Wellbeing

Positive Behaviours for Learning

At SFS, our PBL (Positive behaviours for learning) school wide expectations are:

Respect, 

Responsibility and 

Kindness

This week the teachers and students continued to focus on KINDNESS outdoors, use appropriate language, with a particular focus on not using racist comments.

Here are some of our lucky raffle winners from last week who have been demonstrating our schoolwide expected behaviours.

Student Representative Council Term 4 

This week, the students continued to talk about ways that we can spread kindness around SFS. The children worked in small groups to make posters and good deed sheets to display in each learning space. 

They will continue to hand out kindness cards to other children to encourage random acts of kindness and will ask the children to “pay it forward”. The SRC have also asked teachers to keep a tally of how many children use kind words and actions at school. There will be a whole class award for the Homegroup that shows the most kindness. 

Transition from Primary to Secondary school

The children are all very excited as the end of the school year and Christmas is approaching but also our Year 6 students have very mixed feelings about leaving SFS and beginning a new journey to secondary school. 

Some of our students have already attended transition days to their new schools or will be attending them soon. The following fact sheet is taken from the BeYou website and may be helpful to parents as they help their child during this time.

“Transition strategies must consider that for many children the move to secondary school coincides with puberty. 

The importance of a successful transition 

A positive start to secondary school has long lasting benefits. Young people who experience a positive transition into their new school are more likely to:

 • feel comfortable, relaxed and valued

 • feel excited and motivated to learn

 • have good relationships with others 

• develop a sense of belonging within the school community.

This positive start can make a big difference to young people’s school engagement, learning and wellbeing.

Understanding behaviour 

The primary to secondary transition involves several changes. The move into secondary school is one of the most significant transitions in a child’s education. It involves various changes, including: • changes in the physical environment 

• new rules and procedures

 • changes in relationships with peers, teachers and family 

• more structured learning, with a variety of teachers and different learning environments to get used to. 

This transition coincides with puberty. At around the same time as the move to secondary school, children experience biological and emotional changes as they go through puberty (usually between 8 and 13 years in girls; with boys starting about six to 12 months later in this range). The physical, social and emotional changes associated with puberty have a strong effect on children and young people’s relationships with friends, families and educators. This period of adolescent development is also related to emotions and behaviours that can lead to difficulties at school.

Common feelings and concerns 

Children often have strong feelings about moving into secondary school. They may feel excitement about the prospect of going to a new school, as well as nervousness about what lies ahead. Many children may also feel sad or angry about leaving their current school and the positive relationships they’ve established with educators and friends. 

Common concerns include: 

• losing old friends and making new friends

 • being bullied 

• getting lost and getting to class on time 

• remembering what books and other equipment is needed for each class

 • following a timetable

 • dealing with different educators 

• homework. 

Girls generally have greater concerns than boys about the transition. The good news is that these concerns lessen in the first year at their new school for most boys and girls. Some children find the transition can be overwhelming and need extra support. Some warning signs that children may be experiencing difficulty include: 

• withdrawal or difficulty participating in class discussions 

• exhibiting low confidence or self-esteem 

• increased avoidance of tasks 

• having a short temper or behavioural outbursts 

• difficulties with maintaining friendships 

• being socially isolated. 

Trusting and supportive relationships 

Strong relationships between children, their families and educators enhance the wellbeing of children. Primary and secondary schools should aim to develop effective transition policies. A genuine sense of partnership can help build understanding of each environment and help transfer information about students and families from one school to another. Here are some key points to consider:

 • Establish, train and support a team of key people to coordinate transition practices

 • Establish and maintain relationships with wider school community networks and families.

 • Ensure policies and practices reflect, and include, community diversity.”

If you have any concerns about your child’s transition to secondary school, I encourage you to speak to your child’s teacher and to flag any concerns with the wellbeing department at the secondary school so they can ensure that there is a smooth transition for your child. You can ask the school about what supports they have in place to assist children who may be struggling with the transition such as the support of wellbeing staff, regular check ins, mentor teacher or buddy student or other programs they may offer to support your child.

If you have any concerns about the mental health or wellbeing of your child, please do not hesitate to contact me. I am available to speak to at school, via the phone or email on rlenko@sfslynbrook.catholic.edu.au

Rachel Lenko

Mental Health and Wellbeing Leader