Being recognised for one’s work will always be a significant moment of acknowledgement and respect, and this rings true for Kyra Dawson, who was recently named a finalist for the Engaging Kids in School Award.
Although the ceremony for the winners is not until 3 September, Kyra is still “incredibly honoured” to have been picked as part of the few potential awardees.
Working as an engagement and inclusion coordinator at Berwick Secondary College for over 13 years, her impact on the lives of countless young people has not gone unnoticed.
“Personally, it gives me encouragement, it gives me confidence and it reinforces my core values of why I do the work I do.
“I leave home every day and I come to work, I don’t do it for the paycheck, I do it because I want to know that I’m doing something that has the potential to make a difference in the lives of the young people I’m surrounded by,” Kyra said.
The work is more than fulfilling for Kyra, something that she said she’d never grow tired of doing what it is that she does; for her, it’s work that keeps her “grounded and humble”.
“It inspired me every day as an individual person, I come to work and I get to sit with these young people, and I take away this sense of gratitude,” she said.
At a personal level, it has given Kyra a sense of purpose, worth and value and at the professional level has provided her with the understanding of relentless effort, especially when it comes to looking after students who have been entrusted to her care.
“I’ve never done this work to set out to glorify myself, it’s never been about me,” she said.
“It’s always been about the students and helping them recognise their worth, their strength and their purpose, helping them to be the best versions of themselves.
“You know, behind some of these children are a team of people who are working really hard to help them, and we don’t always have the answers, we don’t always have an immediate solution, but we continue to show up and we continue to be a constant factor in the lives of these young people.”
Kyra’s journey into social welfare was of a deeply personal note, where growing up she faced her own challenges that fuelled her desire to be that pillar of support for others.
While she initially wanted to become a teacher, Kyra realised that she had this want, or inkling for well-being, to listen and hear someone’s story.
“It’s really important that a young person has someone to talk to in their life about their challenges and about their questions and wonderings of the world, or even just trying to make sense of what might be going on in their space,” she said.
Kyra has a strong belief that education is the “most powerful weapon you can use to change an individual’s life”, and that it extends far beyond academic learning – it’s also about wellbeing, “it’s about being a part of a community”.
“It’s being part of positive connection, it’s being able to be around mentors and leaders, and people that care about you,” she said.
Building strong connections is something that Kyra emphasised when approaching students, listening and ensuring an “unconditional positive regard”.
Her method involves addressing the students’ immediate needs, whether that be someone to talk to, food, a uniform, or emotional support – “there is no judgment”.
“There is no stereotype or stigma that I place on young people, I choose to see that young person for who they are and not just the behaviours that I see or are outward.
“Giving them the power to share with someone who is actually going to take the time to listen,” she said.
Delving into the systems of a young person’s life is also important, according to Kyra, working through and with them which includes family, external relationships and school staff.
“I invest a lot of time building relationships with parents, with the external agencies that might be involved so we can all come together and we can go, ‘okay this is how the adults in the child’s life can work together to support the young person’.
“It might be anxiety, it might be mental health, it might be family challenges, or it might be all sorts of external factors that they feel like they just, can’t.
“Maybe they are in a state of fight or flight and they don’t feel safe, so maybe my job is then to make this young person feel safe and feel calm so they can engage with their learning brain,” she said.
Of course, with any profession, there will always be risks involved, and for Kyra, while it may not necessarily be “life or death”, there could be a significant trajectory-altering factor that could lead the young person to be disengaged or more.
Building on her passion for the role, there is also that sense of responsibility and accountability, something that she promises to uphold.
With constant interaction from one person to another, through different topics, concerns and issues throughout different times of the day, a strong mental fortitude is key, but for Kyra working with children simply “recharges” her.
“I guess the working with the student part is easy for me, I haven’t burnt out yet,” she said.
“I surround myself with people who share the values I have, and we encourage each other and we’re able to listen and unpack, but also encourage each other to keep going.
“If I’m ever having a bad day or a day where it’s tough, the kids care as much too, when you show care to them, it’s amazing how much care they give back,” she said.
Looking out for the coming weeks leading to the announcement, Kyra’s dedication remains strong, with her passion for the role unwavering.
“I’ve always had this internal pursuit of wanting to give something back, to make a difference,” she said.
A testament to her work’s profound impact, Kyra remains steadfast in her role regardless of the award’s outcome.
“I want to be able to come alongside those who feel unvalued or unloved or unworthy and help them see that they are worthy and valued; that’s probably why I’ve done what I’ve done,” Kyra said.
