Winter Carnival – A Wonderful Community Celebration

What a fantastic night our Winter Carnival turned out to be! It was wonderful to see so many of our families, staff, and friends come together to enjoy an evening of fun, food, and celebration. Events like this remind us of the strength of our community spirit and the joy of sharing time outside the classroom.

A heartfelt thank you goes to everyone who helped make the night possible: our dedicated staff, hardworking volunteers, and enthusiastic students. Your efforts with planning, setting up, running stalls, and cleaning up afterwards were truly appreciated.

The Winter Carnival is one of the biggest events on our College calendar, and this year’s success is a credit to the generosity and teamwork of our whole community. We are also delighted to share that the event raised valuable funds to support various programs, resources and projects for our students.

We look forward to making next year’s event just as memorable!

Friendships in Primary School

We are noticing more students referring to each other as “boyfriend” and “girlfriend” in the playground and classroom. At this age, these labels are usually playful and come from curiosity or things children see in media or hear from older peers. However, they can sometimes cause confusion, exclusion, or distraction from learning. Please take the time to read the following article. 

“Boyfriends and Girlfriends” in Primary School: Understanding and Supporting Young Children’s Social Development

It’s not uncommon for young children in primary school to refer to one another as “boyfriend” or “girlfriend.” These declarations are often innocent and light-hearted, driven more by curiosity, play, or imitation than by any mature understanding of romantic relationships. However, while this stage of social development can be harmless for some, it can also lead to confusion, emotional challenges, and distractions in the classroom setting.

As parents and educators, it’s important to understand what might be behind these early “relationships” and how we can best support children’s emotional and social wellbeing. Children aged 5 to 12 are in a stage of rapid social learning. They begin to explore concepts of friendship, loyalty, and belonging. Often, the idea of having a “boyfriend” or “girlfriend” is learned through media, older siblings, or playground talk. At this age, these labels typically reflect admiration, close friendship, or a desire for connection, rather than a romantic relationship. In most cases, children don’t fully understand what the term “relationship” implies. However, the language they use can still influence how they interact with each other and how they’re perceived by their peers.

When children start labelling each other as boyfriends or girlfriends, a few social difficulties can arise:

Exclusion and Peer Pressure: Children not included in these pretend relationships may feel left out or worry that something is “wrong” with them. This can lead to unnecessary anxiety or efforts to “fit in” by rushing into similar labels before they’re socially or emotionally ready. 

Social Tension: Young children often change their minds quickly. Today’s “girlfriend” might be tomorrow’s “not friends anymore,” causing hurt feelings and playground conflicts. These ups and downs can be intense for young children who are still learning how to manage emotions.

Distraction from Learning: At school, the classroom should be a safe space for learning, exploration, and building positive peer relationships. When romantic language or preoccupation with “relationships” becomes part of the day-to-day conversation, it can impact focus in several ways. Children might become preoccupied with who is “going out” with whom, especially if disagreements arise. These distractions can carry over into learning time and make it harder for some students to concentrate. Teasing, gossip, or arguments over who is in a relationship with whom can cause disruption and even lead to bullying.  Some children feel confused or upset if they aren’t part of these “relationship” dynamics, diverting their energy away from developing healthy, age-appropriate friendships.

As parents and educators, our role isn’t to shame or punish children for exploring social ideas, but to guide them gently toward understanding appropriate relationships for their age. Here are a few ways you can help:

Talk Openly and Calmly: If your child mentions having a “boyfriend” or “girlfriend,” ask them what that means to them. Keep the tone light and open, avoiding judgment. Often, their explanation is more innocent than we assume.

Encourage Inclusive Friendships: Emphasise the value of all kinds of friendships regardless of gender. Encourage your child to make friends with many different children and focus on kindness, sharing, and cooperation. 

Set Age-Appropriate Expectations: Explain that while it’s okay to care about others, primary school is a time to focus on learning, playing, and building strong, respectful friendships, not dating.

Limit Media Influence: Be mindful of what your child watches or plays. Many shows and games aimed at older audiences introduce relationship themes that younger children may not yet be ready to process.

Schools and families work best when they collaborate. Teachers will often address these topics in the context of respectful relationships and personal development. Together, we can help children develop the social and emotional skills they need, at the right pace for their age, so that they can enjoy healthy friendships and learning environments without unnecessary distractions. 

God bless,

Karen Krzelj - Deputy Principal (Acting), Padua Campus