Assistant Principal News
Megan Retallick
Wellbeing and Inclusion
It’s a wrap! What an incredible Term 4 and school year we have had in 2025. This year has been significant, with many whole‑school initiatives implemented, special events held, and strong achievements in student wellbeing and learning progress.
Throughout the year, staff have worked collaboratively to define and strengthen our Multi‑Tiered System of Support (MTSS) Framework. With the support of wellbeing consultant Rebecca Harris, the school has deepened staff understanding of trauma‑informed education practices and approaches to supporting neurodivergent students. Rebecca has played a key role in refining our wellbeing response flowchart and KCHS‑adapted BSEM strategies within our MTSS framework, providing greater clarity around how we support young people with their learning and wellbeing needs. This ensures students receive appropriate, consistent, and timely support when required.
This work has led to the development of the KCHS Wellbeing Response Flowchart, which supports both staff and students through consistent responses and clear pathways for support. As a result, there has been a significant reduction in the need for Wellbeing and/or Leadership intervention, enabling staff to respond effectively within classrooms and learning spaces.
This year also marked the commencement of Ready to Learn Plans and Scales across the school. These have been enthusiastically embraced by both students and staff and have strengthened our shared language around regulation and interoception. Students are now better supported to access school‑wide and individual regulation strategies, building learning stamina and enabling more successful participation throughout the school day.
Disability Inclusion
We are currently in Year 3 of the Disability Inclusion Reform rollout. This transition has enabled KCHS to access additional resources and support a wider range of students than was possible under the previous model.
Our Disability Inclusion Profile (DIP) Teamhas established clear systems to document how we personalise learning and meet the diverse needs of students from Years 7–12. The team works closely with external allied health providers, parents/carers, and students to identify, implement, and review appropriate learning and wellbeing interventions. This collaborative approach supports not only academic growth, but also students’ social, emotional, and wellbeing goals.
DIP Progress
2023 (Year 1): 1% of students supported through DIP | 11% under PSD
2024 (Year 2): 6% of students supported through DIP | 11% under PSD
2025 (Year 3): 33% of students supported through DIP
As we complete our third year of the reform, we are transitioning all students currently funded under the Program for Students with Disability (PSD) to the DIP model, impacting approximately 11% of our student cohort. In addition, we are preparing further applications for an additional 30% of students who meet the criteria for Tier 3 support.
DIP funding has enabled the school to employ an internal psychologist three days per week to provide proactive wellbeing interventions for targeted students. The school has also engaged a speech therapist in a consultative capacity to develop communication profiles and support whole‑school approaches to pragmatic language and social skills development.
Restorative Journeys
In the second‑to‑last week of term, all staff participated in Restorative Journeys training facilitated by Kerrie. Restorative Practice is a social science that offers proven strategies for strengthening and repairing relationships. These proactive and responsive approaches support the development, maintenance, and restoration of healthy relationships, an essential foundation for strong school communities.
The training equips staff with skills to manage and address conflict when it arises, while considering the needs of all those impacted. Research shows that restorative practices can reduce antisocial behaviour and support the repair and restoration of relationships at all levels.
We believe this training will form a foundational approach to how we work with young people, families and carers, staff, and external stakeholders. Staff will undertake a second day of training in Term 1, 2026. Students are scheduled to participate in Restorative Practices training on 12 February 2026, with an online evening session also being offered to parents and carers.
Merry Christmas
I would like to wish all the students, families and carers a very Merry Christmas and a safe and happy New Year.
Megan Retallick
Assistant Principal – Wellbeing and Inclusion