Wellbeing & Inclusive Practices

Celebrating Effort and Learning

Helping Students Grow Through Process Praise

At Northern Bay P–12 College, we know that how we praise and encourage our students makes a big difference. That’s why we focus on something called process praise – which simply means noticing and celebrating the effort, strategies, and persistence students use when they’re learning.

Instead of just saying, “You’re so smart,” we say things like, “You worked really hard on that!” or “I saw you didn’t give up when it got tricky.” This kind of praise helps students build confidence in what they can do, not just what they are. Over time, they begin to believe in themselves as learners who can grow and improve with practice.

Process praise supports students to:

• Feel proud of their effort and progress
• Take risks and try new things
• Keep going when things are difficult
• Bounce back from mistakes
• Talk to themselves in a more positive and encouraging way

It also helps reduce stress – because instead of feeling pressure to be perfect, students learn to value growth, learning from mistakes, and trying their best.

How you can use process praise at home

Small changes in how we talk to children can make a big difference. Instead of focusing just on the end result, try praising how your child tackled something:

• “I love how you kept trying different ways until it worked – that’s great problem-solving.”
• “You really focused on that for a long time. That kind of concentration makes a big difference.”
• “It was tricky, but you didn’t give up – that shows amazing determination.”
• “You took your time and stayed calm – it really paid off.”
• “I noticed how you learned from your mistake and made it even better the next time.”
• “You asked questions when you got stuck – that’s a smart way to learn more.”

You can also ask reflective questions like:

• “What did you try when it got tricky?”
• “How did you figure that out?”
• “What helped you keep going?”

Whether it’s learning at school, helping at home, or sticking with a new hobby, these small moments of encouragement help build a growth mindset – where children feel confident, curious, and ready to take on new challenges.

Almeera and Darcy from TC1 take us through how they work with their teacher when they are in a learning pit. 

Mandy Grimley

3/4 Learning Adjustment Coach

Social and Emotional Learning

In SEL in term 3, students have been engaging in important learning aligned with Topic 7: Gender and Identity and Topic 8: Positive Gender Relationships.

These lessons explore how gender norms and stereotypes can influence the way people think, feel and behave—and how these can sometimes contribute to unequal power dynamics or discrimination. Through discussions and activities, students are encouraged to think critically about messages they receive from media, peers and broader society about how people "should" act based on gender. 

In Topic 7, students learn to:

• Understand that everyone has the right to express their identity.
• Recognise the ways gender roles and stereotypes are reinforced in everyday life.
• Explore how these expectations can limit opportunities and affect wellbeing.

In Topic 8, we extend these conversations by:

• Discussing gender-based violence and how it is linked to power and inequality.
• Exploring the importance of respect, empathy and consent in all relationships.
• Equipping students with strategies to stand up against disrespect, speak out safely, and support peers.

These lessons are delivered in an age-appropriate, respectful and inclusive way, fostering a culture where diversity is valued and all students feel safe to be themselves.

If you would like to learn more about these topics or the Respectful Relationships curriculum, please don’t hesitate to reach out.

Griffin Errey

Personal and Social Capabilities - Lead Teacher

Mental Health and Wellbeing Leader