The Internet is always on. The online world is part of everyday life for our kids. It’s where they learn, play, connect with friends and explore their interests. But the same features that make those experiences possible can also expose children to people who want to exploit their trust.

At IJM, our work to protect children from online sexual exploitation has given us insight into how this kind of harm can begin and unfold. We work alongside law enforcement, justice systems, aftercare partners and others responding to this crime around the world. And one thing we know is that understanding the risks can help prevent harm.

Parents, caregivers and other trusted adults have an important role to play. Simple, ongoing conversations can help children navigate the digital world more safely and confidently.

Here are three conversations you can start today. 

Where can unsafe online interactions happen?

Unsafe interactions can happen across many of the same online spaces children use every day. Any platform with messaging, usernames or opportunities to interact with people they don’t know can carry some level of risk.

This can include:

• Video games or online multiplayer games where players interact in real time, chatting, teaming up and competing together  
• Social media platforms where kids  share aspects of their lives and interact through likes, comments and private messaging  
• Kids’ learning apps that include social or interactive features such as voting, commenting or collaborative play.  

Because online spaces cross borders, someone seeking to harm a child does not need to be physically nearby. 

From chat to harm: how online exploitation can unfold

The reality is sobering, but the good news is together we can make a difference.

Online exploitation doesn’t always begin with something that looks obviously dangerous. An interaction may start as an ordinary conversation or new friendship.

Over time, a perpetrator may build trust, ask increasingly personal questions or encourage a child to move from a public conversation into a private chat, away from moderators or other people who might see what’s happening. 

Understanding how these interactions can develop can make the warning signs easier to recognise. 

Tip 1: Prepare your children for the digital world

The internet evolves rapidly, with new apps, platforms and trends popping up all the time.

Regular conversations about the online world can help children build the awareness and confidence to recognise red flags wherever they encounter them.

These conversations can be as simple as talking about the games and apps they enjoy, who they interact with online, image-sharing, privacy, and what they might do if a conversation makes them feel unsure or uncomfortable. 

What can you do?

Use age-appropriate language to explain online risks.  

Talk about image-sharing, online friendships and how to respond to uncomfortable situations.  

Explore privacy and safety settings together

Use scripted discussion guides from trusted organisations to help guide the conversation. Learn more from the eSafety Commissioner here.

A conversation you could try

“Who do you like talking to when you’re playing online? Are they people you know offline too?”

Simple questions about what children enjoy online can help make their digital lives part of everyday family conversation.

Tip 2: Move beyond “Stranger Danger”

We all grew up hearing it: “Don’t talk to strangers.” But much of the digital world is built to connect strangers, so this advice  doesn’t always translate neatly to children’s online lives.

Online, it can be difficult to know who someone really is. Someone may seem friendly, share similar interests or even appear to be another child. Talking about some of the behaviours associated with unsafe interactions can help children recognise when a conversation may be crossing a boundary. 

Red flags to watch for in online conversations

It may be worth checking in if someone online:

• Asks your child to keep the conversation a secret  
• Wants to move the chat to a different app or platform  
• Starts asking personal questions, like age, school or location  
• Sends or asks for photos, especially if the conversation turns flirty or uncomfortable
• Says things like “You’re mature for your age” or “I feel like I can really trust you”  
• Tries to make them feel guilty for not responding quickly  
• Quickly says they feel unusually close to them, or that they’re “so connected” or “just like them”.  

Talk it through together

Role-play different scenarios with your child so they can practice how to respond or disengage completely.

You could ask:

“What would you do if someone you met in a game asked you to start messaging them somewhere private?”

“What are some things someone might say online that would make you feel unsure?”

Giving children a chance to think through these situations can help them feel more prepared if something similar happens. 

Tip 3: Be a safe place your child can turn to for help

The most powerful protection you can offer your child is to be the person they know they can come to. 

Only 6% of kids ages 9–17 told a trusted adult after being sent a nude photo by someone they believed to be an adult. And 84% of sextortion victims didn’t seek help because they felt too embarrassed or ashamed.  

For some children, embarrassment, shame or fear of getting into trouble can make asking for help incredibly difficult. This can be particularly dangerous in cases of sextortion, where an offender threatens to share explicit images or videos unless their demands are met.

Even if your child has made a mistake, it’s important that they know they can turn to you for help.

How an adult responds when a child speaks up can help keep that door open. Listening calmly, thanking them for telling you and reassuring them that their safety comes first can remind them they don’t have to deal with the situation alone. 

Source: Thorn.org 2022 Online Grooming Report and IJM 2025 Online Safety Guide

What can you do?

• Tell your child they can always come to you, especially if they feel scared or confused  
• Identify together who the trusted adults in their life are  
• Emphasise that their safety is more important than any rule they might have broken  

Keep lines of communication open, even when it’s uncomfortable. A simple promise can go a long way.

“If something happens online that makes you scared, worried or uncomfortable, you can tell me. Whatever has happened, we can work through it together.” 

Conversation Starters for Parents

Talking about online safety doesn’t need to be one big conversation. Small check-ins can help make talking about your child’s online life feel normal and remind them that they can come to you when they need to. 

Here are some conversation starters: 

OPEN AND HONEST DIALOGUE…

“Do you ever talk to people online who you don’t know in real life?”

“Do you know that people can pretend to be someone they’re not online?”

What would you do if someone online asked you to move the conversation somewhere private?”

“Has anyone online ever asked you to keep your chats secret from me or another adult?”

“Has anyone ever asked you for a photo or video online that made you feel unsure?”

“If something online ever felt off, who are three adults you could tell?”

There aren’t always perfect words. What matters is helping children know that conversations about their online lives are welcome and that trusted adults are there to help. 

If something has already happened

Sometimes this information may raise concerns about an interaction that has already happened. If your child tells you about something online that has frightened, worried or confused them, your response can help them feel safe asking for help.

Stay calm, listen and reassure them that you’re glad they told you. Depending on what has happened, the next steps may include preserving relevant information, reporting or blocking an account, or seeking additional support.

• Australians can report Child Sexual Abuse Materal (CSAM) to the eSafety Commissioner to ask that it be taken down from online service providers.
• To report suspected grooming, sextortion, or sadistic online exploitation, contact the Australian Centre to Counter Child Exploitation. 

For Australian families, the eSafety Commissioner provides practical advice for parents and caregivers, including information about unwanted contact, online sexual abuse and pathways for reporting harmful online content.

If you believe a child is in immediate danger, contact emergency services. 

Keeping children safe online takes all of us

Parents and caregivers have an important role in helping children navigate their online lives. Keeping children safe online is also a shared responsibility, involving technology companies, governments, law enforcement, communities and justice systems.

At IJM, we believe every child deserves to be safe, whether at home, in their community or online.

Through our global teams and local partners, IJM works to:

This includes confronting online sexual exploitation of children, a horrific crime where predators pay to abuse children through video and messaging platforms.

IJM works alongside law enforcement, aftercare partners and other experts to protect children, hold perpetrators accountable and strengthen the systems designed to keep people safe.

Every conversation can make a difference.
Keep talking. Stay curious about the online spaces your child enjoys. Help them recognise when something doesn’t feel right. And remind them that they can always come to you.

Because every child deserves the freedom to learn, play, connect and grow in safety.
Learn more about IJM’s work to protect children from online sexual exploitation.

Article supplied with thanks to IJM

IJM is committed to protecting the dignity, privacy and safety of vulnerable people. Names, details and images may be changed or represented by actors to protect identities. All stories and images are used with informed consent and safeguarding practices.

Feature image: Supplied (IJM Australia)

A few months ago, 12-year-old Jonathan had no water to drink three days a week. In his remote village in Simanjiro, Tanzania, fetching water meant enduring a dangerous four-hour trek – often encountering wild animals along the way.

Today, that story has completely changed. Thanks to the incredible generosity of Australian listeners on Water for Life Day, Jonathan and 2,000 people in his village now have access to clean, safe drinking water every single day!

Bringing clean water to this drought-prone region was no small feat. Because there was no natural underground water source nearby, Convoy of Hope worked alongside the local community to lay 8.5 kilometres of piping across rugged rural terrain.

To power the system, a brand-new solar-powered pump was installed, capable of delivering up to 10,000 litres of clean water every hour.

Joel A’Bell, National Director of Convoy of Hope Australia and New Zealand, recently visited Simanjiro to witness firsthand the life-changing impact of your gifts.

“Last time I was in Simanjiro, I met Jonathan and other children who didn’t have water to drink every day,” Joel shared. “The kids were lethargic and exhausted from a lack of water.”

“Returning to Simanjiro this time, I was greeted by energetic, smiling children who not only have plenty of water to drink, but can easily take it home to their families.”

“Jonathan seemed like a completely different child. He proudly told us that he no longer misses school to collect water, and he just achieved the second-highest grades in his entire year level!”

Clean water is just the beginning of what your support has unlocked for Simanjiro.  Children are no longer getting sick from waterborne diseases. Convoy of Hope’s children’s feeding program has been able to begin – providing children with a nutritious breakfast and lunch. With water available for irrigation, a garden with vegetables and avocado trees has just been planted.”

Convoy of Hope will remain alongside the people of Simanjiro, offering ongoing agricultural training and women’s empowerment programs until the entire community thrives independently.

The incredible breakthrough in Simanjiro is only the start. There’s a list of other villages set to receive clean, safe water next!

As a faith-based organisation serving vulnerable communities worldwide, Convoy of Hope partners with local churches, businesses, and organisations to bring help and hope. Since 1994, Convoy of Hope has reached over 200 million people in more than 125 countries.  To learn more visit convoyofhope.org.au 

Article supplied with thanks to Convoy of Hope

Mariska Meldrum, Water for Life Day Campaign Manager 

Feature image: Supplied

You’re doing the same thing everyday… And that’s good.

The Fiji holiday. The pool in the backyard. The pile of presents on a birthday morning. These were not the ingredients of my childhood. And I had a good one.

So, if it wasn’t the presents and the trips, what made it good?

Think about your best family feelings from childhood and ask yourself, “What gave me that feeling?”

I remember frequent trips in our old Mitsubishi van with no air conditioning, singing songs from Sister Act with my siblings. (We nailed them). I remember eating dessert with my family at the big dining table every night, my mum pulling out whatever she had baked that day.

None of those memories required an extravagant spend. In fact, they all felt completely ordinary at the time, because they happened all the time.

As a parent now, I can see the temptation to rely on spending money to create childhood memories for my kids. But I wonder if predictable family patterns, habits and traditions are actually the glue of a good childhood.

My little family is somewhat lazy in the evenings. Our family habit is to sit around and watch TV together. We’re not looking at our phones. We’re all engaged with the one screen in front of us.

Our incessant commentary throughout every show drives my husband crazy. He frequently pauses it to say, “You’re missing the plot! That was an important part of the story and you missed it!” because we have talked over all the action on the screen.

It’s not board-game-level family bonding, but it’s us. We’re now at the point where the kids will yell at 7pm, “Are we all watching something?” because the evening doesn’t feel quite right if we haven’t all been in the lounge room together.

I’ve come to see that repeating the same little habits, daily, weekly or monthly, creates stability and predictability in an increasingly chaotic world. Deep down, I think that’s something our kids not only want but need.

In some ways, it would be easier to throw in a big holiday at the end of the year and declare, “This is our family time,” than to sit through a TV show you have no interest in for an hour each night simply because your kids want you there.

The holiday may become a wonderful memory and an amazing Insta post, it cannot replace the ordinary connection moments.

Maybe your family gets takeaway every Friday night. Maybe you pray before dinner, always say “I love you” at bedtime, or have some other monotonous, seemingly unspecial tradition.

Those are the things that will be remembered.

The ordinary things take time and consistent effort. Life may even feel monotonous to you, but to your children, those ordinary moments are becoming their ‘good childhood’.

Article supplied with thanks to Rhema 99.7.

About the Author: Chloe Ellenbacher is the co-host of The Fresh Start Morning Show on Rhema 99.7.

Feature image: Supplied

Rest can look different through the various stages of life, but is it something we can ever afford not to do?

After years of a fairly stable work rest rhythm, just lately we have had a number of changes in our life that have led to me feeling like I am doing rest wrong.

That’s not great English, but it’s been this underlying feeling of getting it wrong that has been nagging at me.

I have well-established routines and boundaries that have helped me to recover from almost ending up in burnout, not for the first time, and I have been really conscious that due to my current season, those routines and boundaries are consistently getting eroded. This has created a feeling of almost panic that if I don’t stop getting rest wrong, I might burn out again. It’s funny how just when you think you have things figured out you have a reminder that you don’t. As I have been reflecting on this, it has occurred to me that maybe I don’t need to.

The first thing wrong with the scenario that I have set up for myself is that it isn’t all up to me. It’s not my perfect boundaries and tightly controlled routines that enable rest, although they do help. Rest comes from surrendering control to Jesus, starting each day knowing that as I walk with Him, He provides my rest and I don’t carry it all alone.

The second thing I have come to terms with is that life changes. It makes sense that the rhythms, routines, rest, and boundaries do too. The most important thing is the habit of rest, the intentionality around rest. It’s important to have a work rest rhythm mentality, knowing that as seasons of life ebb and flow, so will the way that we rest in the busier seasons.

The third thing is that I can’t get rest wrong. If I am coming to God for my rest, trusting him, and allowing time for rest, then it will be sufficient for the season. Currently I am making small pockets of time where I can, with a few non-negotiables that include no phone time in the morning, Bible first, regular excercise, and time outside in the morning. My work rest rhythm doesn’t look like it did a year ago, but that’s okay.

We rest so that we can manage all of the areas that God has called us to. We rest so that our people get the best of us. We rest so that our purposeful work and creative pursuits are inspired, not just what is left from our tired brains.

Rest is vital, but it doesn’t have to look the same in every season.

Article supplied with thanks to Lorrene McClymont.

About the Author: Lorrene McClymont is a writer and photographer from Hope Images. On her blog ‘Moments to Rest’, she shares about rest, faith, and family.

Feature image: canva.com

Loneliness and social isolation are serious public health threats, so Shed Happens started a men’s group in a truck yard.

Read more: Shed Happens: Building Connections And Support For Men

Shed Happens is an organisation that has been helping Aussie men find connection, encouragement and friendship for almost 25 years. Founded by the late Ian ‘Watto’ Watson, Shed Happens was built on Ian’s motto that he’d “never seen a bloke go backwards with encouragement”.

Vern Wilson- a committee member of Shed Happens- explains how this innovative program moves beyond conventional community group models by focusing on heartfelt conversations.

“ If you give men a safe environment, they generally will open up and talk more freely about things that they’re going through,” Vern said.

“ Instead of being like a woodwork shed, we’re a shed that actually interviews people. The topics cover the good, the bad, the sad and the ugly, and we have men involved across every age group.”

Shed Happens in full swing at Watto’s truck yard in Murrumba Downs. Image credit: Supplied

The initial idea for the ministry came after the loss of one of Watto’s good mates Greg Polinski to suicide in the late nineties.

Before his passing, Greg didn’t know how to share what he was going through with those around him.

“He sadly took his life because we couldn’t talk – we didn’t know how. So that has been a major driver behind Shed Happens. We want to help men tell their story in a supportive environment without judgement. We can’t be isolated from each other – connection touches people’s hearts.”

Vern shared how Watto noticed how men would open open up to him in the cab of a truck, while receiving lessons and training.

“Watto had a truck driver training business, and he would give lessons to men getting their truck licenses, and he found the one-on-one time was just so incredible with these guys.

“They would sit and talk about issues in their life that often you’d never get to hear about. And he thought, why couldn’t we bring men together with a format that actually allows a safe place for these men to come along and talk.”

Founder of Shed Happens Ian ‘Watto’ Watson was also an author of four books. Image credit: Justin Rouillon

By offering a welcoming environment, Shed Happens enables men to discuss issues they face, including topics like relationships, health, and personal struggles.

Originally starting in a church setting, Watto moved the gathering to his Murrumba Downs truck yard, to help men who may have otherwise found it difficult to set foot inside a church.

“ Absolutely any bloke can come along irrespective of their background, their culture, whether they go to church or not,” said Vern. “The aim of these meetings is to draw people in that are needing a bit of help and needing somewhere to go for friendship – it’s all about connecting.”

Watto (right) leads a Shed Happens gathering. Image credit: Supplied

Shed Happens has now spread all over Australia. For those looking at ways to support and encourage men, it’s an easy gathering to get up and running.

“ It doesn’t need to run in a shed. It doesn’t need to run under a church covering. It just needs a few good guys that say, ‘Hey, I’ve been through the battle of life. I’d like to support somebody else in the journey.’

“ A lot of our guys run sheds out of a coffee shop; they just ask if they can sit in the back corner with ten or twelve people around a table and just do a morning tea.”

Find out more about Shed Happens.

If anything in this story has affected you, contact Lifeline or Beyond Blue.

Justin is an audio and podcast producer with Rise 96.5. He is the writer and host of the documentary The Rise & Fall of Easterfest, which looks back at how Easterfest grew into a major Christian music festival, and the events that led to its conclusion.

Feature image: canva.com

Have you ever hit a point where even resting feels exhausting? These Bible verses are an invitation to pause, breathe and actually stop.

We live like tired is just the cost of doing life well. Answering every message, showing up for everyone, keep on going until we collapse into bed and do it again tomorrow. But this is not normal, and it’s certainly not healthy.

Jesus modelled what true rest should really look like. He didn’t keep going until he couldn’t anymore. He knew his boundaries and withdrew from crowds, even from his own disciples, just to be with God. Jesus Himself built rest into his daily rhythm, and we can too.

10 Bible Verses For Burnout And Rest

1. Matthew 11:28-30 — “Come to me, all you who are weary and burdened, and I will give you rest.” This is a direct invitation, aimed at exactly the state you’re in right now.

2. Exodus 33:14 — “My Presence will go with you, and I will give you rest.” Rest isn’t something you find. It’s something God gives.

3. Psalm 23:1-3 — “He makes me lie down in green pastures… he refreshes my soul.” Sometimes God has to make us stop.

4. Mark 6:31 — Jesus tells His disciples, “Come with me by yourselves to a quiet place and get some rest.” Jesus gave His disciples permission to stop.

5. Genesis 2:2-3 — God rested on the seventh day, not because He was tired, but because rest was built into creation from the start.

6. Psalm 127:2 — “In vain you rise early and stay up late… he grants sleep to those he loves.” Striving doesn’t earn what rest freely gives.

7. Isaiah 40:31 — “Those who hope in the Lord will renew their strength… they will run and not grow weary.” Real strength comes from waiting, not hustling harder.

8. 1 Kings 19:5-7 — Elijah, utterly burnt out, is met not with a lecture but with sleep and food. God’s first response to burnout is often practical, not spiritual.

9. Psalm 46:10 — “Be still, and know that I am God.” Stillness isn’t wasted time. It’s where we remember who’s actually in control.

10. 2 Corinthians 12:9 — “My grace is sufficient for you, for my power is made perfect in weakness.” You don’t have to have anything left for God to work.

What This Means For You Today

These Bible verses for burnout don’t tell you to push through. They point to a God who notices exhaustion and responds with rest, not more expectation. Burnout convinces us that stopping is failure. But Scripture teaches the opposite, that rest is where God meets us, not where we lose ground.

Article supplied with thanks to Vision – a non-profit, follower-funded Christian media ministry taking God’s Word to every corner of Australia and beyond through broadcast, online and print media.

Feature image: canva.com

Where there is great love, grief is often found close by. Grief is simply part of the cost of caring.

Read more: The Untold Story Of Grief: Our Friend

The doctor’s office was unusually quiet. It was a cool Monday morning. The fluorescent lights hummed softly overhead as I sat alone, waiting for answers about my unborn daughter.

In a matter of moments, everything I thought I knew about the future changed.

The words came gently enough. Down syndrome. Developmental concerns. Possible complications ahead.

Yet grief arrived like a truck travelling at full speed.

Not because there was anything wrong with my daughter.

Not because she was somehow less valuable, less precious, or less loved.

Quite the opposite.

The grief came because I suddenly realised I was letting go of the child I thought I was going to have. The future I had imagined. The expectations, dreams, and assumptions I didn’t even realise I was carrying.

All those expectations and ideals flew out the window like a sparrow on a hot summer’s day, gone in an instant.

I didn’t know it then, but this is one of the most common and human experiences for parents and carers. Before we can embrace a new reality, we often have to let go of the one we imagined.

So, when I sat down to write this for National Carers Week, I first thought about writing why I believe people living with disability are blessed, because they are. Then I thought about writing how churches can better support carers and parents of children with disability, because there’s always room for more understanding, prayer and practical support.

But every time I started writing, my thoughts returned to something else.

Grief.

I know, it sounds like a strange topic for National Carers Week.

Yet after eight years of caring, I’ve come to realise that grief may be one of the healthiest friends a carer can have.

The Cost Of Loving Deeply

In the first few years of my daughter’s life, I would often feel completely fine.

We did the appointments. The therapy sessions. The home programs. The specialist reviews. Then suddenly grief would rise within me like a rip current pulling me out to sea.

A difficult report. Another missed milestone. A new NDIS battle. After a few days, the waters would settle again and I’d be okay.

At first, I thought something was wrong with me. Why couldn’t I just move on? Why did grief keep returning?

But over time I realised grief wasn’t coming back because I was weak in my faith. It was returning because I loved deeply.

People often say to carers: “I don’t know how you do it.”

Yet the answer is actually very simple.

Love.

Whether you’re supporting a child through countless therapies and operations. Whether you’re helping someone who struggles to speak, eat, walk, see or remember. You do it because you love them.

Love compels us. Love shows up.

The Bible reminds us: “Above all, love each other deeply, because love covers over a multitude of sins.” 1 Peter 4:8

And where there is great love, grief is often found nearby.

Most people think grief arrives after a funeral.

But carers know differently. Grief often lives quietly alongside us. Because grief is simply part of the cost of caring.

The Companion I Didn’t Expect: Grief My Friend

Then a grief counsellor shared something that completely changed how I view grief. Instead of viewing grief as an annoyance that we constantly push away, what if we allowed ourselves to sit with it?

What if we treated grief like an old friend?

At first, I hated the idea.

Who wants grief as a friend?

Surely the goal is to get rid of it. But the more I reflected on those words, the more I realised how much energy I was spending fighting grief.

Every time it appeared, I tried to distract myself, stay positive or move on as quickly as possible. Yet grief would always come back.

Eventually, I stopped seeing grief as an enemy and started seeing it as a messenger. Not a permanent house guest, but someone worth listening to. Because grief often points us towards the places where healing is needed.

As carers, I think this is one of the greatest lessons God can teach us.

We need to spend time with our grief. Not as victims. Not to stay stuck. But to acknowledge what is real. Sometimes that may look like sitting quietly overlooking the beach.

Sometimes it could be journalling for fifteen minutes.

Sometimes it was simply letting grief in, while I prayed.

The Psalms are full of this kind of honesty.

David wrote: “The Lord is close to the brokenhearted and saves those who are crushed in spirit.” Psalm 34:18

God never asks us to pretend we are okay. He simply asks us to bring our hearts to Him.

The Grief Cycle Carers Know Well

If you are a carer, chances are grief doesn’t visit once. It comes in waves.

For me, it circles back again and again.

And even as I write this, we’re preparing for our daughter’s fifth eye operation.

However, this time, something has changed. Less than a year ago, I realised I had become stuck in survival mode. I remember telling a friend:

“I just can’t relax. I’m always waiting for the next phone call. The next piece of bad news.”

Living like that was stealing my joy.

But as I learned to sit with grief my friend, instead of fighting it, I found myself trusting Jesus more deeply.

Again and again, I handed my daughter back to Him.

Again and again, I admitted I wasn’t in control.

Again and again, I remembered that He loved her even more than I do.

The Peace I Never Expected

And recently, the thing I had been dreading finally happened.

Another eye surgery. But this time my response surprised me. The circumstances hadn’t changed. The risks hadn’t changed.

Yet my heart had.

For the first time, I truly experienced what Scripture describes as:

“The peace of God, which transcends all understanding, will guard your hearts and your minds in Christ Jesus.” Philippians 4:7

The peace didn’t come because everything was fixed. The peace came because I knew I didn’t have to carry everything myself.

God had not asked me to control the outcome. He had simply called me to walk faithfully beside my daughter through it.

So this National Carers Week, I want every carer to know this:

Your grief is real. It matters. It deserves attention.

But it is not something to fear.

It is not a problem to solve. It is not evidence of weak faith. It is not something to be ashamed of.

Sometimes, it is simply love revealing how deeply we care.

Like Job in the bible, we may find ourselves walking through seasons we would never have chosen. Yet God never abandons us in those places. Instead, He meets us there.

And when we allow ourselves to walk honestly through grief with Him, He can lead us somewhere unexpected.

Peace.

“You will keep in perfect peace those whose minds are steadfast, because they trust in You.” Isaiah 26:3

My prayer this National Carers Week is not that your caring journey becomes easier.

My prayer is that whatever grief you carry, you will discover the peace of Christ that surpasses all understanding. So that you can continue caring for your loved ones. One day at a time.

So, what next? This National Carers Week, my invitation is simple: make space for what you’re carrying. If you’re a carer, sit with your grief, pray through it, and allow God to meet you in it. You don’t have to carry it alone.

And for those supporting carers, let’s do more than say “thank you.” Take time to really see them. Ask how they’re coping. Listen without trying to fix. Pray without offering easy answers. Sometimes the greatest gift we can give a carer is the space to be honest about both their love and their grief.

Together, may we create communities where carers feel seen, supported, and reminded that they are never walking this journey alone.

Need Support? These Resources Can Help

Carer Gateway

Australia’s national support service for carers, offering free counselling, coaching, peer support groups, respite assistance, and practical resources. Call 1800 422 737 or visit carergateway.gov.au.

Carers Australia

Provides advocacy, information, and links to support services for carers across Australia, including guidance on navigating caring responsibilities and available assistance. carersaustralia.com.au

Your Local Church Community

Don’t underestimate the power of reaching out. A pastor, prayer group, trusted friend, or church family can provide encouragement, practical support, and a safe place to share honestly.

Luke14

Luke14 Australia exists to help churches become places where people with disability, their families, and carers belong and flourish. They offer practical resources, training, and encouragement for churches wanting to better support disability inclusion. Visit luke14.org.au.

Professional Christian Counselling

If grief feels overwhelming, consider speaking with a Christian counsellor through your local church network or a trusted Christian counselling service. Seeking support is a sign of wisdom, not weakness. Hopechristiancounselling.com.au

Lifeline Australia

If you’re feeling distressed and need immediate support, call 13 11 14 anytime, 24 hours a day. Carer Gateway also refers carers to crisis support services when needed.

Article supplied with thanks to Rhema 99.7

About the Author: Richelle Wenhem is an announcer and content coordinator at Rhema 99.7, and mum of two children.

Feature image: canva.com

How do we harness the power of technology, without allowing it to reshape young brains and change the way we learn?

For more than a decade, the narrative in education seemed straightforward. More technology meant better learning. Classrooms filled with tablets, laptops and digital dashboards were seen as symbols of progress.

Schools proudly announced one-to-one device programs and parents were assured that coding lessons and AI tools would prepare children for the future.

But something interesting is happening.

Across the world, educators are beginning to quietly ask a difficult question. What if the tech revolution in classrooms has gone too far?

From Scandinavia to Australia, schools are rebalancing their approach. Devices are being limited. Handwriting and printed books are making a comeback. Even some of the most enthusiastic technology advocates are beginning to argue that learning might require more analogue experiences than we assumed.

This shift is not about rejecting innovation. Rather, it reflects a deeper rethink driven by new research, rising concerns about child development and the rapid arrival of artificial intelligence in the classroom. The result is a growing movement toward what might be called “mindful technology” in education.

For leaders, parents and professionals watching these changes unfold, the implications are significant. The classroom is becoming a testing ground for a broader societal question. How do we harness powerful technology without allowing it to quietly reshape our brains, behaviour and expectations in ways we never intended?

Here are five emerging trends shaping the new balance between technology and analogue learning.

1. The Analogue Comeback

For years, many education systems raced to digitise classrooms. Tablets replaced textbooks and interactive screens replaced whiteboards. But a growing body of evidence suggests the learning benefits were far less impressive than promised.

In fact, large international studies from the OECD found that countries investing heavily in classroom technology often saw declines in literacy, numeracy and science outcomes rather than improvements.¹

These findings have prompted some governments to rethink their approach. Sweden, once one of the earliest adopters of digital learning tools, has begun reversing course by reinvesting in printed textbooks and traditional learning materials after concerns about declining academic performance.²

The shift is also happening at the classroom level. Teachers increasingly report that students concentrate better when reading physical books and writing by hand. Education researchers argue that digital devices, when overused, can fragment attention and reduce the sustained focus required for deep learning.³

The implication is not that digital tools are useless. Rather, they are simply not the silver bullet many once believed.

For schools and organisations, the lesson is broader than education. Technology should enhance human capability, not replace the cognitive processes that build it. Sometimes the smartest innovation is reintroducing what worked before.

Professionals working in education or learning design should ask a simple question when evaluating new tools. Does this technology deepen thinking, or merely make the process faster?

2. The Screen-time Generation Arrives at School

Teachers are noticing something else that would have been almost unimaginable a decade ago. Many children arriving at school struggle with basic physical and cognitive skills.

A January 2026 survey of 1,000 primary school staff in England found that 28 per cent of five-year-olds could not use books correctly, with some even attempting to swipe pages like a phone screen. More than half of the teachers surveyed said excessive screen time played a significant role in declining school readiness.⁴

This observation aligns with a growing body of neuroscience research examining how early screen exposure shapes developing brains.

A 2025 longitudinal study in Singapore found that higher screen exposure before the age of two predicted accelerated but inefficient development in brain networks associated with visual processing and cognitive control. Children exposed to greater screen time showed slower decision making at age eight and higher anxiety by adolescence.⁵

Even three to four hours of daily screen exposure was enough to produce measurable effects.

A broader meta analysis of 34 studies also found links between excessive screen use and reduced attention span, impaired executive function and observable changes in brain regions associated with learning and memory.⁶

None of this means screens are inherently harmful. But it does suggest that developing brains need a diverse range of experiences including reading, movement, play and face-to-face interaction.

The practical takeaway for educators and parents is surprisingly simple. Old-fashioned habits still matter. Frequent parent child reading has been shown to counter some of the negative cognitive effects linked to early screen exposure.⁵

In other words, sometimes the most advanced strategy for cognitive development looks suspiciously like what grandparents used to recommend.

3. The AI Homework Dilemma

If screens created one challenge for schools, artificial intelligence has introduced a far bigger one.

AI chatbots have quickly become a standard part of student life. A Pew Research study released in February 2026 found that 54 per cent of American teenagers now use AI chatbots for schoolwork, with one in ten saying they rely on them for most or all of their assignments.⁷

Perhaps more concerning, 59 per cent of teens believe AI cheating is a regular occurrence at their school, rising to 76 per cent among students who already use chatbots for homework.

The impact on learning itself may be even more significant.

Research highlighted in recent reporting on AI and education suggests that heavy reliance on AI writing tools can significantly reduce cognitive engagement during learning tasks.⁸ Students who outsource thinking to algorithms may complete assignments faster but retain far less understanding.

Yet despite these concerns, AI tools are rapidly being integrated into education systems. Technology companies are introducing AI assistants into classroom platforms, while governments are beginning to include AI literacy as part of standard curricula.⁸

The challenge is not access to AI. It is ensuring that AI assists learning rather than replacing it.

One education commentator captured the dilemma with a striking analogy. Asking students to self regulate AI use during homework may be a little like asking a gambling addict to make wise choices inside a casino.

The solution likely lies in redesigning assessments and classroom practices so that AI becomes a thinking partner rather than a shortcut.

For educators and professionals designing learning experiences, the key question becomes this. How do we use AI to expand curiosity rather than outsource cognition?

4. The Rise of “mindful tech” Classrooms

Faced with these challenges, many schools are not abandoning technology. Instead they are adopting a more deliberate and balanced approach sometimes described as “mindful tech”.

This philosophy recognises that digital tools can be valuable when used intentionally but harmful when used automatically.

Some schools are introducing device-free periods during the day to encourage deep reading, conversation and collaborative problem solving. Others are using digital tools selectively for tasks such as simulations or research rather than continuous screen exposure.⁹

At the same time, educators and parents are becoming more cautious about the influence of large technology companies within education systems. Critics argue that classrooms have become a testing ground for digital platforms whose long-term impact on learning remains uncertain.¹⁰

This caution is also emerging in policies around student safety. For example, St Hilda’s Anglican School in Western Australia recently removed identifiable student images from public social media due to growing concerns about AI generated deepfakes and image manipulation.

The broader implication is that digital literacy increasingly includes understanding when not to use technology.

For organisations outside education, this trend mirrors a wider cultural shift. As technology becomes more powerful, intentional use becomes more important.

The real competitive advantage may lie in knowing when to unplug.

5. The Rediscovery of Focus

Perhaps the most important trend emerging from this classroom reset is the rediscovery of something modern life has quietly eroded: Focus.

Many educators believe that the rapid stimulus switching common in digital content may be conditioning young brains to expect constant novelty. Fast cuts, notifications and algorithmic feeds reward brief attention rather than sustained concentration.

But deep learning requires exactly the opposite. Reading complex material, solving difficult problems and writing thoughtful arguments all depend on the ability to maintain focus for extended periods. It is a skill that must be practised and strengthened.

This is one reason printed books, handwriting and extended discussion are returning to classrooms.

The concern among some researchers is that the next generation could become the first in modern history to display lower cognitive capability than their parents. Some analysts argue that cognitive performance has stagnated or declined in parts of the developed world since around 2010, coinciding with the rise of smartphones and always-on digital environments.³

The good news is that attention is trainable. Activities such as reading, discussion, outdoor play and time in nature help rebuild cognitive endurance and restore the mental stamina required for learning.

For professionals across industries, the lesson extends far beyond classrooms. In a world of constant distraction, the ability to focus deeply may become one of the most valuable skills of all.

Conclusion: Finding Balance in the Digital Classroom

Technology is not disappearing from classrooms. If anything, it will continue to expand.

Artificial intelligence, immersive simulations and adaptive learning platforms will all play an increasing role in education over the coming decades. But the enthusiasm that once surrounded classroom technology is now being tempered by experience and evidence.

The emerging lesson is not that technology is harmful, but that learning is deeply human.

Children need conversation, movement, reading, play, curiosity and sustained attention. Digital tools can support these experiences, but they cannot replace them.

The schools now leading the way are not the ones with the most screens. They are the ones asking smarter questions about when technology helps and when it quietly gets in the way.

For parents, educators and leaders watching this shift unfold, the message is clear. The future of education will not be fully digital or fully analogue.

It will be deliberately balanced.

And in an age obsessed with innovation, that might turn out to be the most innovative idea of all.

Article supplied with thanks to Michael McQueen.

About the Author: Michael is a trends forecaster, business strategist and award-winning conference speaker. His most recent book Mindstuck explores the psychology of stubbornness and how to change minds – including your own.

Feature image: canva.com

Tasked with raising a generation of boy who will have to navigate a complex world of diversity and rapid change, here’s how to teach them to be great humans.

As parents, carers, grandparents, guardians, teachers, mentors and role models, we are tasked with raising the next generation of men, a generation that will have to navigate a world of complexity, diversity and rapid change.

At the same time, we must also support existing adult men to guide and shape the next generation. But to do so, we must first confront the fact that traditional models of masculinity and manhood, which have long defined what it means to be a man, no longer serve us today.

We need to break free from rigid, outdated notions of masculinity that teach boys and men to suppress their emotions, hide their vulnerabilities and conform to socially constructed ideals of power and strength.

We need to raise great men, not by simply telling them how to behave or what to believe, but by teaching them how to think for themselves, how to feel and how to be authentically themselves.

This is not about simply shifting the burden of gendered expectations from one side to the other—this is about creating space for boys and men to be whole humans, giving them permission to explore masculinity without judgement and to embrace the full spectrum of their emotional and human experiences.

Over the years, I’ve worked closely with boys, facilitating programs and observing their struggles, triumphs and moments of self-discovery. The challenges boys face today are both vast and nuanced, but the traits they need to thrive remain constant. The actions I’ve listed below aren’t just about teaching boys how to be great men; they’re about teaching them how to be great humans.

1. Build resilience

Life is full of challenges, setbacks and failures. Building resilience in boys means teaching them how to handle adversity, bounce back from failure and keep moving forward. But resilience isn’t just about “toughing it out”; it’s about learning to sit with discomfort, asking for help and finding solutions in the face of difficulty.

In this modern era, we grow up with the Australian idea of “She’ll be right, mate”, which means everything will be OK. But in fact, this teaches us to suppress, not talk and bottle it all up. Resilience isn’t about strength and bouncing straight back with no battle scars—it’s about the repair after the rupture. It takes time for wounds to heal, as it does for us to bounce back from setbacks.

Here are some strategies that can help build resilience in boys:

Encourage problem-solving

Don’t rush in to solve the problems of boys and men. Instead, ask them, “How do you think we can solve this?” or “What could you try next?” This helps them feel like they can ask for help but still maintain a level of control. We need younger men, in particular, to develop problem-solving skills and to understand that mistakes are an opportunity to learn and grow.

Celebrate effort over outcome

Often, we focus on success (wins, results). But celebrating effort and progress shows that resilience is about persistence, not perfection. If we fail at something it should not be final. Dealing with, sitting in, being uncomfortable with failure, or even rejection, is important. Conversations should be shaped by questions like, “What can we try next time?”

Model resilience

When things get tough, whether it’s a family situation, work stress or a personal setback, talk about how you’re dealing with it and the strategies you’re using to stay strong. Open up, even when it’s uncomfortable or feels awkward. This gives us all a blueprint for coping with adversity in our own lives.

2. Encourage self-awareness

Being self-aware means understanding who you are, what you value and how your actions impact others. It’s about developing a sense of identity that is rooted in self-respect and authenticity rather than external expectations. For many men, this journey of self-awareness is clouded by societal pressures and peer influence.

We need more role models providing younger men and boys with opportunities to reflect on their values, passions and aspirations. For example:

Encourage reflection

Ask, “Was there a moment when you felt upset? How did you handle it?” These questions help everyone think about their actions, their emotions and their responses.

Model reflection

Take time to reflect on your own actions, particularly when things don’t go as planned. Say things like, “I could have handled that situation better. Next time I’ll try to stay calm and think before I react.” This shows that self-awareness includes learning from mistakes and taking responsibility.

3. Empower with responsibility

Boys and men need real responsibilities. It can start with taking care of a pet as a youngster, managing a school project or maintenance around the house. Then, as we transition into younger men, we can help with family decisions. It’s about offering boys a chance to make decisions, to follow through on their commitments, to feel the weight of responsibility. This fosters self-confidence and provides a sense of purpose.

Then, as we venture into manhood, our foundations are built on purpose and responsibility, which helps us live a life of service.

4. Create safe spaces for emotional expression, while teaching consent and boundaries

Encouraging men and boys to speak openly about their feelings is not about going soft or “woke”. It also doesn’t need to be artificially manufactured. It needs to become a natural part of our everyday life. Create environments where emotional literacy is the norm, not the exception, around dinner tables, in the lounge room, in the car, at our sports clubs and in group activities.

We need to get back to the essentials of our human existence. Instead of filling up our time with doomscrolling or countless extracurriculars, promote activities like journalling, group talks and one-on-one discussions. Encourage going back to nature—walks, hikes, swims, surfing, anything. Outdoors is where we’re meant to be!

Use these spaces to have meaningful but non-threatening conversations about life in general, mental health, family, and important topics like consent and sexual health. In these conversations, give real-world examples of what respecting boundaries and healthy communication in relationships look like.

Teach respect for boundaries

From a young age, make sure boys understand that everyone has boundaries and that it’s important to respect those boundaries. This includes teaching them that if someone says “No”, the answer is “No”. Teach them the importance of asking for consent, whether in games, conversations or even with physical touch.

Model healthy relationships

Show them what respectful communication and healthy boundaries look like in your own relationships. Whether it’s a conversation with a partner, your children or extended family, model how to set boundaries and negotiate with kindness and mutual respect.

Foster conversations about gender equality

Encourage exploring ideas around gender equality, respect and shared responsibility. Discuss how much of the house duties and caregiving women do compared with men, and why this is not fair nor sustainable. Talk about wages, pay, traditional gender roles, and get everyone in the home or class to explore these topics. Guide the conversation, but allow boys to feel safe to say the wrong thing, and the conversation to get messy and politically incorrect.

Article supplied with thanks to Mum’s At The Table

About the Author: Adriana is Mums At The Table’s part-time digital content creator and writes from Kingscliff, Queensland.

Feature image: canva.com

AI has moved from the realm of science fiction into the everyday of Australian life. What was an emerging technology just a few years ago is now embedded in how we search, write, plan, shop and work.

Yet while much of the public conversation focuses on what AI can do, our new research highlights how people feel about it.

The findings reveal duality. More than half of Australians (54%) are now using AI in their personal lives at least weekly, with one in ten (10%) using it multiple times a day, 16% daily and 28% weekly. People are finding value in these tools. At the same time, many hold reservations about the impact of AI particularly when it comes to their careers.

In this article, we unpack what the data tells us about how AI is reshaping the career landscape, and what workers, parents and leaders can do in response.

A threat more than a tool

For all the excitement surrounding AI, Australians are approaching it with more caution than optimism. When presented with the statement “I see AI as a threat more than a tool for society”, almost seven in ten Australians (70%) agreed, with one in four strongly agreeing.

It tells us that the dominant public sentiment towards AI is not enthusiasm but apprehension. While there are plenty of voices painting a picture of what AI makes possible technologically, the reaction to AI tell a more complex story. Australians are using AI in many different ways, yet they remain sceptical of it.

The quiet fear in the workplace

One in four Australians (23%) are extremely or very concerned that they will lose their job in the next 12 months due to AI. For workplace leaders, this deserves attention. In a team of 20 people, around five may be carrying the fear that their role could disappear within the year. That concern may never be voiced but it is present. This creates an interesting tension. Organisations are pursuing every possible productivity gain, and AI promises to accelerate work and improve margins.

Yet the human side of that equation, how workers feel about the technology being introduced around them, is often overlooked. The data suggests that the success of AI in the workplace will depend as much on managing sentiment as on deploying software.

A generational lens on AI

While scepticism is present across every generation, it is most pronounced among older Australians. 65% of Gen Z see AI as more of a threat than a tool, rising to four in five (80%) Baby Boomers.

Yet younger Australians face a unique kind of exposure. They may be more confident with technology and quicker to adapt, but their life stage leaves them more exposed from a jobs perspective. Gen Z are choosing their courses of study, entering the workforce and working out what career is right for them, all at the very moment AI is reshaping entry-level roles.

For this generation, AI represents both great opportunity and great challenge. They are moving into a knowledge economy equipped with AI tools, but they are also making decisions about their future with far less certainty than previous generations. Some are already changing courses or career direction in an effort to future-proof themselves against disruption at the very start of their working lives.

Looking further ahead, Generation Alpha will be the first generation to have AI at their fingertips throughout their secondary schooling. How they learn to use it, and how parents and educators guide them, will shape the workforce of the 2030s.

How Australian workers are responding

Concern about AI is not leading to paralysis. Instead, many Australians are taking practical steps to prepare. When asked what they had done in the past six months in response to concerns about AI-driven job losses, workers pointed to two leading actions.

Staying up to date with AI in their industry. The most common response was keeping informed about how AI is being used in their field. This is re-skilling and retooling happening in real time, and it reflects what leaders at the cutting edge are already doing: paying close attention to how their industry is evolving, regardless of age or seniority.

Researching more AI-resistant careers. The second most common response was researching careers or industries seen as less vulnerable to AI disruption. This ties directly back to the sense of threat. Workers in industries already experiencing disruption are considering where they might find greater security in the years ahead.

Together, these responses show a workforce that is anxious but adaptive. Australians are not simply waiting to see what happens. They are learning, planning and, in some cases, preparing to pivot. For employers, this represents both a risk and an opportunity: the risk of losing talent to perceived safer industries, and the opportunity to harness a workforce that is actively seeking to build new capabilities.

What this means for leaders

• Understand the sentiment. If 70% of your workforce see AI as more of a threat than a tool, declaring your organisation “AI first” or rolling out AI everywhere without context is likely to heighten anxiety rather than build buy-in.
• Reframe AI from cost-out to value-add. When employees hear leaders talk about AI, they often hear cost reduction. Historically, that has meant fewer staff and the removal of simpler tasks, so it is little wonder people feel their jobs are under threat. The better approach is to position AI as a value-adding tool that expands the pie rather than simply reducing costs. When AI is framed around innovation, growth and doing things that you previously couldn’t, teams are far more likely to get on board.
• Lead with foresight. Leaders look further down the road than their teams. Being aware of the trends, the sentiment and the lay of the land allows leaders to guide their people with confidence through a period of significant change.
• Lead with coherent values. Perhaps most importantly, leaders need clarity on the purpose of AI within their organisation. When leaders are clear that AI is a tool to support people, not replace them, and that the organisation holds a strong commitment to putting people first, it gives teams the confidence to embrace change.

The message for teams can be simple: we are building something here that is supported by AI, but not ruled by it. That framing builds morale, strengthens culture and unlocks the collaborative, agile innovation that genuinely drives productivity.

Article supplied with thanks to McCrindle.

About the Author: McCrindle are a team of researchers and communications specialists who discover insights, and tell the story of Australians – what we do, and who we are.

Feature image: canva.com