Inclusion & Wellbeing

Disability Inclusion

Hello my name is Rachel and I am the Disability Inclusion Leader at Richmond West. As the Disability Inclusion Leader, I work closely with students, families, teachers and external professionals to ensure all students are supported to access learning in an inclusive and strengths-based environment. My role includes coordinating Disability Inclusion Profiles (DIPs), supporting Individual Education Plans (IEPs), and guiding inclusive practices across the school.

This term, our focus is on developing Individual Education Plans (IEPs) and getting to know each student’s strengths, needs and learning style. By understanding students better, we can put meaningful adjustments in place to support their learning, wellbeing and engagement at school. 

An Individual Education Plan (IEP) is a concise plan that helps us support students who may need extra adjustments at school. It outlines a child’s strengths, learning goals, and the strategies we use in the classroom to help them succeed.

IEPs are created collaboratively with families, teachers, and support staff, and are based on really getting to know each child and what works best for them. They might include learning goals, social or emotional supports, and adjustments such as visual supports, movement breaks, or extra time.

IEPs are reviewed regularly and grow with your child. If your child has an IEP, you’ll be involved in the process through Student Support Group meetings (SSGs). These meetings, along with the development of IEPs, will take place in the second half of the term, allowing teachers time to really get to know each student and identify the adjustments that will best support their learning.

Mental Health & Wellbeing

Hello, I’m Kathryn! I’m the school’s Mental Health and Wellbeing Lead (MHWL), and my role is to support whole-school mental health promotion and early intervention. This includes strengthening student voice, supporting positive classroom wellbeing practices, and building mental health literacy across the school. As we begin the year at Richmond West, our focus has been on building connections, learning routines, and supporting students to feel calm, safe, and ready for learning.

This term, our key focus in the wellbeing space is Circle Time, a nurturing routine practised in all classrooms at the start of each morning. Circle Time includes a greeting, Acknowledgement of Country, the day’s schedule and announcements, a positive primer, and a check-in. Research shows that consistent routines like Circle Time support both wellbeing and engagement in learning (Roffey, 2006), and it has been wonderful to see the sense of calm and connection this routine brings to classrooms each morning.

Wellbeing at Home

Strong routines at home can support children as they settle into school life and help create a sense of predictability and security.

• Consistent sleep routines Regular bedtimes and wake-up times support emotional regulation, concentration, and energy levels across the school day. Where possible, keeping sleep routines similar on school days and weekends can help children feel more settled.
• Clear morning routines Predictable morning steps (such as getting dressed, eating breakfast, and packing bags) reduce stress and support independence. Visual reminders or checklists can be helpful for some children.
• Regular check-ins Short, intentional conversations - for example, asking what went well during the day or what they’re looking forward to tomorrow - support emotional awareness and connection.
• Moments of connection Shared time, even in small amounts, helps children feel valued and supported. This might look like talking on the way to school, sharing a meal, or a calm moment before bedtime.

• Modelling calm strategies Children learn how to respond to stress by observing adults. Modelling strategies such as deep breathing, taking pauses, or naming emotions supports children to develop their own coping skills.

   

For families who would like to explore these ideas further, the following trusted resources provide practical, evidence-informed guidance:

• Raising Children Network
• Beyond Blue
• Kids Helpline

Supporting children’s wellbeing works best when school and home work together, and it’s wonderful to share this focus with our families!

Kathryn