After nearly a decade teaching English and Drama, I found myself, now in my mid-thirties, facing an unexpected moment of reflection. Was I still fulfilled by teaching? Was this a temporary dip in motivation, or something deeper? Losing a sense of purpose in any career can quietly erode your enthusiasm, making once-meaningful tasks feel routine. This realisation was confronting, and it prompted me to reassess my professional journey.

I’ve always believed that everything I do in the classroom should carry meaning—even the mandated skills-based tasks that students often question with, “I’ll never use this again, Miss. What’s the point?” On a good day, I can respond with conviction, affirming the value of all learning. But not every day is easy. Familiar texts can lose their spark. The rhythm of marking essays can feel relentless. Balancing workload, co-curricular commitments, and family life adds further complexity. Even after achieving a few personal career milestones, I noticed a subtle sense of stagnation creeping in.

Then came that lesson—the one that reignited my passion. It wasn’t just a flicker; it was a full blaze. It happened during a Year 10 Character and Enterprise class at Barker.

We asked students to reflect on their motivations and the role of self-awareness. In doing so, I was reminded of my own. The students. They have always been, and continue to be, my core motivation. I became an educator to help young people understand what it means to be human and to cultivate sound character in a fast-paced, ever-changing world.

While English and Drama naturally lend themselves to these themes, the explicit focus on character and motivation in our program is vital. The students responded with enthusiasm, engaging in thoughtful, mature discussion. In that moment, the value of the program—and my place within it—was clearer than ever. Ironically, in teaching students about their character and motivations, they helped me reconnect with mine.

“Secondary schools are uniquely positioned to integrate character development into the curriculum through service learning, mentoring, and advisory programs.”
Elias, M. J., et al. (1997). Promoting Social and Emotional Learning: Guidelines for Educators

The Character and Enterprise program at Barker embodies this vision, offering a consistent platform for meaningful character education. Being part of its development and delivery is a privilege—one that continues to inspire and motivate me.

Emma Scarlis

Emma Scarlis is the Assistant Coordinator of the Year 10 Character & Enterprise Program and teaches English at Barker College. With a passion for literature, student wellbeing, drama education and musical theatre, Emma has been working across key learning areas to ensure students are supported and challenged to be their most authentic selves.