Student Wellbeing
Student Wellbeing is the core which underpins all that we do at Holy Cross School. It is central in ensuring that every student has the opportunity to develop as a whole person, which promotes their academic, social, emotional, physical and spiritual wellbeing.
The Student Wellbeing Framework is a model of Whole School Prevention, which strives to create a safe, happy environment where all students, staff, families and wider school community feel welcome and respected.. Early intervention is integral in supporting students where a need has been identified, (which may be academic, social, emotional or due to family circumstances) and can take the form of testing and subsequent intervention programs, or counselling at school or by referral to support agencies.
The Student Wellbeing Framework is a model of Whole School Prevention, which strives to create a safe, happy environment where all students, staff, families and wider school community feel welcome and respected.. Early intervention is integral in supporting students where a need has been identified, (which may be academic, social, emotional or due to family circumstances) and can take the form of testing and subsequent intervention programs, or counselling at school or by referral to support agencies.
Jill Cannon, Student Wellbeing Leader
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The Student Wellbeing Team
Our Student Wellbeing Team is made up of the Principal, the Assistant Principal, the Student Wellbeing Leader (who is also a qualified counsellor) and the Special Needs Leader. ( All members are also members of the Leadership Team at Holy Cross School ) The Student Wellbeing Team meets every fortnight to discuss student referrals, whereby we explore how best we can support students through school based programs, counselling or referrals to outside agencies and specialists. It is also at these meetings where any Wellbeing initiatives we are planning to implement will also be discussed. Social and Emotional LearningSocial and Emotional Learning is the process in which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships and avoid negative behaviours . (Ellias et al.1997) Evidence based research has proven that schools play a vital role in the promotion of wellbeing in children and young people. Students who are happy, confident and able to establish meaningful relationships are better placed to achieve positive learning outcomes. The link between the promotion of wellbeing and learning outcomes is clear. Furthermore, evidence based research states that positive learning outcomes occur, when delivered through a framework of SEL approaches. Together they provide the grounding for future healthy relationships, an optimistic thinking style, a resilient attitude to life’s “up’s and down’s” and a successful life. At Holy Cross school we use an integrated approach to the teaching of SEL. CIRCLE TIME is used throughout the school to teach SEL through fun games and activities, which promote empathy, resilience, tolerance, inclusion and forgiveness, along with many other gospel values which come from our Religious Education Program and integrate easily into the teaching of SEL. Our Making Jesus Real Program is yet another way the teaching of SEL is integrated within the wider curriculum. |
Social and Emotional Learning
Welcome back to another great year at Holy Cross School, and a very warm welcome to all our new families!
An exciting new program which will be implemented across our school (PREP TO YR. 6) this year. For the past couple of years staff have had professional development on the teaching of Social and Emotional Learning.
Research on health and wellbeing shows that schools are important environments for the promotion of wellbeing in children. The connection between the promotion of wellbeing and positive learning outcomes is clear. Furthermore, positive learning outcomes occur when delivered through a framework of social and emotional learning. (SEL) Together, they provide a sound basis for developing future healthy relationships and, ultimately achieving success in life.
Social and Emotional Learning (SEL) is the process through which we learn to recognise and manage emotions, care about others, make good decisions, behave ethically and responsibly. Develop positive relationships, and avoid negative behaviours.
This year all teachers will teach SEL in their classroom. The SEL skills are as follows, Self-awareness, Social awareness, Self-management, Responsible decision making and Relationship skills. The explicit teaching of values in Catholic schools is nothing new and is consistent with the Gospel teachings of Jesus and as such is at the heart of the central mission of all Catholic schools. The values which accompany these SEL skills are those such as, forgiveness, tolerance, empathy, respect, gratitude etc. all of which link in perfectly with our Religious Education Program.
One of the most effective way to teach SEL is through an activity called Circle Time. It is a fun way to develop both social and emotional learning, and a supportive class ethos. It’s based on the principles of respect, safety, inclusion, and positive emotionality. The current research states clearly that schools who teach SEL effectively, will have better learning outcomes for its students, less bullying and children who are more connected to their school community and feel safer and happier at school.
In addition to our SELS Program, this year Holy Cross will be running a Vertical Groupings Program called “FRIENDLY FACES”. This will take place once or twice a term and be largely run by the senior students (with the support of a teacher) focusing on having fun and strengthening relationships between children and teachers throughout the school. The Program will look at on an event that is taking place within the school, the wider community or the global community. For example, The Olympics, which will take place in Rio later this year. Once again, the research tells us that the development of positive relationships within school communities, promotes a safe, caring environment setting up the foundations for children to thrive.
Please don’t hesitate to speak to your child’s classroom teacher or a member of the Student Wellbeing Support Group if you have any queries or feedback.
Welcome back to another great year at Holy Cross School, and a very warm welcome to all our new families!
An exciting new program which will be implemented across our school (PREP TO YR. 6) this year. For the past couple of years staff have had professional development on the teaching of Social and Emotional Learning.
Research on health and wellbeing shows that schools are important environments for the promotion of wellbeing in children. The connection between the promotion of wellbeing and positive learning outcomes is clear. Furthermore, positive learning outcomes occur when delivered through a framework of social and emotional learning. (SEL) Together, they provide a sound basis for developing future healthy relationships and, ultimately achieving success in life.
Social and Emotional Learning (SEL) is the process through which we learn to recognise and manage emotions, care about others, make good decisions, behave ethically and responsibly. Develop positive relationships, and avoid negative behaviours.
This year all teachers will teach SEL in their classroom. The SEL skills are as follows, Self-awareness, Social awareness, Self-management, Responsible decision making and Relationship skills. The explicit teaching of values in Catholic schools is nothing new and is consistent with the Gospel teachings of Jesus and as such is at the heart of the central mission of all Catholic schools. The values which accompany these SEL skills are those such as, forgiveness, tolerance, empathy, respect, gratitude etc. all of which link in perfectly with our Religious Education Program.
One of the most effective way to teach SEL is through an activity called Circle Time. It is a fun way to develop both social and emotional learning, and a supportive class ethos. It’s based on the principles of respect, safety, inclusion, and positive emotionality. The current research states clearly that schools who teach SEL effectively, will have better learning outcomes for its students, less bullying and children who are more connected to their school community and feel safer and happier at school.
In addition to our SELS Program, this year Holy Cross will be running a Vertical Groupings Program called “FRIENDLY FACES”. This will take place once or twice a term and be largely run by the senior students (with the support of a teacher) focusing on having fun and strengthening relationships between children and teachers throughout the school. The Program will look at on an event that is taking place within the school, the wider community or the global community. For example, The Olympics, which will take place in Rio later this year. Once again, the research tells us that the development of positive relationships within school communities, promotes a safe, caring environment setting up the foundations for children to thrive.
Please don’t hesitate to speak to your child’s classroom teacher or a member of the Student Wellbeing Support Group if you have any queries or feedback.
Positive Approach To Managing Student Behaviour
At Holy Cross School we adopt a positive approach to the management of student behavior. We believe positive and effective behavior management provides a structure for teachers and students to maximize teaching and learning opportunities, When the classroom environment is predicable, with clear behavioural guidelines and expectations, students feel safe.
Holy Cross has adopted a Whole School Approach to our Behaviour Management. We have a set of school rules which are simple and concise and are followed by all staff at all times. When dealing with inappropriate behaviour, staff use a restorative, rather than punitive approach, which encourages the student to examine how their behaviour has impacted on others, accept responsibility for the choice they have made and ultimately decide what they need to do to restore the damage they have caused. Students are aware of a clear set of steps in regards to warnings and ultimate consequences, if they make poor behaviour choices and a student continues to ignore a teacher’s warnings, he/she will be exited from the classroom to fill in a Behaviour Sheet in the office, and will face a consequence as a result of their behaviour choices and the impact it has had on the teacher and other students in the classroom.
Bullying
Bullying occurs when a person or persons deliberately and repeatedly cause harm to another through physical, emotional, social or psychological means. It involves an imbalance of power , whereby the victim is unable to stop the behaviour from occurring. It is not however, a normal conflict situation between two or more people, which may be unpleasant but is not bullying. In these situations staff offer support to all children to resolve their conflicts cooperatively, as conflict is a normal part of life.
At Holy Cross School we work through a model of Prevention where we aim to create a culture of respect, inclusion and a caring environment, where all are welcomed. We educate the children, as to what bullying is and is not, and help them to understand that if someone is being bullied it is up to each and every one of us to get involved and ensure that the bullying stops. It is vital that children are aware of their potential role as a bystander, and feel empowered to seek help if they see bullying happening or if they are in fact being bullied.
If bullying does occur at school it will normally be dealt with initially by the classroom teacher, if however the bullying continues, it will be brought to the attention of the Student Wellbeing Team and dealt with by the school counsellor or a member of the wellbeing team. This process will involve ongoing counselling and monitoring of the victim and the bully, until the victim is feeling safe and happy again at school. (See Anti-Bullying Policy)
Bullying Policy 2015
Cyberbullying Information can be found here
At Holy Cross School we adopt a positive approach to the management of student behavior. We believe positive and effective behavior management provides a structure for teachers and students to maximize teaching and learning opportunities, When the classroom environment is predicable, with clear behavioural guidelines and expectations, students feel safe.
Holy Cross has adopted a Whole School Approach to our Behaviour Management. We have a set of school rules which are simple and concise and are followed by all staff at all times. When dealing with inappropriate behaviour, staff use a restorative, rather than punitive approach, which encourages the student to examine how their behaviour has impacted on others, accept responsibility for the choice they have made and ultimately decide what they need to do to restore the damage they have caused. Students are aware of a clear set of steps in regards to warnings and ultimate consequences, if they make poor behaviour choices and a student continues to ignore a teacher’s warnings, he/she will be exited from the classroom to fill in a Behaviour Sheet in the office, and will face a consequence as a result of their behaviour choices and the impact it has had on the teacher and other students in the classroom.
Bullying
Bullying occurs when a person or persons deliberately and repeatedly cause harm to another through physical, emotional, social or psychological means. It involves an imbalance of power , whereby the victim is unable to stop the behaviour from occurring. It is not however, a normal conflict situation between two or more people, which may be unpleasant but is not bullying. In these situations staff offer support to all children to resolve their conflicts cooperatively, as conflict is a normal part of life.
At Holy Cross School we work through a model of Prevention where we aim to create a culture of respect, inclusion and a caring environment, where all are welcomed. We educate the children, as to what bullying is and is not, and help them to understand that if someone is being bullied it is up to each and every one of us to get involved and ensure that the bullying stops. It is vital that children are aware of their potential role as a bystander, and feel empowered to seek help if they see bullying happening or if they are in fact being bullied.
If bullying does occur at school it will normally be dealt with initially by the classroom teacher, if however the bullying continues, it will be brought to the attention of the Student Wellbeing Team and dealt with by the school counsellor or a member of the wellbeing team. This process will involve ongoing counselling and monitoring of the victim and the bully, until the victim is feeling safe and happy again at school. (See Anti-Bullying Policy)
Bullying Policy 2015
Cyberbullying Information can be found here
Techno Bully
Video created by grade 6 student - Lachlan
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Anti Bullying Posters created by Students
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