Berry Street Education Model

Over the past year and a half, our staff has completed three intensive training day and professional development around the Berry Street Education Model (BSEM). As a school community we are committed to providing our students with the best learning environment. We have been implementing a range of strategies within the classroom and around the school to increase student engagement and help to improve and support student wellbeing.

Below is a short snap shot of how our learning from Day 1 (Body), Day 2 (Relationships), and Day 3 (Stamina & Engagement) is now being put into practice every day in your child's classroom!

Day 1: The Body

The focus of the first training day was the Body domain and how teachers can help students regulate their internal state to be ready for learning.

Teacher Learning:

Ready-to-Learn: Staff established clear, consistent expectations for students to be physically and mentally ready for instruction (e.g., specific sitting posture, hands free).
Regulation Tools: We learned and practised simple, effective strategies like 'Take 5' breathing and short, focused Brain Breaks to reset student focus and calm the nervous system.
De-escalation: Teachers developed non-verbal cues and calm language to help students manage strong emotions and transition back to learning smoothly.

In the Classroom:

Students gather for a Welcome Circle and quick check-ins at the beginning of the day, which fosters belonging and safety. This brief time prepares everyone to be ready and engaged for the day's learning.
Teachers may start lessons with a brief, energising Brain Break to ensure students are focused or use them throughout lessons, to break up learning and allow students the chance to reset.
Teachers use visual cues and calm language to prompt students back to a Ready-to-Learn position, minimising disruption and promoting self-control.

Day 2: Building Strong Relationships

The second day centred on the Relationship domain and the crucial role of connection, empathy, and positive regard in creating a safe classroom environment.

Teacher Learning:

Emotional Literacy: Staff learned to use tools like a Feelings Thermometer to help students identify, label, and understand their emotions.
Positive Regard: Teachers and staff gained a deeper understanding of how consistency, clear boundaries, and unconditional positive regard build trust and connection with all students.
Empathy in Management: We focused on responding to behaviour with empathy and curiosity, seeing challenging behaviour as a signal rather than defiance, which
fosters a supportive community.

In the Classroom:

Teachers are dedicating time to building strong peer relationships and having open, non-judgemental discussions about feelings, promoting emotional intelligence.
Teachers and staff are using language that validates a student's feelings while still guiding them toward appropriate behaviour, reinforcing the belief that they are cared for.

Day 3: Stamina and Engagement

The third session combined the Stamina and Engagement domains, focusing on building student resilience, a growth mindset, and sustained focus.

Teacher Learning:

Grit and Resilience: Staff learned effective ways to explicitly teach students the value of effort and how to persevere when faced with challenging tasks.
Goal Setting: We focused on strategies to help students set small, achievable academic and personal goals, building a sense of purpose and belief in their abilities.
Motivational Language: Teachers practiced providing timely, specific, and positive feedback that celebrates process and effort rather than just the final outcome.

In the Classroom:

Students will be encouraged to break down challenging tasks into smaller, manageable steps to maintain Stamina.
Teachers regularly highlight effort over ability, saying things like, "Your hard work on that problem really paid off!"
Students are learning to track their goals, building a vision for their own success and future Engagement.

We are looking forward to completing our forth and final day of training in 2026. We are excited about the positive impact these practical Berry Street strategies are having on both student wellbeing and academic outcomes.

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