In my roles as VET Trainer and Youth Worker I have had the privilege of working with young people and young adults coming from very challenging backgrounds with highly dysfunctional lives, low school attendance and regular traumatic experiences. Most days it was an achievement for them just to be able to get to the classroom and stay there.

I realised very quickly that learning would only take place once my students felt safe. They needed to know that they could trust me; that I wasn't going to belittle them or make them feel ashamed and bewildered as learners. It was important to build a relationship with the students where they could trust me and feel valued and respected as people. Only then could learning begin.

Morning "check-ins" (how are you feeling exercises) using art therapy practices were integral to this. I was able to get a feel for how each student was travelling and ensure that their experience in the classroom that day was empowering and supportive. One of the most valuable of these check-in activities was the Tree of Gratitude that I used at the Flexible Learning Centre.

I created a silhouette of a tree trunk against a glass window (see picture above) and cut out leaves of various bright colours. I introduced the activity to the students asking them to focus on things they were grateful for in their lives. I gave some examples of what I was grateful for. Each student then chose three different coloured leaves, wrote one thing they were grateful for on each leaf and placed these on the tree.

(above: The tree in the first week).

Students' responses varied from their pets, to having a good night's sleep to being able to play footy (AFL football). I then asked them to sit back and look at the tree and reflect on all the things that people in the class were grateful for. The mood in the room immediately lifted.

We continued this exercise two or three times a week for the rest of the term until every branch was covered in brightly coloured leaves. The responses expanded to "my health", "my family" "that I can come to school" and "I am learning new things."

It was wonderful to see how this exercise empowered the young people and changed their attitudes to learning and being at school. They willingly chatted about what they were grateful for during our conversation sessions where they were assessed on effective communication. We could not help but smile and feel positive with this activity and I was incredibly grateful to be part of the experience and learn from the young people.

The ultimate affirmation for me as a teacher was the day a young man from a very difficult background came in to the classroom, sat down, looked at the tree with a broad smile and said "I really like that tree."

I was grateful.