Student Wellbeing and Learning

Social and Emotional Learning in Term 2

We have been incredibly impressed with the way students have engaged with our Social and Emotional Learning (SEL) lessons this term. It has been wonderful to see students reflecting on their own emotions while also developing a greater understanding of others.

Students in Prep to Grade 2 have finished the term with a focus on expressing emotions in safe and healthy ways. They discussed the importance of letting feelings out before being able to regulate and return to a calm state. Students explored appropriate ways to express emotions at school, such as talking about how they feel, stomping their feet when outside, or scrunching scrap paper in the classroom. They also considered what can happen when emotions are expressed in unsafe or inappropriate ways. A key takeaway has been that it is important to express feelings, rather than bottling them up, while ensuring this is done respectfully and safely.

In Grades 3 and 4, students have been learning about the brain and how it supports emotional regulation. They explored the idea of the “Upstairs Brain” (thinking brain) and the “Downstairs Brain” (emotional/survival brain). The Upstairs Brain helps with problem-solving, staying calm, making decisions, learning, showing self-control, and considering others. The Downstairs Brain acts quickly to keep us safe, particularly when we feel stressed, overwhelmed, or frightened. Students also investigated the nervous system and how it works alongside the brain to respond to everyday situations.

Students in Grades 5 and 6 have been building skills in resolving social conflicts. They explored different types of conflict, such as misunderstandings, jealousy, disagreements, and changing friendships, and discussed why these situations may arise. Students practised strategies involving pausing, reflecting on different perspectives, and working collaboratively to find solutions that support everyone involved. They also examined bullying, learning how to recognise it and how to respond assertively as an “upstander.”

We look forward to sharing an overview of our Term 3 SEL focus for each year level in the next newsletter.

Jess Johnston

Metal Health and Wellbeing Leader