Wellbeing
Resilience, Rights and Respectful Relationships Curriculum
The Resilience, Rights and Respectful Relationships curriculum learning materials are designed for primary and secondary school teachers to develop students’ social, emotional and positive relationship skills.
The RRRR learning materials include 8 Social and Emotional Learning topics across all levels of primary and secondary education:
- Emotional Literacy
- Personal Strengths
- Positive Coping
- Problem Solving
- Stress Management
- Help Seeking
- Gender and Identity
Positive Gender Relationships.
Our school has been delivering this curriculum throughout the year.
Currently, we are discussing the topic "Help Seeking" in all classes.
The help-seeking behaviours of children and young people are fundamental to their mental health and wellbeing. Encouraging and fostering help-seeking behaviours is one way to improve mental health and wellbeing.
There are several barriers that children and young people can face when it comes to help-seeking, including embarrassment, shame, fear of making things worse, fear of getting into trouble, lack of confidence to initiate conversations with an adult, anxiety about not being believed and lack of knowledge about who to approach.
Additionally, research shows that those who are in the most need of help for psychological distress may be least able to seek it, due to the burdens affecting their emotional competence and confidence at that time.Therefore, it is important to work with students to identify situations in which help from appropriate adults is warranted, make sure they are aware about help-seeking avenues, and ensure they feel confident to persist in seeking help from appropriate sources when needed.
From Foundation, students are taught how to seek help. They take part in activities and role plays where they discuss scenarios where they may need to seek help. As they progress through the curriculum, the scenarios cahnge to match grade level. Students are then encouraged to think about how, when and who they would approach to get help. For example, what probelms can you handle yourself? When would you get help from a friend? When would you go to a trusted adult?
We encourage our families to have these conversations with their children. Who can your child talk to if they need help? Who are their trusted adults? Which problems can we encourage them to solve themselves? Who can they talk to at school?
