In our Year 8 explorations, we have delved into the intrinsic elements that shape our identities from the moment we enter the world. Far from being blank slates, we are born with a unique set of traits and abilities that reside in our "Germinal Complex," encompassing everything from genetics to temperament; fundamental aspects influence how we perceive and engage with the world around us.

You would be forgiven for questioning why we introduce such complex concepts to students at this early stage of their secondary school journey. However, gaining an initial understanding of these foundational concepts empowers students to reflect on their own temperament and drives that steer them, all of which are largely predetermined upon their arrival into this world.

When faced with aspects of our temperament that may not align with our satisfaction, it is natural to ponder what realistic actions can be taken. While we cannot alter our core temperament, which is inherent to our being, we can envelop it with additional resources - other technologies that aid us in regulating our perspectives and emotions to foster our well-being, promoting that all important psychosomatic domain.

Let's consider the drive of fear, for instance: it's a primal and crucial evolutionary trait that is essential for our survival. At times, fear is targeted and justified, linked to a genuine threat to our safety, resulting in acute and intense reactions before gradually fading. An encounter with a wild bear serves as a fitting example.

Sometimes, however, there are instances where fear adopts a diffuse, chronic form without a specific target, manifesting as persistent unease and foreboding – a state commonly known as anxiety, prevalent among humans. One reason for this is that, as humans’ imaginative and symbolic worlds expanded in deep history, so too did the range of threats and hazards that humans could not just perceive, but also conceive. These include those we conjure in our minds beyond actual dangers.

While it may be challenging to entirely evade anxiety, there exist tools to mitigate and alleviate this discomfort. Our Year 8 students have pondered over two specific technologies that may offer solace and relief. The first, is cultivating relationships with trustworthy individuals who genuinely care for our well-being. The second, is establishing routines and rituals that instil a sense of predictability and control in our lives.