A Path to Meaningful Schooling.

In schools, we talk a lot about learning—how to improve it, how to personalise it, and how to make it more engaging. But behind all the pedagogical frameworks and assessment strategies, there’s something deeper at play: connection. Without it, learning is just another task to complete. With it, learning becomes meaningful.

One of the most powerful ways to foster meaningful learning is through self-regulated learning—helping students take ownership of their learning journey. But self-regulation doesn’t happen in isolation. It thrives in environments where students feel a sense of belonging, where they trust their teachers, and where they know their peers support them.

Connection is the foundation.

The Role of Connection in Self-Regulated Learning

Self-regulated learners develop the skills to set goals, manage their time, seek feedback, and reflect on their progress. But to do this effectively, they need to feel safe enough to take risks, to ask for help, and to persist when learning gets tough.

Think about your own experiences. When have you felt most motivated to take charge of your learning? Chances are, it wasn’t in an environment where you felt isolated or unseen. It was in a space where you felt connected—whether to a teacher who believed in you, to classmates who shared the journey, or to a broader school culture that valued your growth.

For students, connection creates the conditions for self-regulation to flourish. When students feel that they matter, they are more likely to engage, persist, and take responsibility for their learning. Connection transforms learning from something students do for their teachers to something they do with their teachers and peers—and ultimately, something they do for themselves.

Building Connection for Self-Regulated Learning

So how can we, as educators and leaders, create school environments where connection supports self-regulated learning?

1. Prioritise Relationships Before Routines

It’s easy to jump straight into curriculum delivery at the start of the year, but connection must come first. Take time to build authentic connections—learn students’ names, understand their interests, and create a classroom culture where every student feels valued.

Simple actions make a difference: greeting students at the door, checking in on how they’re feeling, and using their strengths as entry points to learning. These moments tell students: You belong here. You matter.

2. Foster Peer-to-Peer Support

Self-regulation isn’t just about managing one’s own learning—it’s also about seeking help when needed. This is where peer relationships come in.

Encourage students to work collaboratively, not just in structured group tasks, but as part of the everyday culture of the classroom. Teach them to give and receive feedback, to share strategies, and to celebrate each other’s successes. In doing so, we normalise help-seeking and create a community of learners rather than a room of individuals working in isolation.

3. Engage Parents as Partners in Learning

Connection doesn’t stop at the classroom door. A student’s sense of belonging is strengthened when their learning is meaningful beyond school.

Invite parents into the learning process—not just as observers, but as partners. This could be through student-led conferences, where students share their learning journeys, or by encouraging conversations at home about personal learning goals. When students see that their learning matters to those around them, they are more likely to take ownership of it.

4. Model and Teach Self-Regulation

As educators, we play a crucial role in modelling self-regulated learning. Do we openly reflect on our own learning processes? Do we share how we manage setbacks, set goals, and seek feedback?

By being transparent about our own learning, we show students that self-regulation is not just a skill for school but a lifelong practice. We create a culture where reflection, perseverance, and personal growth are valued.

Connection as the Heart of Learning

When students feel connected—to their teachers, to their peers, to their learning, and to their wider school community—education becomes more than a series of tasks. It becomes meaningful. It becomes a place where students can see themselves as capable learners, where they can take responsibility for their growth, and where they can develop the skills that will serve them well beyond the classroom.

As educators and leaders, our challenge is not just to teach curriculum content but to create the conditions in which students feel safe, supported, and empowered to take charge of their own learning.

As my friend Dr Shyam Barr reinforces in his incredible book 'Educate to Self-Regulate: Empowering Learners for Lifelong Success' (if you don't have a copy, get one, if you do, get another for a friend), educators must embody the principles they teach, because authentic teaching not only benefits students but also reinforces our own understandings, our challenges and addresses our need to connect with what we are learning and why we are learning it.

Shyam has really had me thinking about self-regulated learning for the past 12 months and has been the inspiration for the ideas in this issue, so I think it is only fair that as we finish this issue, here is a final thought from his book:

"A positive classroom climate is crucial for promoting students' SRL because it fosters an environment of trust and respect, which encourages students to take risks, engage in learning activities and develop their ability to learn independently".

Grab your copy of Educate to Self-Regulate here: https://www.shyambarr.com.au/store/book

Thanks for reading.

Issues of this newsletter are published fortnightly/biweekly on Sunday mornings at 8am (GMT+11).

You can purchase my book 'The Connection Curriculum: Igniting Positive Change in Schools Through Sustainable Connection' from your favourite online retailer now or use one of the links below:

?? Amba Press: https://ambapress.com.au/collections/view-all/products/the-connection-curriculum

?? Amazon: https://lnkd.in/gE8ARrJQ

?? From me: www.mattpitman.com.au