Secondary Student Wellbeing 2024

The Role of Pastoral Care Teachers

At The King's College, the role of a pastoral care teacher extends far beyond marking attendance and checking uniforms. Pastoral care teachers are dedicated to building positive relationships with students and creating a supportive environment where students feel understood and valued. They play a crucial role in guiding students, not only in managing behaviour but also in navigating social and emotional challenges. This relationship-building approach enables pastoral care teachers to be a source of support and encouragement, particularly when students face difficulties in and outside of school. 

Our social-emotional learning curriculum, Open Parachute, further supports students by equipping them with essential life skills. This curriculum teaches students how to cope when life throws unexpected challenges, providing strategies to manage emotions, build resilience, and foster mental well-being. Through our Pastoral Care classes and Open Parachute curriculum, we aim to nurture students who are not only academically capable but also emotionally resilient and socially aware.

Wellbeing Events 2024

This year, the Student Services department organised a wide range of activities and incursions to support students' health and wellbeing. 

• School camps provided valuable opportunities for students to develop resilience, strengthen teamwork, and gain independence. 
• Year group socials, including outings to places like Bounce, laser tag, and ice-skating, allowed students to relax, build friendships, and enjoy physical activity outside of the academic setting. 
• Harmony Week celebrated cultural diversity and promoted inclusion, fostering a deeper sense of respect and understanding within the school community. 
• R U OK? Day emphasised the importance of mental health, encouraging students to support one another and engage in open conversations about emotional wellbeing. 
• Peer Mentor training equipped students with essential leadership and communication skills, enabling them to act as supportive figures for their peers and contributing to a culture of care and connection within the school.

Targeted incursions provided further support for students across different year groups.

• Years 7 and 8 attended the Bully Zero incursion, educating students on bullying and cyber-safety, teaching them how to recognise and respond to bullying behaviour and safely navigate the online world. 
• Year 9 and 10 students attended a digital wellness and cyber-safety incursion that addressed healthy digital habits, online behaviour, and pornography education, with students divided by gender to allow for open discussions on topics relevant to their experiences. 
• Year 11 students participated in an incursion focused on preparing for the workforce after school, where they learned strategies for handling workplace challenges, including dealing with workplace bullying. 

These incursions equipped students with practical knowledge and tools for both their immediate and future wellbeing, empowering them to make informed and responsible decisions in various areas of life and creating a safe, supportive school environment.