Tuggeranong Community Council Youth Engagement Forum 2025

Executive Report

Introduction

This year’s Tuggeranong Community Council Youth Engagement Forum was held on Wednesday the 22^nd May 2025. The first Forum was held in 2017, after the Tuggeranong Community Council (TCC) and its Youth Engagement Subcommittee had identified some key topics of concern for young people living in the Tuggeranong region. The TCC felt it was important to have a follow up discussion with a broader group of young people, with the aim of expanding the conversation and to capture feedback from a larger cross-section of young people in the region. The Forum was planned with the support of the TCC and Communities at Work. The consultation activity utilised a World Café approach, where community members come together to have their say.

The TCC Youth Engagement Subcommittee gained support from TCC members to help plan the event as well as approaching the Community Development program at Communities at Work to assist with planning and facilitation of the Forum. Each organisation played a significant role in ensuring the success of the Forum and both contributed to the catering provided for the event

The TCC invited all high schools and colleges in the region to attend. Students from seven high schools and colleges in Tuggeranong participated and provided their opinions on topics of interest as identified by the TCC Youth Engagement Subcommittee.

Image source: http://www.theworldcafe.com/

Students and teachers who attended on the day were provided with lunch, prior to the event officially commencing, with the President of the TCC welcoming attendees and providing a brief background on how the consultation activity was developed, and the intended outcomes for the information captured on the day.

The key topics of interest were identified through the TCC Youth Engagement Subcommittee and formed the basis of topics for discussion. Each topic was allocated a table and facilitator, attendees rotated around the different tables to provide feedback on each topic. Table facilitators consisted of representatives from relevant ACT Government Directorates and community service agencies with subject matter expertise. Table facilitators set the scene for each topic and posed a range of questions to stimulate discussion. Students were encouraged to participate in discussions and to write down any ideas that they would like included in the final report. Collated student feedback from each table topic form the basis of this report

Climate Change and the Environment

Julie Armstrong, President of Australian Association of Educational Educators and ACT for Bees.

The TCC Youth Engagement Forum brought together students to discuss their understanding of climate change, concerns about the environment, and solutions for a sustainable future. The discussions revealed a high level of awareness among youth and a strong desire for increased education, action, and community involvement.

Key Findings:

1. Climate Education
   Youth participants demonstrated a general understanding of climate change, primarily learned through school, family, and self-research. They grasped core concepts such as the greenhouse effect, rising CO₂ levels, and ocean acidification. However, many expressed a need for more comprehensive, cross-disciplinary climate education in schools.
2. Environmental Concerns
   Major concerns included biodiversity loss, extreme weather events, rising sea levels, and pollution—particularly microplastics, pesticides, illegal dumping and the declining water quality of Lake Tuggeranong. Economic impacts like rising living costs also featured prominently.
3. Youth-Led Actions
   Students recommended practical actions: reducing plastic use, promoting plant-based diets, recycling, using public transport, and supporting local farming. They also emphasized participation in initiatives like Clean Up Australia Day, sustainability clubs, and education programs through organizations like the Australian Association for Environmental Education (AAEE).
4. Government’s Role
   Youth called for stronger government leadership, including:

• Improved infrastructure (EV chargers, public transport).
• Halting new coal and gas projects.
• Enforcing international environmental agreements.
• Investing in renewable energy.
• Promoting civic engagement and community education.

1. Water Quality Concerns in the ACT
   Students noted pollution from waste, trolleys, and chemicals, urging better waste management and public involvement in cleanup initiatives.
2. School & Community Programs
   Examples of current strategies include climate-focused school clubs, composting from cooking classes, clothing swaps, indigenous gardens, and partnerships with organizations like See-Change.
3. Further Insights
   Students highlighted the importance of climate education from an early age, local sustainability solutions, and the power of collective individual actions. A climate curriculum needed to be developed by the Department of Education. The climate change program at Erindale College was seen as a model to replicate.

Education

Steve Collins, Executive Education Leader – Tuggeranong

Education – Summary of Insights

Students from across Tuggeranong schools came together recently to share their perspectives on what’s working, what could be improved, and what the future of education should look like. Their voices were clear, thoughtful, and full of practical suggestions.

What Makes a Great Teacher in 2025?

Students value teachers who are:

• Present, caring, and proactive in checking in.
• Able to build strong, personal connections.
• Well-prepared, provide meaningful feedback, and challenge students through critical thinking.
• Supportive of personalised learning and career pathways.
• Creating calm, inclusive classroom environments.

Student Voice in Learning

Students report providing feedback and contributing via student meetings and SRCs, but many want more say in how they learn, what they learn, and how their learning is assessed. There’s a strong desire for co-designed learning experiences.

Curriculum and Pathways

• Curriculum breadth is a key concern—students want access to more practical subjects and creative options (e.g., metalwork, band).
• Flexibility around subject choice and non-ATAR pathways is sought, especially earlier access to VET and careers guidance.
• Concerns were raised about teacher shortages limiting subject availability and BSSS rules restricting options.
• Students called for greater use of AI, more personalised learning, and the option for non-assessed learning.

Wellbeing and Safety

Most students feel safe and supported, and bullying is seen as decreasing with age. Teachers are commended for acting quickly. Students feel they can seek help when needed, but noted the importance of more education around healthy relationships and improving feedback loops.

“Magic Wand” Wishes

If they could change things tomorrow, students would:

• Increase calmness in the school environment.
• Add more life skills and career education.
• Create flexible, inclusive, and tech-integrated learning models.
• Improve teacher conditions and recognise the impact of workload.
• Offer earlier exposure to diverse learning and career pathways.

This forum reinforced how thoughtful and forward-looking our students are. Their voices will guide our next steps in shaping a more responsive and inclusive education experience across the Tuggeranong Network.

Employment and the Economy

Catherine Jones, Communities at Work

Employment 

Participants overwhelmingly felt they would benefit from more emphasis on learning skills to become job ready as well as practical life skills and these areas should be covered whilst at school.

They were particularly concerned with the following:

• How to write a resume and application cover letters.
• Interview skills for preparing for job interviews.
• More opportunities for work experience, access to Career’s Advisors and volunteering.
• Changing technologies and impact on getting employment e.g., the use of video footage for a job application.
• The impact of AI on their lives e.g. now and on careers they are interested in and concern about unskilled part time jobs being made redundant.
• Practical life skills e.g. budgeting, budgeting skills, housing options, registering to vote, buying a car e.g. registration and insurance.
• Employment contracts, employment rights, employment contracts, Awards and Enterprise Bargaining Agreements and paying taxes.

Participants weren’t aware of their employee rights and lacked awareness of what would be considered poor work practices by employers.

Economy 

Participants were aware about the impact of the current cost of living crisis and some expressed concern for their parents and themselves in relation to accessing affordable housing, cost of fuel and university fees.

Participants had a range of ideas to boost the economy, ideas included lowering the cost of housing, fuel, and university fees; nationalisation of Australian natural gas; recycling waste in our own country; import less luxury goods and refined materials.

Participants felt the government could do more to stimulate activity and the broader economy by looking at options to reduce the cost of living:

• reduce immigration to a more sustainable level (they felt immigration levels affect availability of housing and jobs).
• by addressing housing affordability through job creation and by encouraging manufacturing of goods within Australia.
• Increase taxes for large business monopolies.
• increasing the amount of housing available.
• increasing opportunities for young people to gain tertiary qualifications; and
• government should invest for the benefit of all social classes and cap prices.

Additional comments

• Importance of creating opportunities for young people to network with their peers and the broader community.
• Schools providing opportunities for avenues for student feedback and engagement.

Facilities and Transport

Bruce Fitzgerald, Deputy Director General City Services

Students generally felt that the facilities in Tuggeranong were adequate, though several areas for improvement were identified. Suggestions included the addition of indoor and outdoor volleyball courts (as the current indoor courts are prone to flooding), repairs to existing basketball half-courts (including replacing worn nets and adding backstops), and better utilisation of the stage at Lake Tuggeranong, which is currently underused. Students also expressed interest in improved access to performing arts spaces and the development of multipurpose areas that could support both sporting and community activities. Concerns were raised about the condition of local paths and the maintenance of nearby sporting fields, some of which are not accessible for informal use.

Libraries were highly valued, particularly for their quiet study areas and quality book collections. However, students recommended extending opening hours to improve access outside of school times.

Public transport, especially buses, is widely used by students. While buses were generally clean, punctuality was inconsistent. Feedback on the MyWay+ app was mixed—some appreciated the flexibility of payment options, while others may have experienced issues with QR codes and inaccurate information. Overcrowding, particularly after school, was a common concern, and some students reported feeling unsafe at times. There were also requests for improved service connections, especially to Queanbeyan and the city, and for clearer, more consistent ticket pricing.

Parking was another issue raised, with students requesting more short-term parking near key facilities like the library and in the town centre to encourage local visits. Traffic was not seen as a major problem, except during school peak times. However, students did highlight the need for better road maintenance, particularly regarding potholes.

There was strong support for extending the light rail to Tuggeranong, with students indicating they would use the service if available. However, most acknowledged that such a development is unlikely in the near future.

Finally, students suggested that the Tuggeranong Community Council could better support young people by advocating for more community events, such as farmers markets, and by improving planning around the lake area—making it more welcoming and relocating fast food outlets to less central locations

Health and Wellbeing

Lee-Anne Rogers, Director Office for Mental Health and Wellbeing

The overwhelming health and wellbeing concern raised by participants was mental health. The following were raised a having a negative impact on mental health of young people:

• Social media. There was an acknowledgment that social media benefits of social connection and as a source of information. However the negative impacts included bullying, unrealistic images and lifestyle setting false standards, misinformation sharing, overuse (addiction), ease of miscommunication, normalises “soft’ and hard pornography. The participants identified there was a need for more information/education on identifying the harm from internet pornography as well as education on negative impacts of social media and how to use safely.
• High level of personal stress experienced – too many sources of stress. Some of the reasons for this stress include pressure about school performance, feeling pressured about time and finding a study/life balance and concern about having money and a job into the future. pressure to get everything right. The participants identified there was a need for more focus on teaching life skills such as voting, taxes, resume writing as well as more calm and considered messages about the future from school and parents.
• Relationships including bullying and break up of friendships and relationships. The participants identified the need to be able to talk with trusted adults or supportive friends in these situations. Young people without a trusted adult, could benefit from easy access to confidential support – preferably through school.
• Global Issues including but not limited to climate change. Other issues noted future uncertainty, the divisiveness of politics and media sensationalism.
• Tobacco, drug and alcohol abuse. Participants identified that there was a high rate of drug use and vaping although this was thought to have reduced a bit in the last year.

Where to get help?

The participants were able to identify a range of mental health supports. Many participants had some self-help strategies and accessed online information. Most agreed they would speak with friends and some with family members. Most participants spoke about counselling or engagement hubs at school and many said they had or would use these. There was also strong awareness of headspace. A small number were aware of Lifeline, Beyond Blue, Menslink, online supports and CAHMS. There is a need to ensure family and friends are more aware to provide correct information and support. Promote MindMap (online youth mental health portal more.

What stops them getting help?

Those who did not or did not think they would seek help early identified that it was still hard to speak up due to stigma. A number did not know where to go to get support or had trouble getting the right support. There were concerns about privacy and confidentiality when parents had to give permission for counselling. Most agreed they would not seek help through their GP. The need for more adolescent mental health services including inpatient unit was identified.

Overall many students had hope for the future but felt it would be hard getting there.

Safety and Crime

ACT Policing Youth Liaison Officers – Senior Constable Matt Barnden and Constable Hollie Massey,

The ‘Safety and Crime’ table at the Tuggeranong Council Youth Forum held discussions around young person’s (YP’s) safety and crime concerns within the Tuggeranong area.

The concerns incorporated personal safety, infrastructure (lighting/pathways), and

specific crimes. The YP’s provided input to how locations could be improved to alleviate their safety concerns and which crimes in particular affected them most. The YP’s also discussed ways that Police Officers could better engage with the youth in their community.

The YP’s felt relatively safe around the Tuggeranong area, but expressed concerns with anti-social behaviours around the South Point Shopping Precinct, the bus interchange, Lake Tuggeranong and other suburban shopping precincts such as Lanyon Marketplace, Erindale and Calwell Shops. These anti-social behaviours included large, intimidating groups of people, particularly young people, described as ‘Eshays’ who frequent these locations and commit property damage or harass members of the public.

The YP’s felt more CCTV cameras in the area would assist to alleviate feeling isolated in these areas as well as more proactive Police patrols during peak times of the day, including after school and in the evenings. The YP’s would also like to see improved lighting around the Tuggeranong area including between McDonald’s and Southpoint, around the lake, underpasses and local footpaths for better safety.

A group of YP’s present held part-time jobs in hospitality and retail in the Tuggeranong area. These YP expressed concerns about an increase in theft in the area, particularly at South Point and the lack of relationship between Police and security guards. It was suggested that security guards have more powers to stop offending and better presence of Police.

A large majority of the YP’s stated they are feeling increasingly worried about their safety online and it was a prevalent topic when asked what crimes they are concerned about. This included online bullying such as fake social media accounts, school fight pages and the sharing underage explicit images. This discussion delved further into growing concerns around the effects of AI such as deep fakes. The YP’s suggested more education in schools regarding online safety.

The YP’s present showed a high regard for Police; however, sometimes felt intimidated when they saw Police near-by, with them associating Police presence with something negative occurring. The YP’s would like to see Police visit their local schools more regularly, for more positive encounters and suggested that primary school was an important age group to start this engagement.