At St John the Apostle we use information from both the Cancer Council and the Sunsmart app to guide our responsible sun practices. Generally, their recommendation is that when the UV rating is 3 or above, students should be wearing hats. Over the past few weeks, there have been stages throughout each day where it has reached a 3. Today, that period is 11:30 – 12:30. As we get closer to summer, this period will increase. We all know that the majority of students respond better to consistency and predictability. As such, we don’t chop and change throughout the day, we have no hats in June and July, with hats on during all other months. Like most things, there is a great deal of conflicting research in relation to the amount of sun needed for vitamin D. The information below is from the Cancer council website:

How much sun do we need for healthy bones?

The best source of vitamin D is UVB radiation from the sun. UV radiation levels vary depending on location, time of year, time of day, cloud coverage and the environment. For most people, adequate vitamin D levels are reached through regular incidental exposure to the sun. When the UV Index is 3 or above (such as during summer), most people maintain adequate vitamin D levels just by spending a few minutes outdoors on most days of the week.

In late autumn and winter in some southern parts of Australia, when the UV Index falls below 3, spend time outdoors in the middle of the day with some skin uncovered. Being physically active (e.g. gardening or going for a brisk walk) also helps boost vitamin D levels.

Karen Leighton
Assistant Principal

Friday also marks an important day for the Church in Australia, it is the feast of St Mary of the Cross MacKillop. St Mary of the Cross is Australia’s only saint (so far)! She is of particular importance to those of us involved in Catholic Education, as she made it a part of her wonderful mission to build schools and provide education to underprivileged children across the country.

As we continue through our term, I would invite you to offer up prayers for our school and community that St Mary MacKillop might continue to intercede for us, and the whole of the Australian Church!

Kind regards,

Christopher Evans

Religious Education Coordinator

Important Dates:

• Friday 8th August - St Mary of the Cross MacKillop’s feast day
• Friday 15th August - Mass of the Assumption of the Virgin Mary (11 am at St John the Apostle Church)

God of all pilgrim people,

You raise up women and men to meet the needs of every age.

In Mary MacKillop, we celebrate a journey of deep love and sensitivity to your will. Like her, may we learn to grow in appreciation of the fullness of your love and the depth of your mystery.

Help us to transform the ordinariness of our lives as we reach out to others through the daily challenges of our journey towards you.

Amen

Happy Birthday to Emmett Byrne, Shanaya Siraj, Kai Knight, William Watman, Allegra Cockburn, Charlotte McCabe, Ava King, Charlie Jopling, Anhad Jodhka, Jordan Brabec, Anna Tilija, Aria Wood, Jacob O'Donnell, Lewis Bevan, Lincoln Abbott, Emily To, Korakot Bowler, Xavier Gyles, Bettina Morris, Iyla Gray, Jacob Wooden, George Gao, Roscoe Moulds, Zara Afridi, Jamyang Gyatsho, Cassius Gorringe, Amber Kaur, Gianna Cyriac, Simon Watman and Cassidy Sowden who all celebrate a Birthday in August.

"We will be holding a professional family portrait fundraiser on the weekend of the 15th and 16th November 2025. 

For $20 you will receive a professional 10x13 inch colour photo. You will be able to purchase additional photo packages at a very affordable cost.

For every photo booking $20 will go to the school. The funds raised will go towards a shade covers around the school. 

The photos will be held at Western Foreshore Park, Macdermott Pl, Belconnen. If it is raining, the photos will be in the school library. 

This is a great opportunity to have professional photos that can be used as Christmas gifts.  Collection of the photos will be from the school, date to be advised prior to the end of term 4.

To make your booking please use the QKR above or follow the below link 

St John the Apostle Primary School Tickets, Western Foreshore Park, Belconnen | TryBooking Australia"

Please remember:

Friday 1st August - School Hats back on.

When Your Child Is Bullied: A Calm, Practical Guide For Parents

There are few things more confronting than seeing your child suffer—and bullying brings a kind of suffering that cuts deep. As a dad to six daughters, as someone who works closely with families and schools, and as a human being who’s been there during my own miserable school years, I get it.

If your child is involved in a bullying incident, it’s a natural instinct to want to fix things fast. But when it comes to bullying, our calm, connection-first response matters far more than our speed.

In this guide, I want to help you understand what bullying really is, how we can approach it with wisdom and compassion, and—most importantly—how we can be the steady, safe place our children need when everything else feels uncertain.

What Is Bullying?

It is critical to be aware of one important note: not all unkind behaviour is bullying.

Yes, being left out can hurt. So can a cruel comment or an occasional playground spat. Children can be awful to one another. These things are worth addressing. Teaching children to be socially aware, adept, and considerate is vitally important – and the better we do it, the less likely it is that bullying will occur. But we live in an imperfect world. Unkindness exists. And these things are unkind. They don’t, however, meet the definition of bullying.

So what’s the difference? 

Bullying is deliberate, repeated, and targeted behaviour that causes distress, and that involves a power imbalance.

The four key elements of bullying are:

• It’s repeated (not a one-off conflict or mean comment)
• It’s intentional (designed to hurt or humiliate)
• It’s imbalanced (one child has more power—physical, social, or emotional)
• It causes distress (and is usually ongoing)

Types of bullying include:

• Physical: hitting, tripping, spitting, damaging property
• Verbal: name-calling, mocking, threats
• Social/relational: exclusion, rumours, manipulation
• Cyber: threats, shaming, or exclusion via digital platforms

Recognising these patterns matters. We don’t want to underreact when a child is in real distress—but we also want to avoid the trap of labelling every playground disagreement as “bullying.” A clear definition gives us a firm footing to act wisely.

When we distinguish between general unkindness and bullying, our responses become more targeted and effective. Isolated incidents of meanness typically call for teaching moments about empathy, conflict resolution, and social skills—helping children understand the impact of their words and learn better ways to interact. Bullying, however, requires more serious intervention: immediate protection for the victim, clear consequences for the perpetrator, ongoing monitoring, and often involvement from adults in multiple settings. 

By avoiding the “bullying” label for every mean interaction, we preserve its power for situations that truly warrant intensive intervention, while still addressing unkindness appropriately. This distinction also helps children understand the difference between making a mistake in social interaction (which we can learn from) and engaging in deliberate, harmful behavior (which has serious consequences).

Why Does Bullying Happen?

If there’s one word that explains most bullying, it’s status.

Kids bully to gain or maintain social power. The more others fear or admire them, the higher they sit in the pecking order. So they push others down to stay on top.

This desire to look good explains why the kid who’s got it all still bullies those lower down the social ladder. He or she maintains social power and puts others in their place. 

It explains why the child who has lower ranking picks on those he or she believes can be dominated. Power. Position. Status. The cycle repeats at every level of the social hierarchy. And it’s always punching down (both literally and figuratively). No one bullies “up” the hierarchy. 

Helping Kids Talk About Bullying

You could be worried that your child is being bullied. It’s common that children withhold this kind of information. Why?

Snitches get stitches. It’s a horrid but all-too-real situation that dobbing makes things worse. Further, many children believe that adults (whether parents, teachers, or counsellors) only make things worse.

Thus we have a challenge. Children rarely walk in the door and say, “I’m being bullied.” Often they’re embarrassed. Or they think we’ll overreact. Or they’re scared we’ll make it worse.

So how do we help them open up?

When the moment feels right—bedtime, car trips, kitchen bench chats—start with wide, non-threatening questions:

• “Bullying happens at every school. Do you ever see it at yours?”
• “Has anything tricky happened with your friends lately?”
• “What would you do if you saw someone being picked on?”

Only when the trust is there do we gently ask:

• “Has anything like that happened to you?”

This layered approach respects your child’s autonomy—and builds connection first.

What to Do If Your Child Is Being Bullied

1. Listen. Believe. Validate.

No fixing. No questioning. Just presence.

Say:

• “I’m so sorry that happened.”
• “That sounds really hard.”
• “Thank you for trusting me.”

Children need to know they’re seen, heard, and valued—before anything else.

Avoid statements like:

• “Why didn’t you say something earlier?”
• “Are you sure it’s really bullying?”
• “Just ignore them.”

These responses—while well-meaning—can shut the conversation down.

2. Keep a Record

Write down what your child tells you. Take screenshots of digital messages. Note names, dates, places. This is not an ammunition gathering exercise. It’s about ensuring dots are joined, there is clarity in your concerns, and you can offer appropriate support for any claims you make if you need to speak with the school or others. 

Tell your child: “We’ll keep track of what’s happening—not to get anyone in trouble, but to make sure you feel safe.”

This documentation will help schools take effective action if needed. Schools are often constrained unless there’s clear evidence and a consistent pattern.

3. Approach the School Constructively

Your child’s teacher or wellbeing staff should be your first stop. But go in as a partner, not a prosecutor.

Try:

• “My child has shared some concerns. I’d love to work together on this.”
• “What supports can we put in place?”

Avoid confronting the other child or their family directly—even if you’re friends with them. These conversations rarely go well unless you have clear evidence and a very respectful, non-blaming tone.

If, and only if, the relationship is strong and you must reach out, try something like:

“Hi [Parent’s Name], something’s come up between our kids that I’d like to talk about. It’s sensitive—would you be open to a quick chat?”

That approach can work—but it’s not the default. I don’t recommend it unless you have a genuine trusting relationship, and even then it’s iffy. 

4. Coach, Don’t Rescue

We want our kids to feel powerful—not passive. Help them build problem-solving skills:

• “What do you think might help?”
• “What would you like to try?”
• “Do you want to practise what to say?”

Give them agency. Teach them they have choices. Let them explore how to stand up—not just be stood up for.

Helping Kids Build Inner Strength

One of the most powerful things we can teach our children is this:

Bad is not the same as catastrophic.

Yes, bullying hurts. But it doesn’t have to break them. We can help them process it, rather than absorb it.

We can say:

• “This doesn’t define you.”
• “You get to choose whose opinions matter.”
• “You are loved, valued, and never alone.”

Greg McKeown, in Essentialism, wrote:

“When we forget our ability to choose, we learn to be helpless.”

Let’s raise children who remember they have a choice.

5. If It’s Serious, Get Help

Some bullying is relentless. Some kids spiral. When that happens, get professional support.

Mental health services like:

• Kids Helpline (1800 55 1800)
• Parentline (1300 30 1300)
• Lifeline (13 11 14)
• Beyond Blue

 …can provide vital guidance.

There is no shame in reaching out. Sometimes it’s the bravest thing we can do. School counsellors, your GP, or a psychologist you’re already familiar with can be useful resources.

A Special Note on Cyberbullying

Cyberbullying can be particularly insidious. Unlike face-to-face bullying, cyberbullying often occurs out of sight—on phones, in chat groups, late at night. And it doesn’t stop when the school bell rings. It follows kids home, onto their devices, into their bedrooms. This constant access can make the harm feel relentless.

The tactics are varied:

• Nasty messages or comments
• Exclusion from group chats
• Humiliating photos or videos shared without consent
• Anonymous accounts set up to target or shame
• “Cancel culture” pile-ons

What makes cyberbullying so damaging?

It’s not just the content—it’s the permanence, the publicness, and the sense that it can’t be escaped. The audience is larger. The hurt spreads faster. And kids often feel they can’t switch off, because their whole social world lives online.

So what can you do?

1. Get curious, not controlling.

Avoid reacting with anger or sweeping restrictions (“That’s it! No more phone!”). That shuts down the conversation and makes kids less likely to share in the future. Instead, aim for calm curiosity:

“Tell me what’s been happening. I want to understand.”

2. Collect evidence.

Take screenshots. Save messages. Log the usernames, platforms, times. Many kids think that if they block or delete, it will “go away.” But for parents and schools to help, we need clear documentation.

3. Report and block.

Most platforms allow you to report abuse and block users. It’s not always perfect, but it’s a start. Encourage your child to do this with you so they feel empowered, not punished.

4. Reframe the narrative.

Remind your child that their worth is not determined by a comment thread.

“You are not the things they say about you. Their cruelty says more about them than it does about you.”

5. Keep the devices—but add boundaries.

Instead of confiscating devices, co-create boundaries:

• Devices in public spaces after bedtime
• Muting or leaving toxic group chats
• Scheduled screen breaks

This supports both connection and safety, without shame.

6. If the behaviour is criminal, take it further.

If threats are made, or if images are shared without consent, contact your school, your internet provider, or even the police. Services like the eSafety Commissioner (Australia) can also help with content removal and legal advice.

Cyberbullying is serious—but your response doesn’t have to be panicked. The most powerful thing you can do is stay connected, stay calm, and help your child feel like they’re not alone in the mess.

You might say:

“This shouldn’t be happening. I’m so sorry it is. We’ll work through it together.”

And If Your Child Is the One Doing the Bullying?

This is hard—but it’s also a golden opportunity to teach.

Stay calm. Avoid shame. Ask:

• “What happened?”
• “How do you think they felt?”
• “What can we do to make this right?”

You’re not raising a bad kid. You’re raising a learning kid. And that means growth is always possible. Your child’s behaviour isn’t who they are. It’s a signal that something needs work—empathy, boundaries, emotional regulation. And they need the chance to do better.

Handled well, this can be a powerful turning point.

Connection Is the Answer

Bullying is real. It’s painful. It’s often hidden. But here’s what I’ve learned from years in the parenting space: 

Kids can cope with almost anything—if they don’t have to face it alone.

Stay connected. Stay curious. Be the safe place they can always come home to. 

We don’t need to bubble-wrap our kids. We need to walk with them. Sit with them. Ask the hard questions with soft hearts.

With calm, supportive adults by their side, our children can grow through hard things—stronger, kinder, and more resilient.

So if your child is being bullied, take a breath. Be the calm they need. Let them know:

“I’ve got your back. We’ll face this together.”

Written by Dr Justin Coulson

Opening Hours

Community Council Corner

This week the SJA Community Council would like to share the following;

 Good news and thank YOU SJA community families

The 2025 Cookie Dough Fundraiser raised a profit of $1604 (401 tubs). This money will go toward improvements for the school. We will look at doing this fundraiser again next year in 2026 during Term 2.

A massive congratulations to the top three students who sold the most amount of tubs

1. Ariella Grebowski 63 tubs
2. Sophie Peisker 44 tubs
3. Benjamin Gard 31 tubs

"Thank you for everyone's support during the Cookie Dough fundraiser”

St John the Apostle volunteer appreciation corner

Thank you to Nicole Williams (parent from 1M)

Nicole organised a specific teacher appreciation lunch at the end of Term 2. They were surprised to be treated with sandwiches and sweets from Dobinsons. This volunteer initiative was jointly funded by the school and community council.  Thank you, Nicole, for dedicating your time to thanking our teachers.

Thank you to the 2025 Cookie Dough Fundraiser team; Belinda Clifford (parent from 3M & 5B), Kellie Bradbury (parent from KM, 2B, 3B & 5M), Kelly Wooden (parent from 1B & 3M) and Wanda Klinicki (grandmother of 5B).

This team of volunteers organised the many moving parts behind the scene. Well done team and thank you.

Upcoming events to know

Did you know?...

Volunteer involvement can create a positive feedback loop for the past, present and future teachers, staff, students and their families.

When people see the impact of their contributions, they're more likely to continue volunteering and encourage others to do the same. This strengthens the St John the Apostle community and creates a culture of giving back.

Volunteering can significantly enhance the sense of community within a school

When parents, community members, and even students volunteer, it fosters a collaborative environment where everyone feels invested in the school's success

Volunteers can provide additional support that teachers might not have the time or resources to offer

Volunteers can serve as role models and mentors.

Volunteers can inspire students to pursue their passions, set goals, and believe in their potential

Volunteers can help with a variety of tasks, from organising events to maintaining school facilities.

That’s all from us for this week,

Georgina Misev (parent from Kinder B)

SJA Community Council member

A friendly reminder that St John the Apostle is a nut free school. Thank you.