Wellbeing & Inclusive Practices

Golden Statements:

Clear Directions in a Clam, Respectful way

Golden statements explain what an adult will do when students follow a specific instruction. These statements prevent power struggles and encourage students to make positive choices. For example:

I will… when…

I can… when…

I’m ready to… when…

Golden Statements at Northern Bay College

• I’m ready to begin when you are sitting silently at your table.
• I can hand out the equipment once everyone is lined up.
• I’ll start reading when eyes are looking this way.
• I’m happy to take questions when hands are raised.
• I can walk with the class when we are all in a straight line.
• I’ll continue when voices are at a whisper level.

Golden Statements at Home For 5–9 Year Olds

• I will help you clean up your toys when you start putting things back in the box.
• I will read your story when you are sitting on the couch quietly.
• I will start snack time when everyone has washed their hands.
• I will play the game when everyone is taking turns.
• I will listen to your idea when you use a calm voice.

Golden Statements at Home For 10–18 Year Olds

• I will talk with you about your day when you’ve finished your homework.
• I will help plan dinner when everyone is clearing the table.
• I will review your project when all materials are ready.
• I will start our discussion when your phone is away.
• I will drive you to your activity when your bag and equipment are packed.

Indi, AC and Hendrix from HB1 and Dean and Eleanor from HC3 take a moment on their final day of term (and an exciting casual dress day!) to share why Golden Statements are important to them!

Freya Nicholas 

Tallis Learning and Adjustment Coach 5/6

Social and Emotional Learning (SEL) 

Term 3 Focus

At Northern Bay College, we are proud to be a Respectful Relationships school. Each term, our Social and Emotional Learning (SEL) program focuses on age-appropriate themes that build the skills and knowledge students need to grow into respectful, resilient, and caring young people.

In Term 3, the focus across all year levels has been on Gender and Identity and Positive Gender Relationships. These lessons are an important part of equipping students to understand themselves, relate respectfully to others, and challenge harmful stereotypes and behaviours.

Foundation to Grade 2

Our youngest learners explored the concepts of gender norms and stereotypes, learning how these ideas can shape the way people are treated. Through stories, games, and guided discussions, they practised ways to build positive gender relationships—emphasising fairness, kindness, and respect for everyone.

Grades 3 and 4

Students in Grades 3–4 built on these foundations by looking more closely at gender stereotypes and pressures. Lessons encouraged them to recognise when stereotypes appear in daily life and to think critically about how they can respond. They also practised how to speak up, show respect, and seek help when faced with unfair treatment

Grades 5 and 6

The senior primary students engaged with more complex ideas about gender inequality and discrimination. They discussed how stereotypes can sometimes lead to gender-based violence or power imbalances and explored strategies for challenging these issues safely. Students also learnt the importance of knowing when and how to ask for help and support

Why this matters

The SEL program helps children and young people develop lifelong skills in respect, resilience, and empathy. By learning how to identify stereotypes, challenge pressures, and stand up for fairness, our students are better prepared to build positive relationships in school and beyond.

Together, we are helping our students grow into confident, respectful, and caring members of the community.

Students’ Perspective

“I’m Alaska Bower. I am a student and will be writing about my past few SEL lessons and what stood out. The topic I am about to write about is Violence. What stood out for me was how much the students knew about the different types of violence, especially sexual violence. We went over what is violence and what is not. I personally noticed that some students were feeling uncomfortable with the conversation. Despite this, they stayed on topic. Some were surprised at what was violence, as they thought it wasn’t something heard or done often. Overall, the lesson taught us many things and really brought these tough conversations to light.” Alaska Bower, 12yo – Y6 WD4

Logan, 6yo – Prep WA2

Picture of logan with his Sel book showing his understanding of healthy friendships.

Eva Méndez Navarro (She/her)

Mental Health and Wellbeing Leader