. The purpose of the present section is to provide this year’s summary of results in the words of the students themselves. This establishes a basis from which to understand how our conclusions were reached in a manner congruous with student voice sitting at the heart of the Barker Journey project. Positives about 2022 Students were invited to discuss 2022 and the highlights of their year. Recurrent topics included learning and co-curricular experiences at school, and being able to share those with friends. For example, many students drew on the Canberra excursion, describing it as an opportunity to go away with friends and to learn with them about the Unit of Inquiry that was being studied at the time. One student stated: Canberra was really fun. I had all my friends in my group. We got to go to Parliament House, the House of Reps and the Senate. It was live. People were doing things. We also got to do bowling and cycling and all this different fun stuff…. [We learnt] about Parliament House and all the different positions and what everyone does… that is what our unit is about right now

Student 7B

Another student also connected the positives of the excursion and the practical learning activities they engaged in to partaking in the experience with friends. She described the trip to Canberra as: …really, really exciting, I guess because we got lots to do, like lots of different activities and had different opportunities. And we also got to be with our friends at the same time.

Student 12G

Students also talked about being able to make new friends at the beginning of the year. One student commented that:

I made new friends. Being in Year 6 I can be in more activities…it is so much better in Year 6…. In 2021 some of my friend groups were getting away from me and they weren’t becoming my friends anymore because they were doing stuff I didn’t really want to do. So, like, making a new friend gave me a sudden relief that I have a new friend and I don’t have to be alone anymore.

Student 10B

Another student commented on being in a good class with a good teacher, despite his own friendship group largely being in other classes. This allowed for new friends to be made, something which this student viewed that as a positive. Co-curricular activities, such as sport and music, featured highly in students’ discussions too. One student recalled: I really like music. Stage Band, my jazz band, is one of my favourite bands and we got to perform [at the Barker Swings concert] in front of everyone in the [Multi Purpose Hall]…we were the only junior school band.

Student 7B

Another stated simply that she was delighted to be on music camp because she got to play music and hang out with her friends. C Challenges about 2022 Students were asked about the challenges that they experienced in 2022. Strategies relating to resilience were a subject of interest to the researchers and so follow up questions relating to how challenges were overcome were also asked. Students typically made generalised statements about what might be needed to overcome the challenges they faced, and who they could turn to for further advice. They were not always able to articulate the specifics of what approaches they might use to overcome the challenges they experienced. Many referenced the idea that they had to try their best or work on not doubting their own abilities. For example, one student described Mathematics as their biggest challenge. The student found Mathematics confusing, observing that it was a subject where the amount of content to learn was significant and that the learning in Mathematics never stops. This was a challenging environment in which to work for this student. However, the student did demonstrate tenacity: I try my best. If you struggle with something you try your best and not give up and you know when you have done your best and you keep on trying.

Student 5G

Another student also demonstrated how being tenacious can be rewarding in itself: I’m not the strongest at maths. That’s probably because I doubt myself. I always think that I can’t do something. But once I think I can…I’m actually getting quite good at maths…once I actually believe in myself I can do much more than I thought I could. Student 4G

Another challenge that students discussed was getting used to being back in the classroom again all the time, in contrast to 2021, having missed out on activities from 2021 due to COVID19. Further challenges included changes to friendship groups and being able to balance between daily classroom expectations and successfully participating in co-curricular activities.

A change in teacher part way through the year for some Year 6 students featured among the challenges detailed for 2022. Students discussed how they were saddened that their teacher was leaving. They also articulated how, in different ways, their expectations for what would happen in the classroom had to shift. Students spoke of the changes they experienced in the classroom as well as how they coped with the brief challenging period between the old teacher’s departure and the new teacher’s commencement.

B Being at school in 2022 Surveyed students were also asked to describe Barker in three words. Figure 1 is a visual representation of the words used by students to describe Barker. This figure provides context for the Barker Journey interview group’s discussion about how they would describe the school.

Figure 1: Visual representation of student responses to describing Barker in three words

Surveyed students were also asked to select which of the school values they considered to be important. There are five school values: compassion, commitment, respect, integrity, and courage. These values are displayed in each classroom. Figure 2 is a visual representation of how students responded to this question.

Respect 36% Commitment 19%

Compassion 13%

Integrity 13% Courage 19%

Figure 2: Pie chart reflecting student ranking of Barker values according to importance Students were also asked about the extent to which Barker helped them develop these values. Most students believed that the school had assisted in the development of the Barker values. Three examples are provided, showing how teachers particularly have an important place in role-modelling and values development. For example, in relation to the development of the value of Commitment, one student reflected: Barker college has helped me learn and apply. Barker has taught me not to give up and be committed to what I am doing. Like example I almost gave up on a massive project and my teacher came over and supported me and told me not to give up and be committed.

Student survey response 7

On the development of the value of Courage, one student recalled: I definitely agree with this statement. Before coming to Barker, I would never speak in front of my class. I was so afraid I was going to be embarrassed that I just couldn’t do it. But in Year 5 when we had to enrol for School Captain, my teacher helped me summon up the courage to talk informs of my class. I did that and was chosen to go to the next round! I was really nervous to speak in front of the whole grade, but my teacher told me I could do it and I did, and I was chosen as Vice Captain! Student survey response 60

On the development of the value of Respect, one student stated: I think Barker College has taught me a lot when it comes to respect, because before I came to barker I did not really understand that I needed to treat others the same as they treat me and I think that these values have shown me that this way is not right. Student survey response 39

12 of the 150 students reported that they felt the school had not helped them develop the school values, or a particular school value. There were varied reasons for this:

• a belief that their previous school had already taught them about school values such as compassion, commitment, respect, integrity, and courage;

• a belief that they were still unable to exercise a particular value, such as courage; and

• a belief that other students were not taking the school values seriously. Discussing being at Barker in 2022 also involved asking surveyed students to describe, in one sentence, what they would remember most from their time in the Junior School. Hill and Scott (2022) discuss this more fully, but a short comment is detailed here as a part of understanding what the survey of Year 6 students revealed. Students typically described positive memories and many of these were connected to things students had done with their friends. The importance of relationships in the construction of key memories extended to student relationships with teachers also; teachers and friends featured prominently as keystones to significant memories linked with primary school. Events also featured strongly in students’ memories of their time in Years 3-6. It is interesting to note that a slightly higher percentage of female students included a relational element in their most significant memory whereas a slightly higher percentage of male students reported a particular success as an important memory. Being a student in 2022 All surveyed students were asked to describe the ideal Barker student in three words. Figure 3 is a visual representation of the words used by students to describe the ideal Barker student and it provides a broader context for the discussions that took place with students about what traits they believed constitute the ideal Barker student. Students that were interviewed were asked to explain which of the three words they had chosen to describe the ideal Barker student was the most important to them and why that word had been selected.

Figure 3: Visual representation of student responses to describing the ideal Barker student in three words

In the instances of students waiting to be interviewed, and since students in the Barker Journey cohort were now in their last year of primary school, students were invited to consider a teacher in the Barker Junior School that had had an impact on them and to then write a letter to that teacher, thanking him or her for the part they played in their schooling. Of the interview group, 13 students wrote letters. Asking students to express their gratitude to teachers resulted in a demonstration of the impact teachers have on students. Four examples drawn from the introductory activity follow. When I first came to Barker, she made me feel welcome and was a kind teacher. She taught me a lot and I still come down to see her to this day. She was a good teacher that you could talk to if you wanted and had a fun way of teaching….

Student 14G

Making learning not only enjoyable but being kind and welcoming was an important aspect of the classroom environment for students, as expressed by Student 14G. Such traits are considered important by students for teachers to have. From the students’ point of view, such things make teachers good at what they do. Student 2B’s comments also show this. Thank you for helping me all through 2021 and created a very fun environment and one where I became more confident in. With the interesting activities, I became more open to sharing. You helped me get through online learning and along with the unit of inquiry…

Student 2B

Student 2B’s comments also revealed that 2021 has left a mark on the schooling experience of this group of students. The dislike of online learning was a conclusion quickly reached in our initial notes and observations following the 2021 Barker Journey cohort interviews. The experiences of online learning still feature in student thinking; an observation corroborated by the Year 6 survey and by comments made by students in the Barker Journey cohort interviews. Students conveyed a sense that they were ‘reluctantly digital’, accepting the idea that digital learning is a part of their learning experience even though they may not prefer it to face-to-face learning environments. You have made a huge impact on my life. You taught me most of what I know and what I believe. Every day I wanted to come into your class. The jokes, but strictness, were perfectly balanced and I was incredibly happy when my brother was put in your class. The way you taught me Maths and English helped me throughout school immensely. Thank you.

Student 15Bs

Student 2B’s comments also revealed that enjoyable learning environments are important to a student’s learning as well as a student’s character development. This is something that comes across in the Student 15Bs’ own reflections. The teacher’s positivity altered this student’s world view, not just increased his receptivity of the content to be learned. You have impacted me mainly that I can be myself and that its fine to do weird stuff. In all the STEAM lessons, you would start dancing or singing and it taught me not to be scared of being myself.

Student 9G

Student 9G takes this idea of character development further and highlights how their own experience of their teacher meant that they could be themselves. Indeed, for Student 9G,

the teacher modelled a fearless behaviour that resulted in the development of a more mature sense of student-self.

Expectations for Year 7 Students were asked about their expectations about going into Year 7. Many students talked excitedly and positively for different classrooms and different teachers for each subject but at the same time there was a nervousness expressed about “going up the hill”. Some referenced the size of the secondary school in comparison to the size of the Junior School, both in terms of the facilities as well as the number of people. Others talked about having some idea of what was in store as they had a brother or sister already in the secondary school. One student commented about not having too many expectations of Year 7 at Barker as there was the possibility of a change of school. As the discussion progressed with this particular student, it was clear that any expectations for Year 7 at Barker had been replaced by a focus on the inevitable change in friendship groups that a change of school brings and the uncertainty that comes from moving from primary school to secondary school as well as one school to another.

Role models for other students The Barker Journey cohort stated that being a Year 6 student meant acting as a role models for others.

I mean there is more responsibility and you are leaders of the school. You should be a role model… To do what is right and don’t do like what you know you shouldn’t do especially in front of younger grades in case they might copy you…

Student 10G

Students also commented on the fact that a greater degree of responsible behaviour was expected. Another student described being a Year 6 student as: …[feeling] much more like a leader for the school even if you are not in a leadership position. You still feel like a leader because you are teaching those lower than you what the example should be set for. So when you are in Year 5 you are learning from Year 6s how to lead as a Year 6 and when you are in Year 6 you are teaching all of the others when they get in to Year 6 how to show the younger generation what they are doing right and how they can improve on that.

Student 15Bs

Co-education This year group represented the first fully co-educational year group of the Barker College Junior School. Students were asked what they thought about having boys and girls at the same primary school. Responses talked about the different perspectives that a mixed environment brought to the classroom as well as opportunities to talk to a diversity of people. For example, one student commented: I think it is a good idea because you get to experience more things. You get to meet more people and people who are quite different. I have been here when it was just a boys’ school and you do speak to the same people every day. But now there are girls and boys it is quite a different school…

Student 15Bs

You get to experience different opinions because boys think differently to girls and girls think differently to boys… For this unit of inquiry we did this really fun task at the start where we had to build our own economy and we were stranded on an island. We could choose our nominees really easily but the boys thought more strictly, like, who would lead well and things like that whereas we girls just wanted to have someone who could represent us girls.

Student 9G

Students spoke of their reaction to moving from a single-sex school to a co-educational learning environment. I used to go to [a school]. It was only girls. Well, I guess like, I don’t really mind that much. Like if it’s boys or just boys and girls, but I guess I like boys do give like different opinions and like different ideas, which I think is really cool.

Student 12G

Others connected the co-educational environment as something that reflected the postschool world.

I think it is good because you get to learn more, I guess. In the real world you will be interacting with girls, and I think you need to learn that from a young age. I feel that girls can bring something new to the lessons and bring a variety to our lessons…When we are covering certain history topics in school we get to see more of the equality of the past as well and see how it was so much more different back then.

Student 11B

Key Findings Community and belonging emerged as powerful factors that influence how students perceive and experience school. When asked to identify the best thing about their school, student replies echoed the importance of friendship, socialization, and belonging.

Defur & Korinek (2010, p. 16)

In their study of perspectives of rural and suburban adolescents on the nature of schools, teaching, and leadership that influences learning, Defur and Korinek saw how strongly students wanted opportunities to talk about their schooling and their education, and how important it was for them to be heard. Defur and Korinek also identified several factors that were key in the formation of the perception students held about learning. Community and belonging were considered especially important, concepts that emerged as central to the narrative of this year’s study. Their presence in this year’s findings underscores relationships as an organising principle regarding how students perceive learning, teaching, and schooling. They want learning to be personal, as opposed to personalised. This is consistent with essentials that have appeared in the Year 6 story: endings and beginnings, thoughtfulness and mindfulness, an understanding and valuing of learning. These have informed the experience of community and belonging conveyed by the students themselves, from which the three findings were identified.

The significance that Defur and Korinek (2010, p. 16) assign to the concepts of community and belonging by labelling them as “powerful factors that influence how students perceive and experience school” plays out in what Bernstein-Yamashiro (2004) describes as the place of relationships in student identity formation (cf. Bernstein-Yamashiro & Noam, 2013). Students value relationships in school because at the same time as informing how they learn, relationships are also informing their sense of self. They are building who they are in and of themselves as well as in relation to others. And in this, kindness emerged as key (cf. Gaertner & Binfet, 2015; Binfet & Passmore, 2019). For students, kindness promotes both community and belonging because it is perceived by them as an act of emotional or physical support that helps build or maintain relationships with others (Gaertner & Binfet, 2015, pp. 36–37). This can go some way in explaining why active and engaging learning emerges as one of the key findings, alongside that of the importance of relationships and kindness. Students painted a picture that schooling rich in opportunities is enjoyable and makes learning more meaningful because of the diverse relationships that they are able to build through those opportunities, and the voice about their learning that students are able to express (cf. DeFur & Korinek, 2010, p. 17). F Finding 1: Students conceptualise learning, teaching, and schooling experiences through personal relationships

Well in 2021 mainly we spent about half a year in isolation and lockdown and that was, like, much harder because … I mean it wasn’t much harder – you had less work, but it was harder to do the work because sometimes it wasn’t so clear because like on the teams calls and stuff sometimes like you’d be cutting out or the teacher would be cutting out and you wouldn’t know exactly what to do, and also you wouldn’t be seeing any friends, like you might go on a video call with a friend to do some work or something but you otherwise you wouldn’t like actually be seeing them in person or having like a proper conversation with anyone. [2022 is] better and more social because … I’ve been able to spend like more time with friends and talking and, like, I’ve had many more friends this year than I did last year.

Student 15B

School is a place where adolescent identity is constantly forming and changing. It happens in hallways, in classrooms, on playing fields, and with teachers, friends, and coaches. Schools do not need to create life skills classes to contribute to students’ emerging identities. But by ignoring students’ needs for adult support and wisdom and not acknowledging the complex interaction of affect and intellect, schools fail to maximize students’ growth and teachers’ understanding. Bernstein-Yamashiro (2004, p. 69) What this year’s interviews revealed went beyond last year’s finding that social interactions within and outside of the classroom are highly valued by this generation of student (Scott & Hill, 2021). Now, a year beyond that time of online learning necessitated by the COVID19 lockdowns, the students demonstrated a more developed perspective regarding what they experienced at school. This was noticeable in the responses that students provided in both the face-to-face interviews and in the Year 6 survey, wherein a greater degree of sophistication in language use and an understanding of complexity in context were evident. In particular, we now observed students conceptualising each of learning, teaching and schooling experiences through personal relationships. Student 15B quoted above makes this

clear. For this student, being able to spend time with friends made learning in 2022 better than learning in 2021. For students, learning is oriented around people. It is a personal experience. And there are layers to such a statement, something reflected in BernsteinYamashiro’s (2004) study of teacher-student connections. Relationships that have an impact, by defining the quality of learning experienced, are not limited to peers but also include significant adults such as teachers. This concept of personal learning is one of the continuities in the narrative surrounding the Barker Journey cohort for this year. Last year, Scott and Hill (2021) observed the extent to which the Barker Journey cohort expressed a strong preference for collaborative, face-toface learning experiences that were not grounded in the digital world. Reluctantly digital, these so-called “digital natives” conveyed a preference for personal learning over personalised learning (Crouch, 2022, p. 8). While there was a recognition that an individualised or personalised learning environment, facilitated by educational technology, has its place in their learning, teaching, and schooling experiences, the students of the Barker Journey cohort made it clear that relationships made learning experiences meaningful and significant. This year they spoke with a greater degree of clarity about this point: relationships with each other, relationships with teachers and relationships with the environment in which learning is taking place are the things that matter most. And they also articulated why.

Studentrelationships witheachother There is a growing body of research on the place and importance of peer relationships at school and their impact. Some of that literature has looked at peer relationships alongside the importance of positive student-teacher relationships (Ryan & Patrick, 2001; BernsteinYamashiro & Noam, 2013; Ryan & Shin, 2018). Other recent contributions focus on the role of school context on student motivation and cognition, drawing on classroom-based examples and observations regarding student interpersonal relationships (for example: Witmer, 2005; Wentzel & Ramani, 2016; Jones, 2022). The impact of student relationships with each other on student academic performance and development of cognitive skills has also been an avenue of research (Wentzel & Caldwell, 1997; Ryan, 2001; Wentzel, Barry & Caldwell, 2004; Kutnick & Kington, 2005; Wentzel, Jablansky & Scalise, 2018; Wanders et al., 2020). Some of that research has looked specifically at the influence of negative peer experiences on schooling (see: Reavis, Donohue & Upchurch, 2015). That the members of the Barker Journey cohort view relationships with their peers as important in their schooling, and that these friendships can inform the quality of the learning experienced, has a strong academic context.

More than just relationships increasing enjoyment of the learning experience, the Barker Journey cohort recognised that those with whom they learn inform the quality of the learning that takes place. For example, Student Survey Response 69 explained how recommendations from the class teacher were requested to ensure that there could be shared reading interests with a friend who was a passionate reader. This resulted in not only a greater confidence in reading but also a more diverse range of reading experiences for the student concerned. Specific group learning contexts or shared learning experiences that broadened the experiences of the classroom were also mentioned by students in both survey responses and interviews, including the Canberra excursion, participating in musicals, the PYP Exhibition, and being involved in co-curricular sport. Learning was considered far

more enjoyable, meaningful, and memorable when students felt they had the opportunity to be with others. Student 12B stated that one of the things most liked about 2022 was being in class with “my friends and just chatting to other people whilst doing [my work]”. The importance of being with friends was further affirmed by the way in which the Canberra excursion was described. Student 12G identified the Canberra excursion as an event that was exciting and full of different activities and learning opportunities but, fundamentally, what made the Canberra excursion what it was, was being able to do such things with friends. Student 1G identified the importance of peers exhibiting helpfulness around the class as this made it a better place to learn. Student 15B believed that showing empathy was an important part of making an environment that was encouraging for learning. For this student, being empathetic to others makes them feel better and motivates them to learn.

…because if you’re kinda feel like other people it’ll make them feel better and it’s just like it gives them a better attitude, like a positive mindset. If they’re feeling happy which is just better for learning and it helps you learn, having like a positive mindset because it helps you have a growth mindset which is good for learning.

Student 15B

In some cases, students felt their work improved specifically because they were learning with others. For instance, in response to the Year 6 survey, Student 122 stated that friends “have supported me, bring me up when I was down and helping me through hard tasks”. Of course, the converse was also found to be true. One student revealed that a love of a subject, in this instance Music, can be reduced because of what others do; “I feel I have started to like music less than when I started here, because lots of people keep on ruining it for me” (Student Survey Response 72). Student relationships with other students matter. They have an influence on the way in which students perceive what they are learning and how receptive they will be to the learning processes going on in and outside of the classroom.

Studentrelationships withtheir teachers In her paper about the complexity in learning relationships between teacher and student, and what school leadership needs to take into account when developing policy, BernsteinYamamoto (2004) demonstrates how teacher-student relationships impact student academic behaviours (see also: Roorda et al., 2011; Martin & Collie, 2019; Roorda, Jorgensen & Koomen, 2019; Thornberg et al., 2020; Thijssen, Rege & Solheim, 2022). Student willingness to engage in learning, to seek help in learning material or take intellectual risks relates to the degree to which there is a positive, caring relationship between student and teacher. Bernstein-Yamamoto goes further and states that such a relationship starts in the classroom with teachers showing that they care about student success by helping them learn the material; “…teachers who helped students learn material were seen as extending friendship and validating students as people” (Bernstein-Yamashiro, 2004, p. 59). Such a relationship is reflected in the words of the Barker Journey cohort about their own schooling experiences. In one thank you letter, written by Student 15Bs, expertise as a teacher is praised alongside attributes that might be typically valued or sought after in friends.

You taught me how to structure writing in an interesting and thought out way that made it easier to do so. I loved those lessons. You never told me anything mean or unreasonable, and it always made sense. Now I can easily do my writing better. Student 15Bs

There is a validation of Student 15Bs as a person by the teacher inherent to this comment. The teacher not only understood that the student wanted to learn but that this was something the student wanted to prioritise. The student’s opinion on their own learning mattered. Personal validation was also important. Student 9G appreciated the way in which their teacher allowed them to be themselves; “You have impacted me mainly that I can be myself and that its fine to do weird stuff. In all the STEAM lessons, you would start dancing or singing, and it taught me not to be scared of being myself”. In her study, Bernstein-Yamamoto found that the student experience of learning is “rarely separated from how they feel while they learn and how they feel about the person from whom they learn” (2004, p. 60). Her observation is shared with what was found in discussions with the Barker Journey cohort. Student 15Bs’ comments about learning to structure writing helps to illustrate this point. Happier written responses typically were derived from those that were longer. But perhaps the most powerful indicator that students understood the importance of relationships in their learning were student references to the disruption to the classroom caused by a change in teacher, recognising its impact on how they felt about school, their sense of community and belonging, and on their own performances in specific subjects (cf. Allen et al., 2018). For example, Students 7G and 13B identified the change they experienced in their relationship with their teacher as a significant challenge for 2022. Student 15G went some way to providing a sense of how the students felt the change was impacting their learning in describing a messiness surrounding the transition to a new teacher and the disruption this caused in the way the classroom functioned. Student 2B was more specific. A new teacher meant a new way of doing things; Student 2B used Mathematics as an example to express his thoughts, feeling that the new classroom system was an obstacle to his personal preference for self-paced learning. Studentrelationships withplace Literature on school connectedness and belonging has drawn attention to the importance of student-student and student-teacher relationships to how students regard where learning and teaching takes place (for example: Bernstein-Yamashiro, 2004; Allen et al., 2018). Ripperger-Suhler and Loukas (2011) posit that school connectedness is a subset of social connectedness, something this present study observed in both face-to-face interviews with the Barker Journey cohort as well as in the responses to the Year 6 survey. Student 4G expressed this most clearly. Not only the facilities and all the opportunities that we have and we are so lucky to have that, but it’s all the people like the teachers are the kindest people I know and they would do anything just to put a smile on your face... They’re just so kind and always there for you and I’m going to miss them next year because even though I will probably have even more amazing teachers, the teachers I’ve had in Junior School are the best. Like, I would do anything just to have another year in the Junior School. Student 4G

For Student 4G, being happy at school was to do with the relationships experienced with the teachers. Student 7G expressed similar sentiment but emphasised being with friends while learning. But where learning takes place did not necessarily have to be on campus. The Canberra excursion was an oft-cited favourite event of 2022 in the face-to-face interviews and the Year 6 survey, and it serves as a good example to illustrate the point that student relationships with place have an impact on the learning that takes place, and how well it is regarded. The Canberra excursion, according to the students, not only represented an opportunity to enjoy learning about the Unit of Inquiry being studied at the time outside of the classroom but also an opportunity to share the experience with their friends. It was this shared experience that was particularly important. Student 7B’s account of missing on the Canberra excursion underscores this point. I think I felt kind of sad in a way that I missed it, but also I was kind of happy that everyone else had fun and still I think the teachers did a good job of, ‘cause they actually in parliament house, it was like key to our unit of inquiry to see it, I think they still did a good job of still informing me and keeping me up with the rest of the class. Student 7B

F Finding 2: Students value kindness as foundational to other traits and can articulate what kindness looks like in practice

For me it’s probably ‘kind’, and I think it’s probably the most important ‘cause, I don’t really know how to explain it, but it’s important to be kind to others and be open to other people and their opinions.

Student 15G

…despite varied educational and societal stakeholders having shared expectations that students behave kindly, there is a relative dearth of research examining how students themselves conceptualize the construction and enactment of kindness. Binfet & Passmore (2019, p. 23) Kindness remains the most valued attribute for the Barker Journey cohort, a finding that aligns with other studies that demonstrate kindness as outranking other traits that are regarded as character strengths for this generation of student: honesty, gratitude and hope (Park, Peterson & Seligman, 2004; Karis & Craighead, 2012; Datu & Park, 2019; Lee & Huang, 2021). What makes the continuity from last year to this year of kindness as a primary value noteworthy is the observed accompanying capacity of students for articulating what kindness looks like in practice. Many terms that emerged during both the surveys and the interviews about what makes a good student, or a good learning environment, connected to the idea of kindness. This was particularly clear when students were able to choose any term to describe the ideal student or the ideal school. When limits were placed on what terms could be used, such as asking which of the five school values are the most important, students typically identified the terms that were synonymous with kindness. This helps clarify what students understand kindness to be. What students see as kindness or kind behaviour is something that has been relatively under-researched. Binfet and Passmore (2019, p. 23) have provided an excellent summary on recent research on kindness but they point out that there are very few studies that consider the students’ perspective. Binfet and Passmore

identified only three in recent years (Eisenberg et al., 1999; Layous et al., 2012; Gaertner & Binfet, 2015). They identify a potential trajectory for the Barker Journey project to follow in its information gathering and analysis; there is still a lack of evidence for how older students might define and enact kindness at school, something with which the Barker Journey study is well positioned to address. This year we witnessed how kindness was considered by the Barker Journey cohort as foundational to other behavioural traits that students have indicated are important. This observation marked a shift in student perspective in and around the concept of kindness. In last year’s study, Scott and Hill (2021) found that students valued kindness and saw it as something to be demonstrated by students and by teachers. One year on, the Barker Journey cohort students view kindness with the same level of importance but also as an attribute that had to be present before other characteristics might be observable, or success in the classroom apparent. For example, Student 6G stated before being principled one must be kind. Similarly, Student 11G believed that being kind was important to progressing one’s learning because being kind led to having more friends (cf. Layous et al., 2012; Binfet & Passmore, 2019). In turn, this meant having a greater network upon which to rely when something was challenging in the classroom. In this sense, kindness is more than just doing good things. It is considered a fundamental life skill that is essential to creating and sustaining social relationships that are vital for students to thrive. Binfet and Passmore (2019, p. 34) quoted one of their student participants: “you need kindness to live, kindness is what helps people live”. It is an identical sentiment to that expressed by the Barker Journey cohort. Identifying kindness as one of their principal values also saw students describe what kindness for them looks like in practice. Student 15G, quoted above, is an example; this student connected kindness with the idea of showing respect to others and the opinions that they hold. Student descriptions of kindness reflected definitions posited by extant research; “Kindness, from the perspective of young children, is an act of emotional or physical support that helps build or maintain relationships with others” (Gaertner & Binfet, 2015, pp. 36–37). Emotional supportive actions included being made to feel welcome. Student 2B explained how both students and teachers were very welcoming. For Student 6B, students and teachers always saying “hi” is an indication that individuals are regarded and respected by others as human beings. Other emotional supportive actions that students identified as acts of kindness were assisting friends when they were uncertain about content being covered in the classroom. Physical acts of support included being helped when hurt. Student 6G described how an injury was sustained in the playground and how friends were there to help, and to get the school nurse. Student 6G also went on to describe kindness from the point of view of a third party. That is, witnessing acts of kindness taking place but not being a part of when those acts of kindness take place. A student had hurt herself and Student 6G described those that came to the aid of the student as being kind. Student 10G described a situation on the Year 6 Canberra excursion where a friend had injured both ankles and needed to be pushed around in a wheelchair. This was witnessed by Student 2G and when Student 2G was asked what constituted kindness, this incident was used as an illustration. These stories offer two perspectives: those involved in the act of kindness and defining it as kindness, and those that saw the act of kindness being performed and construing it as kindness. And it is this that signifies this finding an important development in students’ thinking about kindness. A student need not be the recipient of an act of kindness to recognise kindness when it happens.

Kindness could also be conceptualised using vocabulary like the school values. This is evident in the results from the Year 6 survey. In the survey, the year group was asked to identify which of the Barker values it believed to be the most important. The visual representation of this can be found at Figure 3, earlier in this paper. 36% of respondents identified Respect as the most important school value. Compassion was ranked lower, with 13% regarding it as the most important. However, the accompanying comments made by the Year 6 group about Respect and Compassion point to these terms being identified as key to the students’ conceptualisation of kindness. One student equated respect and kindness with each other (Student Survey Response 79). Students that showed respect to each other were also being kind. One student identified that being kind was to be nice, and being kind contributed to an increased sense of optimism (Student Survey Response 81). This resonates with what Student 6G stated in face-to-face discussions about how being kind makes the provider and recipient of that kindness both feel good. This has been described by Binfet and Passmore (2019, p. 33) as an altruistic, other-person oriented perspective. Critchlow (2022, p. 186) suggests such a perspective, shown by carrying out conscious acts of kindness and noticing when other people are being compassionate, can increase empathetic skills, contribute to one’s sense of optimism about people, and deepen one’s understanding of other people’s struggles. F Finding 3: Students perceive meaningful learning to be about identity and belonging …they give you a lot of different things to choose from. There’s co-curricular things, there’s stuff to do in the school day, there’s outside lessons, it’s just a lot of things [they] allow you to do and that they make you do, like they want you to do things that, going back to the risk-taker, they want you to do things quite a bit…quite a lot of opportunities to do things that are quite exciting, quite interesting...

Student 15Bs

….[students] came to see their core selves as vitally connected to what they were learning and doing (identity), and they had opportunities to enact their learning by producing something rather than simply receiving knowledge (creativity). Often these spaces or classrooms were governed by a logic of apprenticeship; students had opportunities to make things (newspapers, collections of poetry, documentary films, theatre productions, debate performances) under the supervision of faculty and/or older students who would model the creative steps involved, provide examples of high quality work, and offer precise feedback.

Mehta & Fine (2019, pp. 6–7) Diversity in learning experiences appeared to make learning more meaningful and memorable for students. Many students commented on the unique learning environment that Barker has in that there are many things that students can do and that these things are not limited to what is experienced in the classroom. Student 15Bs went so far as to connect the diversity of learning opportunities positively to the notion of being a risk-taker and having a growth mindset. Other students also linked the idea of rich and diverse learning opportunities as a means by which one could be oneself and learn to respect others for what they brought to the schooling experience overall. Alongside such comments emerged an awareness that a range of learning experiences can contribute to a sense of self, and positive and formative experiences relating to community and belonging (Larson, 2000; Allen et al., 2018). This finding is in step with what has been observed more broadly in the Australian context; that actively participating in a range of activities in and outside of the

classroom has a positive impact on a student’s personal development (Blomfield & Barber, 2010, pp. 114–115; also see: Holland & Andre, 1987; Cooper et al., 1999; Eccles & Barber, 1999; Videon, 2002; Eccles et al., 2003; Darling, Caldwell & Smith, 2005; Fredricks & Eccles, 2008). The impact of extracurricular activities on academic success has been the subject of educational research for some time (Coulangeon, 2018, p. 57), and the extent to which there has been an impact is a contentious issue. Seow and Pan (2014), for example, concluded that the extent of the impact of extracurricular activities on academic achievement or social development is contingent on balancing competing time commitments between studies and participation. Shulruf (2010, pp. 591, 609) claims that extant research shows associations between participation in extracurricular activities and academic success but there was no basis to conclude that there are causal effects between the two. Coulangeon (2018) points out that for some this means that participation in extracurricular activities is detrimental to school success while others remain ambivalent about the nature of the relationship between extracurricular activities and classroom (see: Coleman, 1961; Camp, 1990; Marsh, 1992; Steinberg, 1996; Fejgin, 2001; cf. Broh, 2002; Marsh & Kleitman, 2002). The jury, it would seem, is still out.

Into this academic context, the observations of how the Barker Journey cohort perceive learning suggest a slightly different perspective might be undertaken. For this generation of student, learning takes place in many contexts. For them, extracurricular activities are as normal an experience as to that which happens in the classroom. To categorise extracurricular activities in a binary fashion as either contributing positively to academic achievement or having a negative impact, as the literature seems to do, establishes these activities and opportunities as separate from the schooling experience. This is incongruous with the way in which the Barker Journey cohort perceives the diversity in learning opportunities afforded by extracurricular activities. Student responses suggest that what happens in the classroom is considered no different to what takes place on the football field, in the chamber orchestra rehearsal or on the drama theatre stage. Student 7B’s focus on learning music, both in class and as an extracurricular activity, is a good illustration. For Student 7B, playing in bands, learning guitar and drums, and going to music class were all a part of the same learning experience. Student 6G expressed this meshed nature the most clearly and provided an insight into why learning in the classroom might be construed similarly to learning outside of the classroom by this generation of student. Being in the musical, being able to practise dance, and being able to swim were identified as activities, alongside the welcoming environment established in the classroom by teachers and peers, enabling Student 6G to develop from a formerly shy student to one with a greater degree of self-confidence in who they were as an individual. Student 13G echoed this sentiment: “I feel like there’s so many opportunities to like, do things, and, like, be who you are…”. Learning is as much about knowledge as it is about identity formation and understanding one’s place in the world. Students commented on how different learnings contexts and opportunities enabled them to move outside of their comfort zone, helping with the processes of learning subjectspecific knowledge at the same time as developing one’s sense of self. Student 15Bs was the most articulate about this, tapping into the language of the International Baccalaureate’s Learner Profile in talking about why it was good to be a risk-taker, to be a learner who was willing to “approach uncertainty with forethought and determination” (International

Baccalaureate Organization, 2013). To be a risk-taker was to develop a growth mindset. Student 15Bs provided the following example from the classroom: Well, you learn a lot more things than you would if you didn’t have the mindset. You learn better ways to do things, you might learn more, like if I was [learning] Maths and I only thought ‘I’ll do the easy questions ‘cause the easy questions are what I think I could probably most do’, then doing the hard questions you might learn more – you might find you’re good at it, you might find you’re better at something, so I reckon being a risk-taker means you can try new things, get better at new things, and maybe even like them more.

Student 15Bs

The ensuing discussion saw Student 15Bs discuss how such a mindset was applied to life at school more broadly. Involvement in the school’s tennis program was particularly important to Student 15Bs as this was an activity the student loved, and one in which the student sought continually to improve and excel. Challenges to the student’s improvement at tennis were approached in a similar fashion to challenges faced in the classroom with the student articulating “How can I be better?” as the key question to be asked in and outside of the classroom. Resolving challenges in tennis was done with the same approach as challenges in the classroom. Learning moments are considered to exist in both the classroom and nonclassroom environments.

This emergent student perspective where meaningful learning at school incorporates an active and present blending between what happens in the classroom and outside of the classroom, as opposed to viewing the two as discrete parts, reflects notions of school belonging. This has been defined, most consistently across the literature, as “the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment” (Goodenow & Grady, 1993, p. 80; see also: Allen et al., 2018, p. 2). Research generally supports the benefits of school belonging because it positively contributes to the development of the intellectual, physical, and emotional aspects of a student’s life. It promotes what the International Baccalaureate Organization (2013) Learner Profile describes as Balanced. For children of the same age as the Barker Journey cohort, the issue of school belonging is particularly relevant on account of adolescence being a period of identity formation due to “shifting social relationships, priorities and expectations, and the need to navigate the transition from childhood to adulthood” (Allen et al., 2018, p. 3). Diversity in learning experiences helps learning to be more meaningful and memorable for students because that diversity, as the Barker Journey cohort explained, enables student achievement in different areas. Through that achievement, students feel they are contributing to school life and school identity. In turn, there is a sense of belonging to a community, which can then provide for a sense of student success and a positive affirmation of a student’s sense of self.

Conclusion

This year’s study of the Barker Journey cohort anticipated that it would present a story about endings and beginnings. Students were completing their primary schooling and getting ready to start secondary school. What it means to be a Year 6 student and role model to others, according to the students themselves, affirms that there are elements of that story

throughout the present study. However, at another level, the storyline underpinning the present study is one of students who are thoughtful and mindful of each other, valuing the learning experiences they have been able to share. As this study developed, a further narrative emerged and that one is to do with community and belonging. The Barker Journey cohort highlighted the extent to which relationships frame everything to do with the learning, teaching, and schooling experience; for them schooling is about being a part of a community. McCrindle, Fell and Buckerfield (2021) posited that Generation Alpha, the label used for the generation from which the Barker Journey cohort comes, are identifiable by the following traits: global, digital, social, mobile and visual. While these are useful categories of analysis in formulating an approach to the learning and teaching of this generation of student, it is important to note that students from this generation are still revealing what makes them who they are. Listening to, and seeking to make sense of, what they have to say about learning, teaching, and schooling in the 21st century should be treated as a serious exercise, and one that can contribute to educational thinking and development. The Barker Journey cohort has provided clarity around the attribute of ‘social’ in comparison to other attributes such as ‘global’ or ‘mobile’ whose presence in discussions now is minimal at best; they are most definitely a social generation People matter greatly to the current generation of student. The Barker Journey cohort repeatedly made this clear. People define meaningful learning and memorable moments for them. During interviews with the Barker Journey cohort, and through the surveys of the year group, students referenced the importance of being with their friends when they were learning. Being with friends was not only what motivated them to learn concepts and content associated with a particular course or subject, but it was also what helped them work through challenges or obstacles that existed in and outside of the classroom. Students explained that showing such support was viewed as kindness in action, and this was something they valued highly. For them, then, learning is fundamentally a shared experience. Learning takes place in a community that fosters a sense of belonging, where students can be themselves, and where students perceive understanding specific subject knowledge or participating in extracurricular activities as synonymous with “going to school”. Looking ahead, 2023 will see the Barker Journey cohort complete their first year of secondary school. There was some trepidation expressed by the students in their interviews about this milestone. One student described the change to come as a: Very big change, like it’s all completely different. You’re not going to be with all your friends all the time because it’s a huge, huge school in secondary school, so you’ll have to get used to walking around a lot, finding your way around the place. I’m actually pretty excited for it, ‘cause I kind of know where everything is around in junior school, so I’m looking expecting it to be very different, which is good for me. Student 1B in Year 6, 2022 The impact of the change in moving from primary school to secondary school described by Student 1B will be an important part of the analysis in next year’s study. It will of course not be the only focus; key topics such as values, resilience, and relationships will continue to have a presence in the conversations we have with the Barker Journey cohort as they share their stories about being at school. And we will listen carefully, as the insights and

perspectives they have to offer about learning are unique and can, and should, have a profound influence on the way their education is shaped.

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