Student Wellbeing

Ensuring we are ready to learn each session

Wellbeing goes hand in hand with learning. We prioritise a student's emotional and social wellbeing, as much as we do their academic progress. Each classroom has a dedicated wellbeing session each week. Inside these sessions we focus on the personal and social capabilities curriculum and resilience, rights and respectful relationships curriculum. We also use a range of tools and frameworks consistently across the school. Please read on for more information.

SWPBS (School Wide Positive Behaviour Systems)

SWPBS is a framework we use to teach expected behaviours at Greenhills. We attempt to catch students doing the right thing and provide prompt feedback and teach the expectations we want to see. SWPBS helps students feel safe and connected at Greenhills. Students who feel safe and connected, are going to be ready to learn and therefore have success in their learning. Part of this is praise and recognition. We use Gazillions (Our Greenhills currency), to recognise those students who are helping others learn by showing our behaviour expectations.

It is also important for students to know the process we follow when students are not meeting our behaviour expectations. We have high expectations of all of our students and work closely with them to ensure they are at their best and also supporting others in their learning. When students are not meeting our behaviour expectations we follow these steps when required.

Step 1 - We remind the students of the correct behaviour and teach them what is expected. 

Step 2 - If the behaviour continues, we then provide the students with a warning. We will provide the student with feedback as to the behaviour we are seeing and then teach them the behaviour we want to see.

Step 3 - If required as the behaviour has continued the student will then receive a consequence. This consequence will match the behaviour expectation not shown. For example, if the student is not being connected and is not speaking respectfully to others, the consequence will be time out at recess. This time is spent with the classroom teacher, having a restorative conversation. They will set a goal together for the next session and reset.

Step 4 - When the behaviour continues, the student will be removed from the classroom and work in a different classroom for a period of time. During this instance, parents will be notified so that the teacher and parents can support the student to meet our expectations.

Each step, the focus is on ensuring that we are clear with what our expectations are, we are educating our students about what the behaviour looks like and giving clear feedback throughout. More often than not, after the reminder and warning, students begin to show the behaviour expectation and we go back to rewarding the correct behaviours shown.

These high expectations around behaviour help build a GREAT school culture and ensure that we all remain safe, connected and show responsibility, which helps us and others learn.

janine.hough@education.vic.gov.au     

bradley.ryan@education.vic.gov.au   

Janine and Brad.