Wellbeing & Engagement
As we begin Term 2, I want to take a moment to acknowledge and celebrate the significant progress we made together throughout Term 1 in the area of student wellbeing and engagement. The work undertaken by staff across all areas of the college has resulted in measurable and deeply encouraging outcomes for our students and our school culture.
Data from Term 1 shows a clear and sustained shift away from reactive behaviour management and toward positive behaviour acknowledgement, increased student connectedness, and more effective use of our sub‑school and wellbeing processes. This is reflected not only in reduced incidents requiring escalation, but also in a noticeable increase in proactive support, early intervention and positive recognition of students meeting expectations. Most importantly, students are telling us they feel more known, supported and connected to trusted adults within the school.
These outcomes are not accidental. They are the result of a deliberate and consistent implementation of our shared frameworks, including FISO 2.0 (Framework for Improving Student Outcomes 2.0), SWPBS (School-Wide Positive Behaviour Support), BSEM (Berry Street Education Model), and restorative practices.
This work is underpinned by a strong team-around-the-learner approach within our sub-school model, where staff collaborate to support each student’s academic, social, and emotional needs.Staff have worked collaboratively to ensure students are supported early, concerns are addressed through clear processes, and relationships remain at the centre of our response. The growing confidence staff have in these structures has led to more timely interventions and stronger continuity of care for students.
I would like to particularly acknowledge the way our sub‑schools and wellbeing team have worked together to support specific cohorts of students through our Multi‑Tiered System of Support (MTSS). The increased alignment between year‑level teams, wellbeing staff and leadership has enabled us to respond proactively rather than reactively, resulting in improved engagement, clearer accountability and stronger outcomes for students.
As we move into Term 2, our focus will be on building momentum. We will continue to refine our early‑intervention practices, strengthen consistent use of positive behaviour acknowledgement, and ensure that our processes remain clear, supportive and sustainable for staff and students alike. The data and our collective experience from Term 1 clearly demonstrate that when we prioritise relationships, consistency and proactive support, positive behaviour and engagement follow.
Thank you to all staff for your commitment, openness to change and ongoing dedication to the wellbeing of our students. The progress we are seeing is a direct reflection of your work, and I look forward to continuing this important journey together in Term 2.
Christopher Hewitt
Assistant Principal – Wellbeing & Engagement
Student Support
Student Support Groups
Student Supports Groups (SSGs) occur every term for students with Disability Inclusion Tier 3 or PSD funding and students in Out of Home Care. SSGs are also required for other students requiring the development or a review of an Individual Education Plan; including
First Nations students
FLO students
Students requiring Special Exam Arrangements
Students requiring highly individualised adjustments to their learning program
Sub-school teams have worked with the Student Support team at the end of Term 1 to review which students will require an SSG during Term 2. An SSG booking system has been developed on Compass for parents to book in SSGs. A link will be emailed to families of students who require an SSG during the early weeks of Term 2. If any of the booking times won’t work for you, please contact the staff member you have been asked to book an SSG with. Students with Disability Inclusion Tier 3 or PSD funding will have SSGs with Caitlin O’Halloran this term; and FLO students will have SSGs with Alex Playsted. All other students requiring an SSGs will meet with their Year Level Leader or Sub-School Leader. If you do not receive a booking link and would like to review an existing learning plan or have concerns about adjustments in place to support your student, then please contact the relevant Year Level Leader.
Caitlin O'Halloran
Leading Teacher - Student Support
Berry Street Education Model
During Term 1, our school continued to strengthen a calm, supportive, and trauma-informed learning environment for all students.
As part of our Wellbeing and Engagement work, this approach aligns with key Department of Education strategies, including Multi-Tiered Systems of Support (MTSS) and Positive Classroom Management Strategies (PCMS). These frameworks help ensure that all students receive the right level of support to feel safe, engaged, and ready to learn.
Staff have been building their understanding of how to respond to student needs using a consistent, trauma-informed approach. A key focus has been updating our De-escalation Continuum — a practical guide that supports teachers to respond calmly and effectively to a range of situations, from everyday classroom needs through to more complex circumstances. This ongoing work helps create a positive and inclusive school environment where every student is supported to thrive.
The Extended Mentor Program was further developed and implemented, drawing on the BSEM framework, the Respectful Relationships (RR) curriculum, and current research to provide meaningful learning experiences for students. Respectful Relationships, developed through the University of Melbourne under the leadership of Helen Cahill, continued to underpin this work, reflecting its recognised impact both nationally and internationally.
Support was also provided to the Year 10 and 11 cohorts within the Upper Sub-school, in collaboration with Georgia Gordon (Year 10 Leader) and Carys Chalklin-McDonald (Year 11 Leader). Within this structure, classroom teachers supported day-to-day learning and wellbeing needs (Tier 1), while year level coordinators addressed Tier 2 needs. Additional support was provided for students requiring more intensive intervention or presenting with complex needs (Tier 3).
Judith McLean
Leading Teacher - Berry Street Education Model