Lee Trethowan has been a Case Manager at NGC for the past decade. In that time, she has worn dozens of hats and is the ultimate 'Jill of all Trades' when it comes to caring for our young people. Known for her empathy, warmth and penchant for the colour purple, Lee is always fostering supportive, trusting relationships. Her own neurodivergent identity also makes her 'a safe place to land' for students on the spectrum. We sat down with Lee to talk about how our student demographics have expanded over the past 10 years, why outreach and working directly with families is so impactful, and why she wishes she could have gone to a school like NGC.
What brought you to NGC?
I have been a Case Manager at NGC for 10 years now; my first day in the role coincided with the school's first day of operation. Right from the beginning, it was clear that there was a huge need for it amongst the community. Something I have always loved about NGC is that it is for all kinds of young people. Initially, we were predominantly working with young people who had dropped out of school and were dealing with huge barriers like family violence, housing instability and substance use. Over the years, this has expanded as the school has grown. For example, we now have much more of a balance between genders, as well as trans and non-binary students. We are supporting far more neurodivergent students who are autistic and have ADHD, and those who have complex mental health conditions like anxiety, depression and PTSD.
Since the early days, we have also grown to have myself, an onsite counsellor, a Programs Manager, multiple Education Support officers and an Inclusive Education teacher. It's exciting because there are so many opportunities to work together and bring our different skills to the table to make sure young people have the extra support they need. How does NGC represent a disruption within the education system? What are we doing differently? I think the biggest difference is that we have such a strong focus on wellbeing and mental health, alongside learning. We can balance welfare with teaching the curriculum. In my experience working with our young people, it is the only way to do it because developing their sense of safety is the number one priority. They can't learn if they don't feel safe and supported in all areas, including the classroom. That's why we do everything we can to address their most important needs first, like making sure they have breakfast before starting school, having counselling available, helping them with medications and appointments and communicating with their families.
Flexibility is so important at NGC; we will always find an alternative way to achieve a goal. We think holistically about a student's barriers and what is actually stopping them from coming to school or focusing in the classroom or mixing with other students. For example, when we find the root cause of an issue like school refusal and avoidance, we can come up with additional accommodations that are personalised to that young person.
I think one of the biggest developments is the support we offer for neurodivergent young people. I, myself, have ADHD and our Inclusive Education teacher is autistic and has ADHD, so we have that lived experience. It is very rewarding to validate neurodivergent traits for these students and their families and show them that they actually have super skills like hyper-focus and special interests. It can be a real lightbulb moment for young people who can see us modelling what they can be and achieve when they're older, and for parents, who feel like they can now really understand their own kids.
How does NGC disrupt the negative life trajectories of our young people? How do we offer them an alternative pathway?
It all starts with making sure they feel safe and like they belong. This means they need the space and support to regulate themselves when they are dealing with stress, anxiety and challenges in general. Young people don't just know how to do this automatically, we have to teach them and model this behaviour ourselves.
There are so many ways we do this at NGC. One fantastic initiative has been our Outside the Box outreach program. This uses boxing and physical activity as a way for students to build healthy habits, regulate themselves and grow their confidence and self-discipline. Brad (our Education Support officer and former pro-boxer) and I pick up students before the sun is up before school, take them through boxing training and gym workouts and cook a filling breakfast. We have also been able to go down to Sydney to meet some well-known boxers and facilitate new experiences for our young people, like eating out and spending time in the city. I have been blown away with their commitment to the program, with many even wanting to do it on the weekends. It has been the best thing I've ever done in my job so far.
I think an important part of the puzzle is working closely with the families of our students. We make it a priority to talk regularly with parents and communicate about how we can best support students at home, as well as at school. There are a lot of pressures on parents, and it can be very helpful to give them a lens and language to understand their young person's behaviour and tools to help them. I recently had a mother come to our ‘Boxing Get together Family dinner’ night and tell me that she has never felt so relaxed being in public with her son, thanks to what she has learned through NGC and the Boxing Program.
Why have you stuck with NGC since the beginning? What motivates you to keep showing up and doing this work?
I absolutely love the way this school runs. It is so welcoming, and I love spending time with all our young people. I wish I could have gone to a school like this. Given how diverse and special our students are, there is always so much to learn as a Case Manager and I find that very satisfying. It's wonderful to work within a team where people are so passionate about helping young people and sharing their knowledge. We are all empowered to do our jobs well and are open to trying different things.
My aim at this school is to be as useful and flexible as possible. As well as being a Case Manager, I'm the resident first aider, I help students with their medication, health appointments and court hearings, I do the daily breakfasts, and I get to be a shoulder for them to cry on or someone to laugh with. If I could have created my own role description from scratch, this is honestly what I would write down. Working at NGC is my dream job.
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