Student Wellbeing

student_wellbeing

Brighton Primary School is a community of learners that fosters a sense of belonging for both student and teacher.  A strong sense of belonging is fundamental to promoting a safe, purposeful and inclusive learning environment.

Student engagement and wellbeing are supported by:

  • a student wellbeing team
  • explicit teaching to meet our students’ needs
  • talking with students and listening
  • working closely with parents and teachers
  • giving students a voice
  • a student buddy program
  • a first aid centre and a school nurse
  • on-site counselling service, three days a week, provided by Ozchild
  • an on-site out of school hour’s care and holiday program.

Teachers explicitly teach the knowledge and skills to build students’ capacities in empathy, resilience, confidence, and communication and to problem solve.

At Brighton Primary we are committed to a whole school approach in addressing student wellbeing and use Restorative Practices to address behaviours and facilitate dialogue among our students. This is supported by explicit teaching of the positive behaviours that are embodied in the IB learner profile and underpinned by the attitudes of the Primary Years Program.

Teachers explicitly teach the knowledge and skills to build students’ capacities in empathy, resilience, confidence, and communication and to problem solve.

At Brighton Primary School we have a Student Wellbeing Team.  The team is formed each year through an expression of interest.  One teacher from the team is timetabled to be available each afternoon to address any student issues that may arise throughout the day:

  • facilitate working towards a resolution with students when issues arise, using Restorative Practices
  • work collaboratively with teachers to support students
  • work with and inform parents of incidents (when necessary)
  • follow-up students new to the school
  • refer students to specialist support such as the Department of Education and Early Childhood Development Speech Pathologist or the Educational Psychologist.

We work with various educational consultants, including David Anderson, to build staff capacity in explicitly teaching students the skills and attitudes that are needed to build both confidence and resilience.  Confidence and resilience cannot be taught, they are the outcome of experiences and it is how we talk to students about these experiences that make the difference.