On Wednesday, March 13th, I had the privilege of participating alongside regular student supporters Esila Aksoy and Nicole McKeown, in the Student Classroom Support activity at Brisbane Central State School (BCSS), available as a part of the IES College CAS program.

The three components of CAS comprise creativity, activity, and service. This group, integral to the service component of CAS, focuses on assisting students facing challenges in the classroom environment, as well as supporting teachers in supporting students.

Comprised of empathetic and dedicated individuals, the student support group embodies a commitment to spreading positivity and fostering inclusivity within the community. Through their collective efforts, they not only provide invaluable assistance to students but also contribute to creating a supportive and nurturing learning environment for all.

During this session, I engaged in interviews with 2nd grade students to explore their interactions and dynamics with IES students. We were instructed to assist the students with their watercolour paintings. Esi helped by pouring water, offering feedback, and distributing paintbrushes while Nicole talked with the kids about what they were painting and provided guidance on colour selections. The students painted with crayons, making patterns and landscapes. After finishing their painting, the class went inside to read.

I spoke with a group of students, Eden, Ishvanka, Micah, and Lucas, during this period. Every child expressed how much they enjoyed interacting and appreciated Nicole and Esi's company in the classroom. Eden was the first kid I spoke with; she told me that English was her favourite subject in school and that she liked to mix colours when painting. She told me that she was new to the school and; despite missing her previous classmates, she was really enjoying herself. Eden and her friend Ishvanka both enjoyed the book series Ella and Olivia; however, Eden preferred the Christmas-themed books. Ishvanka stated that her favourite part of being in the classroom was learning because she found it fun. Micah and Lucas, two additional children I spoke with, both have a passion for mathematics. Lucas said that he likes spending time with Nicole and Esi since they are both helpful. Additionally, Micah remarked that he liked his teacher because she was funny.

By exploring the dynamics of these groups, we gain insights into their effectiveness as a proactive measure for addressing student needs and fostering a positive school climate conducive to holistic development. Similarly, providing insight on how high school students and primary school students interact.