Looking Back at 2025: A Year of Growth, Rhythm, and Rising Confidence

As we close the chapter on 2025, we find ourselves reflecting on just how much the children have grown. It is not only in skills, but in confidence, resilience, and the quiet steadiness that comes from settling into a rhythm here at FUN. From the early months of learning new routines to the final weeks where they moved through their days with familiarity and assurance, this past year has been a journey of becoming.

Every child took their own time to adjust, to trust, and to find their place. And as they did, we witnessed countless moments of courage, connection, and small personal victories that reminded us why the work we do matters. Again, both Ting and I are grateful and honoured for our in-house parents' trust in us and our Team.

Now, as we welcome a new year and a new group of students, we begin this journey once again by guiding children through fresh routines, supporting them through big feelings, and creating the emotional safety they need to thrive. The cycle continues, but each year brings its own magic, its own stories, and its own transformations.

Feeling Seen: How Emotional Safety Shapes a Child’s Confidence in Term 1

January is a month of big feelings for children. New classrooms, new routines, new expectations: Even the most confident child can wobble a little as they step into a fresh school year. It isn’t just the new Primary 1 children who are adjusting, the Primary 6 are as well! At FUN Commune, we’ve seen time and again that the children who adjust most smoothly aren’t the ones who “know everything” or “never cry.”

They’re the ones who feel seen.

When a child feels that the adults around them understand their rhythms, notice their efforts, and respond with warmth, something powerful happens: they settle, they trust, and they begin to grow.

Why Emotional Safety Comes First

Before a child can learn, explore, or take risks, they need to feel safe, not just physically but emotionally too. Emotional safety looks like:

• Knowing that adults will respond kindly, even when they make mistakes

• Feeling comfortable asking for help

• Being able to express needs (“I’m tired”, “I need a break”, “I don’t understand”)

• Trusting that their feelings won’t be dismissed or rushed

This foundation is especially important in Term 1, when everything feels new and overwhelming.

Small Moments That Build Big Confidence

Confidence doesn’t come from big achievements. It grows from small, repeated experiences of success and connection:

• Completing a task independently

• Trying something unfamiliar

• Being encouraged instead of corrected

• Having an adult notice their effort

• Feeling understood when they’re upset

These micro‑wins accumulate — and suddenly, a child who was hesitant begins to step forward with assurance.

Holiday Moments That Helped Children Feel Seen

During the recent holiday period, we witnessed many moments where children blossomed simply because someone noticed them deeply. Two stood out in particular to me:

First Moment: When a Child’s Feelings Spoke Louder Than His Words

One of our P6 students came in using unkind words toward the holiday projects our teachers had thoughtfully prepared. Throughout the day, he had several moments where frustration spilled over, and his comments became increasingly hurtful.

Instead of reacting to the behaviour alone, I gently pulled him aside. With respect and kindness, I asked whether the teachers deserved those words after putting in so much effort, and more importantly, whether something deeper was going on. He had arrived looking unusually tired and withdrawn that day, so I checked in softly: “Did you sleep late gaming last night? Are you feeling unready for school to start? Or did something happen at home that made today feel heavy?”

His eyes welled up. The unkindness wasn’t about the activity at all. It was a child carrying emotions too big for him to hold alone.

I reassured him that he could share anything with me (or us) if he wished, while gently reminding him that although big feelings are normal, it isn’t fair to bring them into a space where others are offering love, patience, and care. That small conversation shifted everything. He softened, regulated, and rejoined the group with a lighter heart.

Second Moment: When a Child Felt Safe Enough to Try Something New

Another student has always disliked cheese and tomato, so lasagne lunches were understandably tricky. The first time she encountered it at FUN, she looked genuinely sad and overwhelmed. Instead of insisting or dismissing her feelings, we acknowledged her preference and reassured her that it was okay to feel that way.

We offered her a smaller portion, just enough to feel full, and gently shared a perspective: while everyone has foods they prefer, it can be helpful to try different ingredients because each one gives our bodies different nutrients. There was no pressure, just understanding and choice.

Over time, something shifted. She became more open to exploring new foods, and one afternoon, she surprised us by asking to try a new cheese cracker she spotted in the options, simply because she had never tasted it before and wondered if she might like it. That small moment of curiosity was a big step. It’s not about cheese, but about confidence, openness, and feeling safe enough to explore.

These experiences remind us that emotional safety isn’t created through grand gestures. It’s built through consistent, thoughtful presence.

How We Continue This Into Term 1

As the school year begins, our team will continue to:

• Greet each child with warmth and intention

• Check in on their emotional state during transitions

• Offer predictable routines that help them feel grounded

• Celebrate effort, not perfection

• Support them through big feelings with patience and empathy

Our goal is simple:

to create a space where every child feels known, understood, and supported, because that’s where real growth begins.

Looking forward to another year of growth and happiness,

Kei <3