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Alternative education with a well-being focus- A chat with Stella

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Differences between mainstream and alternative education; a well-being focus. This is an edited transcript of an interview our Social Media Volunteer, Kyle, completed with his school Well-Being Leader, Stella. Kyle attends Hestor Hornbrook, an education setting that achieves a positive balance between a student’s educational and mental well-being needs. Stella and Kyle chat about the differences between mainstream and alternative education settings and Stella’s role as Mental Well-being Team Leader. Big thanks to both Stella and Kyle for sharing this with us. Who are you and what is your role at Hester Hornbook? Rebecca Stella is the Well-Being Team Leader at Hester Hornbrook Academy. The Hester Hornbrook classroom is that of 1 Educator and 1 Youth Worker to approximately 12 students. Stella’s role is to coordinate the Classroom Youth Workers and oversee that student well-being needs are being supported. Stella provides supervisory support to the Youth Workers about well-being issues and certain crisis intervention strategies. In addition, Stella ensures she forms personalised relationships with students and is available to talk and provide support directly. Why did you choose to move into the Mental Health field of work? Stella started her career at the City of Port Phillip however she quickly saw this line of work wasn’t for her. She has experience working with young people with disabilities through the Joint Councils Access for All Abilities (JCAAA) program. There Stella found her passion for working with young people. Stella grew up with 8 siblings so working with young people seemed to come naturally to her. Soon after her work with JCAAA Stella completed her Youth Work Degree and decided this was the field she wanted to continue in. With her degree under her belt she linked in with St.Kilda Youth Services; an organisation who offers education for high risk young people. Through her work at St.Kilda Youth Services Stella’s passion for working with young people further increased. She saw first hand how young peoples’ experiences of mental health problems was impacting their educational options. Supporting students to manage mental health challenges first, helped them with school engagement, continuing their education and achieving their education goals. Stella found, and continues to find, great satisfaction in working with kids. She enjoys helping them realise their potential and watching them develop in their journey. Stella especially loves seeing the students with mental health obstacles find themselves.   Rebecca Stella-Well-being Coordinator at Hestor Hornbrook Academy What is alternative education in comparison to ‘mainstream education’ and what are the benefits? The main difference between Hester Hornbrook and mainstream education is the unique balance and prioritisation of supporting both student well-being and education. When getting to know young people who want to be a part of Hestor Hornbrook it is not simply about academic achievements and goals, it is about all aspects of a young person’s life. Hester Hornbrook looks to push young people to strive for their greatest educational potential, whilst also acknowledging a lot of young people have massive barriers to actually accessing that education. These barriers often lie within mental health, disability and/or other external challenges in a young person’s life, such as drug and alcohol challenges and trauma. Stella also reports Hester Hornbrook works really hard to build relationships with students on a more personal level; understanding problems that occur outside of academia. In the future do you see alternative education becoming the normality? Yes, more and more so. Because of recent events with COVID-19 community are beginning to understand that education can’t be delivered simply as a one dimensional program. Delivering only the academic side of the curriculum, as remote learning has done, has proved to have some negative effects on young people’s mental health. It has truly shown that well-being is an integral part of education and the development of young people. Alternative education often allows young people to open up more about their obstacles because of the personal relationship students share with educators. By making alternative education more accessible and known, it will allow more young people who may be suffering with mental health challenges to speak out and open up to their educators. What do you say to those people who say that alternative education doesn’t provide as thorough a curriculum as mainstream schools? Hester Hornbrook truly does attempt to provide the best possible education, starting with the great and professional educators who often have worked in a mainstream setting before and who have a great deal of experience.  Combining that experience with the well-being focus of Hestor helps young people who had not been engaging in mainstream education to still gain a high quality education. Hestor Hornbrook is able to provide education specific to a student’s needs, based on the level they are at. This structure is accompanied by a flexible mode of study that allows them to move at a pace they are comfortable with; something mainstream education struggles to provide in keeping a steady pace for the general population. What resources do alternative education providers provide that mainstream education providers don’t give? Post care is probably the greatest asset Hester Hornbrook provides in terms of additional resources. Hester Hornbrook has a 12 month period after a young person graduates where an Alumni worker supports that young person in all their well-being needs.  During that time there is also a Careers worker who consistently supports the young people to find a path beyond Hester Hornbrook. Generally students who are preparing to leave are identified about 6 months ahead of time. In that period the school works extremely hard in supporting the young person to achieve the goals they have set. This can include other pathways in the Hestor program and opportunities for scholarships that can help in overcoming barriers. What is the most challenging part of your role at the school? The dynamics of classrooms can be quite challenging. Having a group of people, who outside the classroom would have potentially never met, all together in one place and ensuring everyone’s safety and comfort, takes good

Brain takes a break. Body keeps score.

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The journey behind Mental Health Challenges: Brain takes a break, but the body always keeps score. I feel it would be highly hypocritical of me, given this is a Lived Experience Service, to only share my tools and strategies of past wounds from which I have healed. I feel it would also be highly hypocritical of me given my assertive community voice in decreasing mental health stigma and helping people to heal through sharing their very real and common experiences, to now hide behind mine.  The real story behind mental health challenges is not always pretty, is often raw and yes, it can be frightening. What it is often not (despite media representation), is violent or threatening, contagious or life changing for a bystander. What it is, is a strikingly common, lonely existence often hidden behind the closed doors of those you know. Not for me, not for my family and not for my community; not anymore. Mental Health Challenges: Then I remember parts of my first experience of *dissociation; some memories, but mostly feelings. Ben, a toddler, and Kyle, a few months old. I remember my sister-in-law dropping me flowers. I remember looking at my feet as breast milk splashed on the flower. I remember smiling and saying goodbye. I remember being on the bed, phone to ear trying to answer Anthony’s questions. Where are the boys?  I don’t know. Did you put them to sleep?  I don’t know. Tiredness. So tired, too tired, too scared to check on the boys. I could not have done something, could I? I could not check. I needed to sleep. The quiet, warm fog weirdly comforting. Of course, they were ok and of course I did not hurt them. I had put them down for naps and there they remained, I think, until Anthony got home. That dissociation, like this time, only lasted a short time. The subsequent fog, the disconnection from life and fatigue lasted well over six months. This was my first introduction to serious mental health challenges. Mental Health Challenges: Now… In the blink of an eye, all sense of time, place and self, gone… I may have even gone to IGA in my dressing gown. Yep, my very own customised dissociation. Some part of me knew I needed help. But *Self and the spoken word had suddenly evaded me; they were simply buried so deep I had no immediate access. There were no words for my boys; that it was happening again. No, not again. I text my mate, he respected my request to not call. I texted my Psychologist. She called. “Right. Back against something hard. Feet planted. Got it?” Unusually assertive, she went on, “who am I talking to?” I didn’t know, I only knew for certain it wasn’t Self.  I can’t clearly remember the rest of the conversation, common with a period of dissociation, but she reached Self enough to convince her/me that hospital was not the answer. Most parts of me, from my lived and professional experiences, actually already knew that. But there was a part of me that just wanted to sleep, didn’t want to talk, didn’t want to think and really didn’t care. An appointment was made for the next day and I went to bed. No one noticed Self wasn’t with me; I’ve gotten good at that. Holding onto Self I awoke the next morning like someone had siphoned every sniff of petrol from my tank. My mind was a fog, my body leaden and my voice unable to verbalise. Self was back, but she was totally and utterly exhausted. Son to school? Couldn’t drive. Shower? Couldn’t move. Eat? Desperately hungry but didn’t want food. Strangely I was not overly panicked by the experience, as I had previously envisaged I would be when I thought about it happening again. Apparently, my body had kept score. Like having a baby, my body had recorded that it had been here before. Like last time, my body had decided to put a stop to what my heart and mind could not; emotional and physical over-commitment. It became clear pretty quickly that I needed to re-prioritise my commitments and that doing it now, while my body (not my heart and mind) was in control, was the only way to do it. Fortunately, any negotiations with my heart and mind would be rendered useless by my body’s utter lack of functioning: movement (slow and limited), voice (by written word only), mind (one thought at a time, on only one subject at a time).  In a somewhat detached fashion I communicated my reduced capacities to my two volunteer organisations (knowing that once my heart and mind revived, I would grieve this and a part of me would take over and keep me doing what had brought me to this current state). My first experience of dissociation evoked a consistent experience of feeling present but not here. Of watching our two little (now big) boys and their dad living life. I was watching on, trapped within my silent and invisible bubble, disallowing me from entering their world. This time is eerily similar, but nowhere near as extreme. I am currently only becoming distressed when a part of me feels frustrated, sad or angry at my total lack of energy to engage. I am still in their world and I can still feel (but not yet reach) that passion and determination to continue toward their world. Moving Forward While my external voice and movement is slow, to the point where getting up and down is physically exhaustive, my internal voice and brain appear to be functioning as per normal. I think… Yep, there is the old doubt that creeps in and out still, as there is the sudden and crippling bouts of social anxiety when thinking about seeing anyone outside of my family, but those moments will pass. I know that now. My body has been keeping score and even though my tools are not yet working, I

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