Wellbeing

Year 10 Wellbeing Day: Strengthening the Mind

Our Year 10 cohort recently participated in a Wellbeing Day designed to support students’ understanding of the mind and provide practical tools to strengthen mental wellbeing. The focus of the day was the state of the mind — exploring how students can better understand their thinking, build resilience, and develop strategies that support learning and wellbeing.

Students began the day learning about how the brain functions and how our thoughts, emotions, and behaviours can influence the way we respond to challenges. They then explored the concept of growth and fixed mindsets, discussing how a growth mindset can support perseverance, improved learning habits, and confidence when faced with setbacks.

A key part of the program was a session led by our Police Liaison Officer, who spoke with students about responsible relationships. This provided valuable guidance around respectful communication, boundaries, and making safe and informed choices.

We were also fortunate to hear from the Black Dog Institute, who presented on the importance of mental fitness and proactive wellbeing strategies. Students were encouraged to view mental health as something we can actively build and maintain, just like physical fitness.

The day concluded with an engaging presentation from Daniel Merza, who spoke about the power of the mind and how students can use a growth mindset to their advantage in both school and life beyond the classroom.

We thank our guest presenters and staff for supporting this initiative, and commend our Year 10 students for the maturity and respect they demonstrated throughout the day.

Kindergarten Learning About Connections and Help-Seeking

Our Kindergarten students have been learning about the importance of connections—who the people are in their world, how relationships help us feel safe and supported, and what to do when we need help.

As part of this learning, students discussed and identified trusted adults they can go to at school and at home. They explored who can help in different situations (for example, a teacher, a staff member on duty, the office team, or a parent/carer) and practised the simple but important skill of asking for help. We reinforced that it’s always okay to speak up, and that getting help is a strong and sensible choice.

Students also focused on ways they can help each other as friends and classmates. Through stories, role-plays, and classroom discussions, they learned how small actions can make a big difference—using kind words, inviting someone to join in, taking turns, sharing resources, listening carefully, and checking in when a friend feels sad or left out. We also talked about the difference between helping a friend and knowing when a problem is “too big” and needs an adult’s support.

To bring this learning to life, students worked together to create a web using string, symbolising how we are all connected and how supporting one another makes our community stronger. As the string linked each student, they could clearly see that when we work as a team and offer help, we create a safe and supportive network where everyone belongs. These skills are a key part of building a positive classroom community where everyone feels connected, valued, and safe.