Wellbeing & Inclusive Practices 

Social and Emotional Learning

At NBC, we are not just building academic skills. We are also nurturing emotional wellbeing. Our students recently shared what Social and Emotional Learning (SEL) means to them and what they’re excited to explore this year.

Allora, Year 6, shares:

"SEL is a vital class for learning how the brain works and what emotions come into play. We learn how to control them and put them behind us. Another thing SEL teaches us is about change. The body [and brain] can grow and shift in many ways. When that happens, we would usually be like 'OMG, what's happening to me?' But SEL tells us how to deal with it and why it happens. This is why SEL is an important class."

Ro, Year 1, explains:

"In SEL we learn about things that are kind, and we can do at school, and things that are not okay to do at school. Some things can be in the middle, like speaking. You can speak when a teacher asks you something, or when you are outside with your friends. But you cannot speak if your teacher is explaining something to the class."

Kenzie, Year 4, explains:

"Hi, I'm Kenzie and I'm going to tell you about SEL. In SEL, we have been learning about emotions, like the ones we feel if we are in the Red Zone, Blue Zone, Yellow Zone and Green Zone. This year, I'm hoping to learn more about the Gratitude Journal. I hope everybody has a great year!"

And Riley, also in Year 4, adds:

"Hi, I'm Riley and this is my third year doing SEL. I've learned to understand and control my emotions. I'm excited about finishing my Gratitude Journal cover and learning more about my brain and emotions this year. Have a great year!"

Each of these voices shows how students are learning about themselves and managing their feelings. From understanding change to exploring gratitude, they're excited for another year of growth in SEL. 

This year’s SEL program will explore a range of exciting topics, from emotional literacy and personal strengths to problem-solving, positive coping, help-seeking, and even cyber safety. All of these are part of our personal and social Victorian capability curriculum, designed to empower our students to thrive both in and out of the classroom.

Griffin Errey 

Social Capabilities Lead Teacher

Inclusive Practices

Morning and Evening Routines

Routines create structure and help organize thinking, ensuring that children and young people know what to expect next. For this reason, it’s essential to establish consistent before and after school routines to ensure your child is prepared for learning each day.

The before-school routine can feel like a chaotic rush, especially when trying to get everyone ready and out the door on time. However, with a little preparation, mornings can run much more smoothly. A good routine can help reduce stress, making it easier for your whole family to start the day on a positive note.

To make mornings easier, preparation the night before is key! Here are a few tips:

• pack lunches, 
• sort uniforms, 
• and organize school essentials ahead of time. 

This reduces the pressure in the morning and ensures that everything is ready to go. 

You can also prepare breakfast items like:

• setting the cereal and bowls on the table, to speed up the process and eliminate last-minute scrambling.
• Laying out school uniform
• Having school bags ‘almost’ packed and waiting by the door

A helpful tool for managing mornings is a checklist!

Create a simple morning routine for your children to follow, including steps like getting dressed, eating breakfast, and packing their bags. For older children, you can add additional tasks like music practice, chores, or a brief review of schoolwork. A routine helps kids stay on track and allows for a relaxed start to the day.

To get you started we have prepared this visual checklist for your child to support morning and evening routines, see the image  or download using the link below. 

We checked in with some of our students and asked them what they do to make sure they are ready for school each day:

Zen - Tallis Campus

Morning – I wake up and get dressed. I have breakfast because it helps your brain get all the help it can get. I grab my bag with my lunchbox and drink bottle. Brush my teeth then I unload the dishwasher. Most of the times I get driven to school but sometimes I walk.

Evening – I put my uniform on my toybox with my school bag. I go to bed at 9pm so I have a good day.

Georgia - Tallis Campus

Morning – I usually get my clothes and brush my teeth. I get breakfast at breakfast club. My mum drives me to school.

Evening – I have a shower and get in my PJ’s and I ask my mum to plait my hair and then I go to bed. I go to bed at 8:30pm.

Mia - Wexford Campus

“I like to keep a routine. I wake up at the same time everyday and do the same things in the same order every morning. I also have a consistent bedtime, and I stop using devices well before I go to sleep.”

Annie - Peacock Campus

 “In the morning I normally wake up at 7 without an alarm because it’s a habit now, I then pack my snack and lunch, the night before school I put my clothes on my desk so they’re ready when I wake up, I brush my teeth and hair in the morning and at night, I don’t like to eat breakfast but I’m happy to wait for snack, I get to school early because my parents have to take my older sister to her school.”

Milli - Tallis Campus

I have an alarm on to wake me up at 7am and I make sure I have my lunch packed and eats my breaky!

Kylie Armstrong

Assistant Principal of Inclusive Practice