Wellbeing Insights

Introducing Wellbeing Insights!

When we seamlessly integrate Learning and Wellbeing, we lay the groundwork for a positive learning environment. This integration can be achieved by nurturing strong relationships that empower students to develop into:

Happy, healthy, and resilient individuals
Lifelong learners
Active, informed participants in sustainable communities.

We are thrilled to present the first-ever 'Wellbeing Insights in this newsletter. Within these pages, you will discover a wealth of valuable insights, timely updates, and a rich array of resources focused on nurturing the mental health and holistic wellness of our student community.

This segment has two main goals:

• To champion the mental health and wellbeing of our community members; and

• To empower individuals with the means to actively foster positive mental health and wellbeing practices.

The content within this section may cover:

• The significance of mental health and wellbeing and its impact on the learning process

• The value of fostering connections and a sense of belonging

• Strategies for cultivating healthy parent-child relationships

• Advice for initiating discussions with your child about mental health and overall wellbeing

• Approaches to aiding your child's emotional regulation through co-regulation

• Methods for helping your child recognise emotions using the Zones of Regulation framework

• Resources for seeking external support when needed

Join us in creating a balanced environment where learning and wellbeing go hand in hand.

Help Seeking

As parents or carers, you are the expert in your child’s life, you know them best. Because of this, you are the person best placed to notice and support your child if you believe they are struggling with their mental health and wellbeing. Your child will experience many different emotions at various levels of intensity, it is helpful for your child to know these emotions are typical and have these experiences validated by you, this supports your child develop their emotional regulation skills.

However, if your child reports feeling one emotion a lot of the time or that their emotions are causing them distress and preventing them from engaging in their usual activities, this may indicate they need support with their mental health and wellbeing. To best support your child, it is important that they know they can come to you to share their experiences and that you care for them. It is vital that you believe that your child is experiencing challenges with their mental health and wellbeing that you listen to your child with empathy and in a non-judgemental manner.

Some mental health concerns for children and young people include: relationship problems, eating/body-image issues, bullying, feeling sad or depressed, worry or anxiety, self-harm and school refusal.

To support your child to know that seeking help is a useful option you can:

Regularly check-in by asking how your child is going e.g. “How are you feeling today?” “What zone are you in?” “What can we do to help you feel better?” “You talk, and I’ll listen.”
Validate their feelings and experiences e.g. “Feeling (angry, sad, happy etc.) is a normal feeling to feel.”
Always listen with empathy and in a non-judgemental manner when your child shares their emotions and experiences.
Support your child to access help by going to your GP or local doctor.

You as a parent/carer are not alone in supporting your child, there are a range of supports available for your child to access that will support them nurture their mental health and wellbeing.

The first step on your support journey is to book an appointment with your General Practitioner or local doctor. Doctors can support your child by developing a Mental Health Care Plan. The GP will develop a care plan for your child to access the support they need and may recommend which support service would be best placed to assist your child.

If you feel like your child is struggling with their mental health and wellbeing and is not discussing their experience with you, contact your child’s teacher. Your child’s teacher can check-in and see if they need support. It isn’t uncommon for your child to feel uncomfortable discussing these issues with you.

Finally, being a parent/carer is hard! It is important that you look after yourself too, you cannot pour from an empty cup! For ideas to look after yourself have a look at the Raising Children website, there are great resources and recommendations on this page. Alternatively, there is a telephone counselling service available called Parentline (13 22 89) available from 8:00 a.m. to 12:00 a.m. all week.

For more information on seeking support for your child please refer to the Victorian Government website.

Student Representative Council

Firstly, we would like to take this opportunity to thank the Semester 1 SRC reps. During Semester 1, our SRC members collaborated to develop a student friendly problem solving wheel. The SRC brainstormed different strategies students could use to help themselves and others when faced with a problem. The SRC trialled the use of the problem solving wheel by acting as a ‘Problem Solver’ out in the yard on Tuesdays and Thursdays. All students across the school are now learning how to use the ACS Problem Solving wheel. Well done to our SRC for your hard work in developing and launching this initiative!

Before we introduce you to our Semester 2 SRC reps, we would like to congratulate all students who ran for an SRC position by presenting a speech to their home group. It takes a lot of courage and you should all be proud of yourselves!

Now we would like to introduce our Semester 2 SRC reps.

From Year 2: Noah, Loui, Jamie, Axel, Anika, Vivienne

From Year 3: Penny, Zac, Delilah, Carter, Charlotte, Ruby

From Year 4: Hamish, Toby, Evan, Andi, Sher

From Year 5: Frederick, Enjay, Siennah, Taliah

From Year 6: Will, Prapti, Abby, Khushi

From Year 7-9: Poppy, Ryan, Nicholas

From Year 10-12: Rhiannon, Bree

Congratulations to these students! We look forward to seeing how you are going to improve student life at ACS!

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