Student Wellbeing

Student Wellbeing

Student Wellbeing is at the forefront of all that we do at Holy Trinity Primary school. At Holy Trinity Primary School we aim to provide a safe, nurturing, dynamic learning community that caters for the uniqueness of each student. We believe that in order for students to learn to their full potential they need to feel safe, valued and respected in their learning environment and community. To support and manage this important area we have a Student Wellbeing Leader on staff.

All students benefit from:

• The explicit teaching and learning of social-emotional skills;
• A Restorative Practice approach to restoring all relationships when a conflict arises;
• Explicit teaching of being safe, responsible and respectful in the online world through our eSmart program;
• Mindfulness Meditation from Foundation to Grade 6;
• Our buddy program based on the Alannah and Madeline Better Buddies framework;
• Understanding of gender equality through our Respectful Relationships program;
• Being safe through our Child Safety standards;
• Having a voice in all that is important to them through Student leadership
• All staff being trained in the Berry Street Education model.
• Values Education
• Lunchtime activities run by our student leaders : ICT club, Italian club, Friendship club, Christian meditation and Choir

Social-Emotional Skills

Social and Emotional Learning (SEL) is explicitly taught in our curriculum. Social and emotional learning is about learning how to manage feelings, manage friendships and solve problems. These are essential life skills that support wellbeing and positive mental health. Social and emotional skills promote children’s ability to cope with difficulties and help to prevent mental health problems. Children who have developed social and emotional skills find it easier to manage themselves, relate to others, resolve conflict, and feel positive about themselves and the world around them. Children are given opportunities to develop skills which promote resilience, problem solving and the ability to make good choices. We encourage empathy towards the feelings of others and respect for the rights of all, in keeping with our Christian ethos and The National Framework for Values Education in Australian Schools. We teach the Holy Trinity School values of respect, care and compassion, fair go, honesty and responsibility. We believe that directly teaching these values improves relationships, helps us to know ourselves and others, enables good decision-making, promotes ethical behaviour and increases understanding and acceptance of other people.

Restorative Practice

Holy Trinity is a Restorative School. Restorative Practice is a framework of behaviour management that moves away from the traditional punitive response to any indiscretion that may happen to your child or by your child. While still providing limits and consequences, it looks for ways to repair the damaged relationships and improve existing relationships. The Restorative School believes in the “Three R’s” – Relationships, Responsibility and Relevance.

In working with the student/s using a Restorative Approach, a staff member uses four (4) main questions:

• What happened?
• Who was hurt/ affected by what happened?
• What needs to happen to make things right?
• If the same situation happens again, how could you behave differently?

eSmart

Children are the greatest beneficiaries of the digital era and are learning to navigate the online world at a younger and younger age. We need to ensure our schools are equipped to teach children, and the whole community, how to benefit from online technology whilst being savvy and prepared for the pitfalls – cyber bullying, scams, fraud, exposure to predators and inappropriate content.

We ensure everyone knows how to be smart, safe and responsible online.

Berry Street Education Model

This education initiative is based on proven positive education, trauma-informed and wellbeing practices that enable students’ academic and personal growth. The model is unique because it educates schools and their leaders to reinforce and sustain cognitive and behavioural change, thereby re-engaging young people in learning and progressing their academic achievement.

Intervention and  Accessing support

• Seasons grief and loss program
• Peaceful kids – mindfulness program for children
• Referrals to specialists e.g. – Speech Pathologists, Psychologists, Occupational Therapists, Educational consultants, community agencies
• Seasons Program (for children experiencing loss or grief)
• Behaviour management plans