They Don’t Teach You This at School!

by Alan Hewitt on August 8, 2012

by Isabelle Sennery
August 8, 2012

Personal development is a multi-billion dollar industry, and one thing participants comment on over and over again – whether attending seminars, or buying self-help books – is, “We were never taught these skills in school!”

As a mother of four children (now all adults) I had ample opportunities to follow each one of them through their schooling years.

Over these years I spoke with many, many parents, and I came to the conclusion that although we collectively do a good job at teaching them how to read, write and, to a certain extent, how to ‘study’, we do not teach them how to find their passion in life, let alone their purpose.


Children and teens accumulate a lot of ‘knowledge’, but we will all agree there are many ‘missing links’ in their knowledge by the time they leave school. That is to say, whilst teens know a lot of ‘stuff’, they rarely know how to do ‘life’, with many not even being close to prepared.

Education remains geared towards the prevalent mind set of: study hard, get a job (or career), earn money, save, buy a house, and be happy. However, as adults we already know that money isn’t everything and often doesn’t make us happy unless “work” becomes “play”; so why not help your children discover early in their lives what they can do to ignite their fire?

Teaching children that their thoughts and emotions are creating forces in their lives, teaching them how to think, how to identify their unique abilities, and how to express their talents more fully just never seems to fit into the curriculum alongside reading, writing, history, geography and science.

These are significant missing links.

Limiting beliefs and self-doubts are part of the belief system we develop during our school years, for example, when we meet with peer pressure, with ‘others’ that do not always like us, with “others” that seem to have more than us, with “others” that seem to be loved more, admired more, respected more etc.

Over time these early years assumptions and
generalisations become limiting beliefs, and later on they can sabotage whatever efforts we might make toward achieving the life of our dreams; our beliefs are so deeply engrained that by the time we reach adulthood they are very hard to change.

What if, instead of starting a self-improvement journey at, say, age 30-50 as we (parents and grandparents) did, our children got their start much earlier – somewhere between the ages of 2-10?

Because of the way the brain develops, a window of opportunity exists for children to see themselves and the world around them very differently.

Early in their lives, their belief systems can be organised around positive views of themselves and their world. Children can learn early on about the power of their minds, about their unique gift or talent, how to express it earlier and fully, and they can learn that the world is safe and abundant despite the present prevalent focus on fear and scarcity.

Consequently, they can learn the principle of cause and effect and thereby feed their mind with vivid and positive images, and words and music, all of which colour their lives.

They can learn that the Law of Attraction is really not about thinking positive thoughts and expecting for the better, but rather about understanding the nature of reality and how they perceive reality.

As a result of realising that these concepts weren’t being taught to childrenm I decided to write Discovery.

It was written as a workbook to give parents guidelines, tools and strategies to help their children develop a positive and resilient mindset.

It was also written to help children and young adults see the world through different eyes and to see options and possibilities in life other than the “work hard, study hard, go to university – get a job scenario” still embedded in our cultural environment, so that by the time they reach adulthood, they know they can live their lives by design, instead of by default.

This is more important today than it has ever been before because the world IS changing at the most fundamental level, and scientific breakthroughs in quantum biology, physics, neurology etc. confirm today concepts that until recently we thought of as metaphorical.

Today, we know that this whole world, us included, is about understanding energy and how energy works. This includes our thoughts, feelings, emotions and the words we use (sound).

Let’s take visualisation, a very effective technique used by professional athletes and other top performers around the world. Picturing what you
want to achieve before you do attempt to achieve it prepares you not only mentally but physically as well; it prepares you to actually accomplish it because your brain cannot tell the difference between vivid imagination and perceived reality.

Since our kids have such amazing imagination, they are at the perfect age to learn how to use this technique effectively by consciously directing their thoughts, rather than using it destructively by default (focusing, imagining and running into their head all kinds of scenarios influenced by television ‘reality’ shows, movies, role models and the environment they live in).

Visualisation has been taught to Olympians since 1988! If this is such a powerful technique to reach one’s highest performance, why on earth don’t we teach these skills in the school environment, alongside geography and history?

Why do we leave our children to go through their learning years the hard way?

What about the power of our words? We focus on affirmations being positive statements we say to ourselves to generate amazing results, but what about the negative statements we run in our heads day after day?

Aren’t these affirmations just the same? Aren’t they even more powerful given we seem to find it so much easier to focus on what we do not want, than to focus on what we want?

Wouldn’t it make sense to teach our children the power of the words they use, not only the ones they speak but also the ones used by the little voice inside their head?

Children are receptive to new ideas; they do not have years and decades of limited beliefs and challenging experiences built into them yet; and they live in a world where physics and quantum biology clearly confirm that what we think and what we emote (through our feelings and emotions) directly impacts our biology, the way we develop physically, and the way our brain learns, remembers and eventually our lives.

It is our responsibility, as adults, to give our children the tools and techniques we still struggle to master because we were not taught these things about our amazing brain, our heart, our thoughts and our emotions as we were growing up.

Using Discovery as a guide, parents can introduce their children to new definition, new possibilities and to self-awareness. The illustrations provide room for exploration and children feel a sense of achievement as they complete the exercises offered in each chapter.

Through whichever strategies you choose to share Discovery with your children, rest assured that you are giving your child tools that will help them for the rest of their lives.

And think about what you may rediscover along the way…

About the Author

Isabelle Sennery is a parent, author, presenter, motivational speaker and practising transformational living coach. Her 15 years experience has brought her face to face with a rich diversity of individuals and organisations in France and Australia. She is known for her powerful educational workshops tailored to organisations seeking to make a difference in their communities and on the planet.

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