Teacher says wellbeing must be the focus of remote learning in lockdown six

The Victorian teacher said another lockdown, and the disruptions that come with it, was what everyone in the education sector was dreading.

The last five lockdowns have shown that for for some students, remote learning is a more enjoyable and productive experience than school.

However for most students, it's a challenge on many levels.

"Since lockdown one they (my sons) have become less engaged in online learning and more inclined to have lower levels of motivation," Mr Dowie said.

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"My thoughts are shifting from what they are learning to their overall wellbeing.

"While trying to get your children to attend and complete the set work over the next period of remote learning is important, even in front of this is your wellbeing and that of your families.

"Keep that as their, and your, number one focus."

His advice to parents is: adapt and modify as you see fit.

"If getting them to attend online sessions is creating conflict find a compromise and change things up.

"Find ways to keep their levels of happiness, gratitude and positivity bubbling along and don't stress over the little stuff in regards to online learning."

Mr Dowie suggested some ways to keep the family engaged:

"There are many other activities that the family will be able to come up with which is specific to your circumstances," Mr Dowie said. "But the key is to make a plan every day which includes online lessons but also dedicated time directed towards activities that are going to look after the wellbeing of your children."

Research on young people in the south-west found while some students thrived in remote learning, many were struggling and even becoming traumatised by lockdowns.

More than 700 young people were interviewed as part of Beyond the Bell's Youth Conversations project which was amended to include changes brought about by the pandemic.

As part of the project, young people were asked what had changed for them since COVID-19, how they adapted to the pandemic and what they had learned about themselves and others during the pandemic.

Young people frequently reported that they did not respond well to remote learning arrangements during lockdowns, with some finding it demotivating and limited because of a lack of social interactions.

The report found the lockdowns were particularly difficult for students living alone or in challenging domestic circumstances.

Deakin University's Professor Damian Blake said trauma emerged as a major theme in the data during a community forum on the report on Thursday.

"Now young people who have been spending time at home where there's a context of family violence for example in a pandemic and also the impact going in and out of lockdown for young people is emerging as a form of trauma," he said.

"The notion of understanding about trauma is absolutely a theme carrying through this year for young people.

"We've got to think of how to support teachers and students, and approaches sensitive to that.

"It's a whole new avenue to explore."

Young people aged 12-19 from Colac Otway, Corangamite, Glenelg, Moyne, Southern Grampians and Warrnambool were interviewed.

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