October 30, 2023 • 15 mins
Worried that your low-achieving, school-hating, stressed and struggling child is ruining every chance of their future success?
Learn how to kindle the flame of curiosity in your child - and hear Justin share a poet's definition of success that will encourage and inspire any worried parent.
Topics in this episode:
- Curiosity
- Flaws of our educational system
- Lifelong learning
- Exams and stress
- Living up to expectations
- Anxiety and perfectionism in our kids
- Resilience
- External vs internal worth
- "Success is..." by Anonymous
Find us on Facebook at Dr Justin Coulson's Happy Families
Email us your questions and comments at podcasts@happyfamilies.com.au
See omnystudio.com/listener for privacy information.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:03):
It's the Happy Families podcast. It's the podcast for.
Speaker 2 (00:07):
The time poor parent who just wants answers now.
Speaker 1 (00:10):
So last week on the Happy Family Podcast, we had
a series of five conversations completely different to what we
normally do on the podcast, talking with people about their
school experiences, primarily what went wrong at school, why school
wasn't a good experience for them, and how they lived
extraordinary successful lives in spite of their lack of success
(00:31):
at school. We've been having these conversations because right now,
right around the nation, pretty much every state and territory
has their year twelve school leavers completing their final exams
ever at school. And then on Friday, we wrapped up
the week with a fascinating discussion with the Flinders University
academic Nigel Howard, talking about what happens on average when
(00:54):
kids don't finish school. Kylie, I want to use today's
podcast is not recap. We don't need to summarize what
was said. People can listen to and hopefully did listen
to all five of those conversations. They were fascinating, but
really to I guess, unpack and play around with the
ideas that came up. What were your overall impressions as
you listened to four people who dropped out of school,
(01:16):
never finished UNI and we're on to have extraordinary lives.
And then Nigel's I guess balancing act as he reflected
on what happens when we don't finish high school? What
were your impressions.
Speaker 2 (01:28):
I think every single person acknowledged how important education is.
It's power amount to our ability to progress in life.
But they might have left school, but they never stopped learning.
And I think the emphasis for us as parents is
helping our children to stay curious in their environment, regardless
(01:52):
of what that curiosity leads them to do. While ever
they're curious, they will seek learning and regression.
Speaker 1 (02:00):
Over the weekend, I had a conversation with somebody who's
a deputy principal at a Queensland school and the conversation
essentially was this guy saying, we are not helping kids
to become lifelong learners at school. School is destroying the
desire that kids have to learn. Kind of taps in
(02:20):
with a conversation that you had with our youngest with
this whole homeschooling thing that we're going to talk about
on Friday, where she has indicated now she's had a
little bit of time off school. She's ready to learn,
she's anxious to learn, she wants to get into it.
She's almost rekindled, already discovered what learning could be now
that she's had time away from the school environment. The
discussion I found fascinating with Nigel Howard talking about the
(02:44):
negative results in people's lives when they don't finish high school. Now,
obviously we spoke to a couple of people who had
extraordinary lives in spite of not finishing high school. I
wonder if you have any insights or reflections on what
Nigel had to say.
Speaker 2 (02:58):
One of the biggest challenges I see in our kids
today comparative to when we were going to school is
the level of anxiety and stress associated with those school leavers. Exams.
Exams are stressful in and of themselves. They put us
under pressure, and regardless of whether we know our stuff
(03:20):
or not, most of us have an element of stress
walking into an exam room with exam conditions.
Speaker 1 (03:27):
And I want to just add here as well, I
don't know of any situation in real life once you
leave school where you experience that kind of pressure, like
if you're in a profession and you have to do
anything at all. You just perform your role, right. You
never sat down in a room and told to recall
(03:47):
all the information that you need to know about best
time and how to do it exactly.
Speaker 2 (03:50):
And you can't talk to anyone now.
Speaker 1 (03:52):
Obviously, you need to know how to perform surgery. You
need to know how to stand up in the courtroom
and speak, You need to know how to I don't know,
write an essay or do your work. We all have
a performance level. But what happens is you take on
a job and you receive training, and you develop as
you're going through that, and then you start to perform,
(04:13):
and when you make mistakes, there are people around you
who support you and say, oh, not like that, like this,
try that again. And it just seems to me that
the entire school experience, especially around exams, is artificial and
I would even add quite provocatively unnecessary.
Speaker 2 (04:27):
And I guess that's where I was kind of headed
with this idea. As a school leaver, I can remember
feeling immense anxiety around doing well, but not to the
extent where I felt like my whole life weighed on
the outcome.
Speaker 1 (04:46):
And that your value as a person was predicated on
how you did.
Speaker 2 (04:50):
Yeah, there wasn't the same level of pressure for me
to know what I wanted to do with the rest
of my life.
Speaker 1 (04:57):
Well, and I said this in one of the pods,
right in one of the conversation I think it was
with Cam Barber. When I ask parents how many of
them are still doing today what they thought they'd be
doing when they finished high school, it's twenty percent or less.
Like we change our mind when we become adults. We
change our mind when we go through a university. We
change our mind when we get a job and don't
(05:17):
like it and go into a completely different career path.
One of our good friends who runs a successful real
estate agency. He started off as a school teacher. Then
he developed a brand of shoe and now he sells
real estate and he's happy at doing that than anything previous.
Like we change our minds, we change our careers.
Speaker 2 (05:36):
But that's the whole point to lifelong learning. We learn
and we grow, and we progress and we tap into
strengths we never knew we had. Maturity life experience, they
kind of they open our eyes up to opportunities that
we never thought were possible because we didn't have the maturity.
We didn't have the life experience.
Speaker 1 (05:56):
And that was something that came out in every conversation.
The learning for them, the desire for learning was kind
of crushed in the school context, and that desire for
learning and progress came alive once they left school. Now,
this isn't a let's bag out school conversation at all.
The school system has its flaws and we're not trying
to solve all of those right now, but rather just
reflecting on the conversations. That's something that really stood out
(06:16):
to me, and it's certainly something that we've experienced in
our life that when you're anxiously engaged in learning and
growing and developing after school, you tend to get somewhere.
You tend to help you little.
Speaker 2 (06:27):
More fulfilling lives because it's self directed, as opposed to
I guess essentially living a life out of fear, fear
that you're not going to be able to meet other
people's expectations, fear that you're not going to you know,
kind of live up to your own expectations. And I
think that for our kids, helping them to find that
(06:52):
love of learning, and right now for our daughter, our
nine year old daughter, it's her love of learning of dragon.
Speaker 1 (07:00):
Yeah, at worms.
Speaker 2 (07:03):
But it doesn't It actually doesn't matter what it is.
So at this point in the story, all that matters
is she's curious.
Speaker 1 (07:12):
Something that you said before. I think this is a
little bit provocative, but I want to call back to
it really quickly. You talked about the increased level of
anxiety in stress that kids are experiencing that you didn't have.
And there's no way to say this politely, but I
placed the increased anxiety, the increased perfectionism, the increased stress
(07:34):
squarely at the feet of parents, when we have a
look at the increased expectation and pressure that parents are
putting on them. In a couple of weeks time, we're
talking with a guy called Professor Thomas Curhran. He's a
professor of psychology at the London School of Economics, and
he's written a book all about perfectionism, and I'm talking
with him about perfectionism on the podcast. It's just a
couple of weeks away, but I just recorded that conversation
(07:56):
a couple of days ago, and we're editing at the
moment and listening to him speak. He's not as direct
as I'm being right now, but I think when we
look at the unfair expectations and pressure and perfectionistic requirements
that parents place on their children, the demands they come
off the soccer field, they come off the netbull court,
they come off the stage, no matter what they're doing,
(08:18):
we can hobbies, school experiences. There's this relentless pressure that
we as parents, or the sory I shouldn't say we
as parents, the too many parents place on their kids
to just get better, to not do it like that,
to do it like this. Come on, you know better
than this. You should be able to do more than this.
That's the persistent message that comes up, and that's what's
(08:42):
I think creating the stress that kids are experiencing around school.
Speaker 2 (08:46):
I agree one hundred percent, but I don't necessarily think
that it's because we have bad parents. I think what
we're experiencing is a desperate need of parents who love
their kids to allow their kids and give their kids
everything they feel like they missed out on in their childhood.
(09:10):
And when you look at the demands that are being
placed on parents right now in today's society, economic stress
that we're experiencing, the changes to lifestyle as a result
of the pandemic there are so many different things that
we've now gone through as adults, and our minds are
already ticking forward to what's going to happen for our
(09:31):
kids in fifteen twenty years time, and how do I
prepare them best.
Speaker 1 (09:34):
Now, I'm going to make a clarification on what I said.
This is an important clarification. There's always been stress, there's
always been pressure, There's always been those kinds of things,
but it's risen to all new levels. And it's because
parents are at number one, more invested in their children,
and his investment and children goes up, both emotional investment
and financial investment, so to expectations, and those expectations are
(09:57):
generally unrealistic. Like we've got good evidence that today have
expectations of their children that are unrealistic, especially compared to
a couple of generations ago. We just expect so much
of them. A Number two, parents with high expectations are
often overly critical of their children, which leads to lower
resilience and increased anxiety, and they're more controlling of their children.
(10:18):
So my clarification is we've got data from the nineteen
nineties through to today, and we know that parents are
less autonomy supportive, which means that they're more controlling, and
they're doing it because they're more invested, because they're more
worried about the outcomes, because there's a belief that the
world's increasingly competitive and dog eat dog zero some kind
of thing, and taking controls the only way that you
can assure that your children are going to be successful.
And that's where the problem is, because it's not the
(10:39):
only way that you can assure that children are going
to be successful, whatever success actually means.
Speaker 2 (10:44):
I think. I think another challenge that we're experiencing, though,
is how we view success, and our desperate need for
our kids to have success in their lives is all
tied up in how we see ourselves and how much
work earth we place on who we are as a
result of what we achieve.
Speaker 1 (11:04):
And that's the thing. We believe that we're successful based
on external that's right, reality is, rather than what's happening inside.
And everybody nods their head and says, yeah, yeah, I
want my kids to have a great character, but you
know the messages that the kids are receiving. We've got
evidence on this as well. This was a study that
came out of Harvard just recently a couple of years ago,
and the researchers at Harvard said to the kids, Hey,
(11:25):
what would your parents consider to be successful for you
to be a good person or for you to get
good grades and have a good career. And the kids
were like, overwhelmingly, I need to be a doctor. Yeah, yeah, yeah,
that's right. But the parents, when they were asked that question,
they said, I want my kids to have character. But
what are we focusing on? You've said that. Now. We
didn't set this up, but I've got a poem that
I don't know if I've ever shared with you that
(11:47):
I looked up because I wanted to finish the podcast
with this poem. I discovered it maybe when I was
about eighteen or nineteen, and it's always hung around in
my head and it's amazing me. Maybe I have shared
it with you, but I don't think I have. I
want to read this to you. This is a definition
of success. The poem. We don't know who wrote it.
I've googled it and it says by anonymous, but it
says this success is speaking words of praise, in cheering
(12:10):
other people's ways, in doing just the best you can
with every task and every plan. It's silence when your
speech would hurt, politeness when your neighbors curt it's deafness
when the scandal flows, and sympathy with others woes. It's
(12:31):
loyalty when duty calls. It's courage when disaster falls. It's
patience when the hours are long. It's found in laughter
and in song. It's in the silent time of prayer,
in happiness and in despair. In all of life and
nothing less, we find the thing we call success.
Speaker 2 (12:56):
I remember once having a conversation with a really good
friend of mine who, when I was struggling to recognize
my own worth in a dark moment, reminded me of
how we feel about a brand new baby that comes
into our world and we've obviously just experienced that in
our home. They have done nothing to earn our love
(13:17):
and our desire for their wellbeing. They've done nothing, and
just them being, just them existing brings us so much
joy and so much love and desire to keep them
safe and bless them with every good thing. And yet
somewhere along the line, we go from a feeling that
(13:39):
to feeling like the only way we can experience that
same kind of love and joy in our lives is
to prove that we're of worth, to prove that we
have been successful. And as I think about all of
the stress that our school leaders are experiencing in this moment,
one of the best things as parents that we can
(13:59):
do for them is to just remind them that no
matter what, no matter the outcome, that they have got
a marvelous future ahead of them, that their worth is
not tied up to the results that are going to
come out in a few months time. That they can
achieve the things that they want to. But everybody has
an individual path and there are so many different ways
(14:20):
to do it.
Speaker 1 (14:22):
So let's wrap up. Finishing school does matter. Education matters,
but developing a love of learning and a desire to
continue learning after school. For example, we're not trying to
get through UNI. We're trying to get UNI through us.
Speaker 2 (14:39):
Yeah. I think if I could restate what you've just said,
I think education is imperative. I don't think school. Finishing
school at all costs is how we need to view things.
There are different ways for us to receive an education,
and I think we need to be fine tuned to
our kids' individual needs to recognize how education is played
(15:04):
out in their lives.
Speaker 1 (15:05):
Okay, nice recap, plenty to think about. Good luck to
everyone who is going through their exams. Remember you are
not your atar. Your value is in you, not in
your grade. And we hope that we've inspired some useful
conversations as we've talked about education at this time of year.
The Happy Famili's podcast is produced by Justin Ruland from
Bridge Media. Craig Bruce is our executive producer. If you'd
(15:26):
like more info about making your family happy, visit happy
families dot com dot au or visit us at Dr
Justin Corson's Happy Families on Facebook
It's the Happy Families podcast. It's the podcast for.
Speaker 2 (00:07):
The time poor parent who just wants answers now.
Speaker 1 (00:10):
So last week on the Happy Family Podcast, we had
a series of five conversations completely different to what we
normally do on the podcast, talking with people about their
school experiences, primarily what went wrong at school, why school
wasn't a good experience for them, and how they lived
extraordinary successful lives in spite of their lack of success
(00:31):
at school. We've been having these conversations because right now,
right around the nation, pretty much every state and territory
has their year twelve school leavers completing their final exams
ever at school. And then on Friday, we wrapped up
the week with a fascinating discussion with the Flinders University
academic Nigel Howard, talking about what happens on average when
(00:54):
kids don't finish school. Kylie, I want to use today's
podcast is not recap. We don't need to summarize what
was said. People can listen to and hopefully did listen
to all five of those conversations. They were fascinating, but
really to I guess, unpack and play around with the
ideas that came up. What were your overall impressions as
you listened to four people who dropped out of school,
(01:16):
never finished UNI and we're on to have extraordinary lives.
And then Nigel's I guess balancing act as he reflected
on what happens when we don't finish high school? What
were your impressions.
Speaker 2 (01:28):
I think every single person acknowledged how important education is.
It's power amount to our ability to progress in life.
But they might have left school, but they never stopped learning.
And I think the emphasis for us as parents is
helping our children to stay curious in their environment, regardless
(01:52):
of what that curiosity leads them to do. While ever
they're curious, they will seek learning and regression.
Speaker 1 (02:00):
Over the weekend, I had a conversation with somebody who's
a deputy principal at a Queensland school and the conversation
essentially was this guy saying, we are not helping kids
to become lifelong learners at school. School is destroying the
desire that kids have to learn. Kind of taps in
(02:20):
with a conversation that you had with our youngest with
this whole homeschooling thing that we're going to talk about
on Friday, where she has indicated now she's had a
little bit of time off school. She's ready to learn,
she's anxious to learn, she wants to get into it.
She's almost rekindled, already discovered what learning could be now
that she's had time away from the school environment. The
discussion I found fascinating with Nigel Howard talking about the
(02:44):
negative results in people's lives when they don't finish high school. Now,
obviously we spoke to a couple of people who had
extraordinary lives in spite of not finishing high school. I
wonder if you have any insights or reflections on what
Nigel had to say.
Speaker 2 (02:58):
One of the biggest challenges I see in our kids
today comparative to when we were going to school is
the level of anxiety and stress associated with those school leavers. Exams.
Exams are stressful in and of themselves. They put us
under pressure, and regardless of whether we know our stuff
(03:20):
or not, most of us have an element of stress
walking into an exam room with exam conditions.
Speaker 1 (03:27):
And I want to just add here as well, I
don't know of any situation in real life once you
leave school where you experience that kind of pressure, like
if you're in a profession and you have to do
anything at all. You just perform your role, right. You
never sat down in a room and told to recall
(03:47):
all the information that you need to know about best
time and how to do it exactly.
Speaker 2 (03:50):
And you can't talk to anyone now.
Speaker 1 (03:52):
Obviously, you need to know how to perform surgery. You
need to know how to stand up in the courtroom
and speak, You need to know how to I don't know,
write an essay or do your work. We all have
a performance level. But what happens is you take on
a job and you receive training, and you develop as
you're going through that, and then you start to perform,
(04:13):
and when you make mistakes, there are people around you
who support you and say, oh, not like that, like this,
try that again. And it just seems to me that
the entire school experience, especially around exams, is artificial and
I would even add quite provocatively unnecessary.
Speaker 2 (04:27):
And I guess that's where I was kind of headed
with this idea. As a school leaver, I can remember
feeling immense anxiety around doing well, but not to the
extent where I felt like my whole life weighed on
the outcome.
Speaker 1 (04:46):
And that your value as a person was predicated on
how you did.
Speaker 2 (04:50):
Yeah, there wasn't the same level of pressure for me
to know what I wanted to do with the rest
of my life.
Speaker 1 (04:57):
Well, and I said this in one of the pods,
right in one of the conversation I think it was
with Cam Barber. When I ask parents how many of
them are still doing today what they thought they'd be
doing when they finished high school, it's twenty percent or less.
Like we change our mind when we become adults. We
change our mind when we go through a university. We
change our mind when we get a job and don't
(05:17):
like it and go into a completely different career path.
One of our good friends who runs a successful real
estate agency. He started off as a school teacher. Then
he developed a brand of shoe and now he sells
real estate and he's happy at doing that than anything previous.
Like we change our minds, we change our careers.
Speaker 2 (05:36):
But that's the whole point to lifelong learning. We learn
and we grow, and we progress and we tap into
strengths we never knew we had. Maturity life experience, they
kind of they open our eyes up to opportunities that
we never thought were possible because we didn't have the maturity.
We didn't have the life experience.
Speaker 1 (05:56):
And that was something that came out in every conversation.
The learning for them, the desire for learning was kind
of crushed in the school context, and that desire for
learning and progress came alive once they left school. Now,
this isn't a let's bag out school conversation at all.
The school system has its flaws and we're not trying
to solve all of those right now, but rather just
reflecting on the conversations. That's something that really stood out
(06:16):
to me, and it's certainly something that we've experienced in
our life that when you're anxiously engaged in learning and
growing and developing after school, you tend to get somewhere.
You tend to help you little.
Speaker 2 (06:27):
More fulfilling lives because it's self directed, as opposed to
I guess essentially living a life out of fear, fear
that you're not going to be able to meet other
people's expectations, fear that you're not going to you know,
kind of live up to your own expectations. And I
think that for our kids, helping them to find that
(06:52):
love of learning, and right now for our daughter, our
nine year old daughter, it's her love of learning of dragon.
Speaker 1 (07:00):
Yeah, at worms.
Speaker 2 (07:03):
But it doesn't It actually doesn't matter what it is.
So at this point in the story, all that matters
is she's curious.
Speaker 1 (07:12):
Something that you said before. I think this is a
little bit provocative, but I want to call back to
it really quickly. You talked about the increased level of
anxiety in stress that kids are experiencing that you didn't have.
And there's no way to say this politely, but I
placed the increased anxiety, the increased perfectionism, the increased stress
(07:34):
squarely at the feet of parents, when we have a
look at the increased expectation and pressure that parents are
putting on them. In a couple of weeks time, we're
talking with a guy called Professor Thomas Curhran. He's a
professor of psychology at the London School of Economics, and
he's written a book all about perfectionism, and I'm talking
with him about perfectionism on the podcast. It's just a
couple of weeks away, but I just recorded that conversation
(07:56):
a couple of days ago, and we're editing at the
moment and listening to him speak. He's not as direct
as I'm being right now, but I think when we
look at the unfair expectations and pressure and perfectionistic requirements
that parents place on their children, the demands they come
off the soccer field, they come off the netbull court,
they come off the stage, no matter what they're doing,
(08:18):
we can hobbies, school experiences. There's this relentless pressure that
we as parents, or the sory I shouldn't say we
as parents, the too many parents place on their kids
to just get better, to not do it like that,
to do it like this. Come on, you know better
than this. You should be able to do more than this.
That's the persistent message that comes up, and that's what's
(08:42):
I think creating the stress that kids are experiencing around school.
Speaker 2 (08:46):
I agree one hundred percent, but I don't necessarily think
that it's because we have bad parents. I think what
we're experiencing is a desperate need of parents who love
their kids to allow their kids and give their kids
everything they feel like they missed out on in their childhood.
(09:10):
And when you look at the demands that are being
placed on parents right now in today's society, economic stress
that we're experiencing, the changes to lifestyle as a result
of the pandemic there are so many different things that
we've now gone through as adults, and our minds are
already ticking forward to what's going to happen for our
(09:31):
kids in fifteen twenty years time, and how do I
prepare them best.
Speaker 1 (09:34):
Now, I'm going to make a clarification on what I said.
This is an important clarification. There's always been stress, there's
always been pressure, There's always been those kinds of things,
but it's risen to all new levels. And it's because
parents are at number one, more invested in their children,
and his investment and children goes up, both emotional investment
and financial investment, so to expectations, and those expectations are
(09:57):
generally unrealistic. Like we've got good evidence that today have
expectations of their children that are unrealistic, especially compared to
a couple of generations ago. We just expect so much
of them. A Number two, parents with high expectations are
often overly critical of their children, which leads to lower
resilience and increased anxiety, and they're more controlling of their children.
(10:18):
So my clarification is we've got data from the nineteen
nineties through to today, and we know that parents are
less autonomy supportive, which means that they're more controlling, and
they're doing it because they're more invested, because they're more
worried about the outcomes, because there's a belief that the
world's increasingly competitive and dog eat dog zero some kind
of thing, and taking controls the only way that you
can assure that your children are going to be successful.
And that's where the problem is, because it's not the
(10:39):
only way that you can assure that children are going
to be successful, whatever success actually means.
Speaker 2 (10:44):
I think. I think another challenge that we're experiencing, though,
is how we view success, and our desperate need for
our kids to have success in their lives is all
tied up in how we see ourselves and how much
work earth we place on who we are as a
result of what we achieve.
Speaker 1 (11:04):
And that's the thing. We believe that we're successful based
on external that's right, reality is, rather than what's happening inside.
And everybody nods their head and says, yeah, yeah, I
want my kids to have a great character, but you
know the messages that the kids are receiving. We've got
evidence on this as well. This was a study that
came out of Harvard just recently a couple of years ago,
and the researchers at Harvard said to the kids, Hey,
(11:25):
what would your parents consider to be successful for you
to be a good person or for you to get
good grades and have a good career. And the kids
were like, overwhelmingly, I need to be a doctor. Yeah, yeah, yeah,
that's right. But the parents, when they were asked that question,
they said, I want my kids to have character. But
what are we focusing on? You've said that. Now. We
didn't set this up, but I've got a poem that
I don't know if I've ever shared with you that
(11:47):
I looked up because I wanted to finish the podcast
with this poem. I discovered it maybe when I was
about eighteen or nineteen, and it's always hung around in
my head and it's amazing me. Maybe I have shared
it with you, but I don't think I have. I
want to read this to you. This is a definition
of success. The poem. We don't know who wrote it.
I've googled it and it says by anonymous, but it
says this success is speaking words of praise, in cheering
(12:10):
other people's ways, in doing just the best you can
with every task and every plan. It's silence when your
speech would hurt, politeness when your neighbors curt it's deafness
when the scandal flows, and sympathy with others woes. It's
(12:31):
loyalty when duty calls. It's courage when disaster falls. It's
patience when the hours are long. It's found in laughter
and in song. It's in the silent time of prayer,
in happiness and in despair. In all of life and
nothing less, we find the thing we call success.
Speaker 2 (12:56):
I remember once having a conversation with a really good
friend of mine who, when I was struggling to recognize
my own worth in a dark moment, reminded me of
how we feel about a brand new baby that comes
into our world and we've obviously just experienced that in
our home. They have done nothing to earn our love
(13:17):
and our desire for their wellbeing. They've done nothing, and
just them being, just them existing brings us so much
joy and so much love and desire to keep them
safe and bless them with every good thing. And yet
somewhere along the line, we go from a feeling that
(13:39):
to feeling like the only way we can experience that
same kind of love and joy in our lives is
to prove that we're of worth, to prove that we
have been successful. And as I think about all of
the stress that our school leaders are experiencing in this moment,
one of the best things as parents that we can
(13:59):
do for them is to just remind them that no
matter what, no matter the outcome, that they have got
a marvelous future ahead of them, that their worth is
not tied up to the results that are going to
come out in a few months time. That they can
achieve the things that they want to. But everybody has
an individual path and there are so many different ways
(14:20):
to do it.
Speaker 1 (14:22):
So let's wrap up. Finishing school does matter. Education matters,
but developing a love of learning and a desire to
continue learning after school. For example, we're not trying to
get through UNI. We're trying to get UNI through us.
Speaker 2 (14:39):
Yeah. I think if I could restate what you've just said,
I think education is imperative. I don't think school. Finishing
school at all costs is how we need to view things.
There are different ways for us to receive an education,
and I think we need to be fine tuned to
our kids' individual needs to recognize how education is played
(15:04):
out in their lives.
Speaker 1 (15:05):
Okay, nice recap, plenty to think about. Good luck to
everyone who is going through their exams. Remember you are
not your atar. Your value is in you, not in
your grade. And we hope that we've inspired some useful
conversations as we've talked about education at this time of year.
The Happy Famili's podcast is produced by Justin Ruland from
Bridge Media. Craig Bruce is our executive producer. If you'd
(15:26):
like more info about making your family happy, visit happy
families dot com dot au or visit us at Dr
Justin Corson's Happy Families on Facebook
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