Wellbeing at Shelford in 2022 – staffing update

The wellbeing of our students has always been prioritised at Shelford. Never has it been more important to resource and prioritise this area of the school. The pandemic has had far reaching consequences for young people all around the world. Statistics report changes in mood, lack of motivation, higher incidences of depression and anxiety, increases in eating disorders, lack of physical exercise and fitness and incentive to remain in sports and proportionately, an increased amount of screen time, social isolation and loneliness, coupled with an increase in social anxiety. The data from around the world indicates that all of these issues have been more prominent in young people, as a result of COVID and its impacts on all aspects of our lives. 

Our students require the support of their school community, working closely with families, to recover from the two years of the pandemic and to be able to gain a sense of normality, hope and optimism, in order to forge ahead with their education.

All teachers and school staff at Shelford, have a responsibility for student wellbeing and all of our teachers are actively engaged and interested in supporting our students in their adjustment, post-COVID. A large number of our staff have been trained in Youth Mental Health First Aid this year. We have also provided a range of inhouse professional learning opportunities on structures within the school for dealing with distressed students and the restorative practice model. Our Child Safe and Student Wellbeing policies have been rewritten and updated. 

In 2022, we are prioritising professional learning in student wellbeing, so that all of our staff have the confidence and knowledge to work effectively with our students and families in this area.

Deputy Principal, Student Wellbeing and Development

As previously announced, Pauline Cutajar will move in to the role of Deputy Principal in 2022, whilst retaining her overview of student wellbeing, development and management. With over 30 years’ experience in girls’ education, Pauline has a wisdom and knowledge which enables her to mentor and coach our staff, provide professional learning opportunities, guide policy direction and also work with students and parents. Relying on evidence-based programs and interventions, Pauline is looking forward to continuing to get to know our school community and supporting the return to school and the changing outlook of living with COVID 19. Pauline is currently working with our senior school team to audit and review the wellbeing program, to implement new initiatives in 2022 and continually improve, add and adjust to the programs, in response to issues and data.

Head of Junior School – Student Wellbeing and Development

In the Junior School, Vicky Gemmell is joining our team as the Head of the Junior School, Student Wellbeing and Development. As a current Head of Wellbeing in a Junior School, Vicky is well placed to build on our strong programs and community spirit in the Junior School. She will work closely with students, families and staff, to implement innovative and responsive wellbeing programs, based on data related to student need. Part of her role will also involve working with parents to educate and support the parenting of students, managing common developmental stages and the issues in the aftermath of COVID-19. 

Wellbeing Mentors

In 2022 we are introducing wellbeing mentors at each year level in the Senior School, from Years 7–12. Students will be in one of three pastoral groups at their year level and they will meet as a group with their mentor, for a check-in, each day. The Wellbeing Mentor will also deliver the Wellbeing program each week and work as part of the wellbeing team at their designated year level. They will build close relationships with the students in their group and be a key touchpoint for students and parents, if they require support. They will be able to respond, ensuring that issues are referred to the appropriate Coordinator or Psychologists, or our Deputy Principal, Student Wellbeing and Development, Ms Pauline Cutajar, as required.

School Psychologists

Our psychologists work across the school supporting students individually and working with families, and our teaching staff. They are an important part of our Wellbeing team, ensuring the support we offer and the programs in place are evidence based and responsive to student need.

Middle Years Coordinator (Years 7 and 8) 

Tristan Hill will continue in this key role in 2022. In leading this important transition stage, Tristan has already made his mark on Shelford. An energetic, innovative leader, Tristan has put in to place sequential wellbeing programs at Year 7 and 8, Strive and Thrive and also overseen student leadership and mentoring programs. In re-working the Integr8 Transition program, he has also ensured our newest Senior School students feel valued, known and connected, before they even begin the year. Tristan has formed strong relationships with families and students in Years 7 and 8 this year and looks forward to supporting them in the adjustments and challenges, opportunities and activities, that lie ahead.

Year 9 Coordinator  

Monique McCorry will continue in the role of Year 9 coordinator in 2022. She will also teach two Year 9 Humanities classes, alongside her senior class, which will assist her in knowing and caring for the students in the year level. An experienced educator, Monique is a fun-loving, energetic and warm person, who enjoys forming strong bonds with the Year 9 cohort and providing opportunities, most notably, through the Challenge and Wellbeing programs at this year level.

Year 10 Coordinator 

Bec Wright will return from maternity leave in 2022 and take up the Year 10 Coordinator role in Term 2. Bec is an experienced Legal Studies and Humanities teacher and has been a coordinator of Year 11 and Year 12 at Shelford. She is a highly organised, passionate educator, who builds strong relationships with her students and their families. She is thrilled to be working with our year 10 group in 2022.

Cath Freney will be the Coordinator in Term 1 and then continue to work with the cohort in their career’s education, including implementing the Morrisby testing and follow up interviews and work experience, throughout the year. 

Senior Years Coordinator (Years 11 and 12)

In order to retain consistency for students and families across the VCE years and to develop strong relationships and programs for our senior students, we are introducing a Senior Years’ Coordinator role in 2022, who will look after Years 11 and 12, ably supported by the team of six Wellbeing Mentors. 

In 2022, Julia Lloyd-Bruin will be acting in this role, while Aimee-Claire Lees is on maternity leave. They are currently working together, to set up processes and priorities and will continue to work together when Aimee-Claire returns from her maternity leave in Semester 2. 

Julia is an experienced Senior English and Literature teacher and has been a Year 9 Coordinator at Fintona Girls’ School and Year 10 Coordinator at Shelford. She is looking forward to continuing to work with the Year 10 group as they transition to Year 11 and to also work with the Year 12 2022 level. In the second half of the year she will be able to work alongside Aimee-Claire to ensure consistency and stability for our students, whilst she also undertakes further study, beginning a Masters of Education. Julia will also teach two senior English classes in 2022.

Aimee-Claire returned to Australia this year from Canada, where she has worked for many years as a Head of Year level and a Head of Faculty. An experienced, energetic, passionate Health teacher, she has a strong commitment to wellbeing and building strong relationships with students, families and staff. We look forward to her establishing herself in the Senior Years’ Coordinator role upon her return from maternity leave. We are also very excited to be welcoming her baby in January!

International Student Coordinator

Sarah Lin is continuing in this integral role; communicating with and supporting our students, families, host families and guardians. Sarah is a supportive presence for families in China and in the local community and also has strong relationships with our students. Sarah works closely with all of our staff and particularly with the EAL and Chinese Language staff, to assist our teachers with strategies and information, that helps them work confidently with our students of diverse backgrounds.

VCE Coordinator

Rachel Kafka will continue in this role in 2022. Rachel has experience in the VCE coordinator role and also as a senior year level coordinator and teacher; her wealth of knowledge and understanding of these important years enables her to support our students, teachers and families, in ensuring all procedures and policies are in place, so that VCE studies run smoothly and that every opportunity is given for students to attain outstanding results.

Careers and Future Pathways Coordinator

Cath Freney is remaining in this role in 2022. Students in the senior school benefit from Cath’s knowledge and understanding of tertiary pathways, VET studies, alternate programs, work and work skills. She coordinates the Morrisby testing and follow up interviews, work experience programs and gives individualised subject selection advice and VTAC university preference advice, to all of our students. In addition, she is available for any students or families at any time, that wish to seek her advice and she provides a wealth of resources and links for our students, through the newsletter and Shelly news.

Service Learning Coordinator

Whilst Simone Lewis is on maternity leave (Semester 1), Claire Cheeseman is acting in the role of Service Learning Coordinator, managing our Prep–Year 12 program, raising awareness of social issues, fundraising and service work opportunities. Incorporated into our wellbeing programs, our service learning component offers vibrant and engaging opportunities for hands on community service work and awareness for our students.

We are confident that we are putting in place best practice structures, frameworks, people and programs, to ensure that our students are given the support, guidance and help they need to develop the skills to manage their wellbeing. We are committed to supporting our students to take on positive principles - to be grateful, positive, optimistic and hopeful in their outlook. Shelford’s focus is on a holistic education to support all of our students to thrive.

Katrina Brennan

Principal