Student Wellbeing
Restorative Practices
We take a restorative practice approach to behaviour management where children are expected to honestly acknowledge their behaviour choice, the impact this has on others, how they will make a different choice should they find themselves in the same situation in the future, and finally but most importantly, restore the relationship that their behaviour has affected.
We view behaviour choices as teachable moments and acknowledge that there will be mistakes made which are an inevitable part of growing up, however we support children to become empowered by reflecting on replacement behaviours believing it is what we do next that makes the greatest difference.
Our students consistently report extremely low incidents of bullying and harassment at our school. We are extremely pro-active in our approach to this aspect of teaching and learning and use a variety of social development interventions such as Circle Time, Restorative Practices and Zones of Regulation. These programs are explicitly taught alongside Cyber Safety and the Keeping Safe Child Protection Curriculum. The work of our Pastoral Care Worker complements our classroom programs, ensuring a safe and caring environment for our whole community.
Zones of Regulation
The Zones of Regulation framework teaches students scaffolded skills toward developing an awareness of their feelings and utilize a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness. This includes exploring tools and strategies for mindfulness, sensory integration, movement, thinking strategies, wellness, and healthy connection with others. The Zones of Regulation provides a common language and compassionate framework to support positive mental health and skill development for all, while serving as an inclusion strategy for those who have experienced trauma, and/or have specific needs in terms of social, emotional, and behavioural development.
The Zones of Regulation creates a systematic approach to teach regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete coloured zones. The framework is designed to help move students toward more independent regulation while also honouring and respecting each student and their unique self.