Assistant Principal News

Megan Retallick

It has been a busy and fast-paced start to the 2026 school year, and we are pleased with how positively Term 1 has begun.

This year, we have embedded our Start Right program from the very beginning of the school year, building on the introduction of the Berry Street Education Model practices of the Ready to Learn Scale and the Ready to Learn Plan in mid-2025. Beginning the year with these practices has allowed students to more intentionally develop their understanding of interoception and proprioception, and to identify and articulate strategies that support their readiness to learn. These plans were discussed during the initial Student Support Group (SSG) meetings and have been embedded into student plans and Individual Education Plans (IEPs) for Term 1.

At Kensington Community High School, we continue to strengthen our understanding and implementation of wellbeing approaches to ensure we are meeting the diverse needs of all learners and fostering a safe, inclusive, and welcoming school environment. Over recent years, we have been developing our Multi-Tiered System of Supports (MTSS) framework to better respond to students at their point of need. A key component of this work is our Wellbeing Response Flowchart, which supports consistent and effective responses to both learning and wellbeing needs across the school.

To further strengthen this work, we have partnered with Kerrie Sellen from Restorative Journeys. Kerrie is working alongside staff, students, and families to co-develop a shared, community-based approach to maintaining relationships and supporting young people. This restorative framework draws on current research and evidence-based practices, offering practical tools to help students navigate conflict and manage feelings such as shame associated with behaviour. We will continue this partnership throughout 2026, with parent session information to be shared in the coming months.

We have also continued our engagement with psychoeducation consultant Rebecca Harris, who is supporting both staff and graduate teachers. Rebecca brings deep expertise in working with neurodivergent and trauma-impacted young people, and her work is providing valuable guidance in strengthening both our learning and wellbeing practices.

We wish all members of our community a safe and restful Easter break. Thank you for your ongoing partnership and support – we look forward to continuing this important work together in Term 2.