Wellbeing Update

In Week 9, we’re inviting parents and carers to have a cup of tea and a chat. 

In an earlier Wellbeing update (Issue 10, 1 April 2026), I included two models that guide our work here in the mental health and wellbeing space - Bronfenbrenner’s Ecological Systems Theory of Development, and Social and Emotional Wellbeing (SEWB) by Gee et al., 2004. Both models identify connections between the student’s environments as key for wellbeing and development. 

This is a simple way to foster these connections, while ensuring parents and carers have opportunities to develop connections beyond the quick drop-off and pick-up greetings! RSVPs are requested by 9 June, in order to ensure appropriate space and to organise some refreshments.

Whether you’re new to the school or you’ve been here a while, you’re welcome to join us directly after the first bell. We look forward to seeing you then!

Rough and tumble play

As a school, we’ve noticed an increase in ‘rough and tumble play’, particularly in our junior years. Rough and tumble play is physical play, like chasing, wrestling or play fighting between children. 

There are some benefits to rough and tumble play when practised in a safe and supported manner. These include:

• Developing an understanding of the limits of strength
• Exploring one’s body’s changing position in space
• Exploring personal boundaries of respectful play
• Working out social relationships through play roles and taking turns
• Burning off energy and letting go of tension
• Developing and exercising restraint
• Developing risk assessment skills

While these skills are important in a child’s development, we are, at times, seeing it cross from play to aggression. The first sign of this is negative facial expressions (frowning), crying, or evident fear or anger. 

At school 

In order to address this, we have put in place a number of proactive and responsive measures, including:

• Additional adult supervision in playground ‘hot spots’ 
• Verbal check-ins during play times: 
  • "Is everyone still having fun?" 
  • "Does anyone want to stop or change the game?"
  • “Let’s clarify the game’s rules before we continue.”
• Explicit teaching of inter- and intrapersonal skills through Respectful Relationships 
• Education about consent and its role in play (respecting each other’s personal bubbles and choices)
• Restorative conversations after an incident, promoting repair, student voice and empathy
• Regular communication with parents, as necessary and if a change of behaviour requires additional support at home

Furthermore, SKiPPS is involved in SWPBS (school wide positive behaviour support) for the first time in 2026 to ensure consistently embedded positive behaviour management strategies. There will be further updates in the newsletter as the initiative progresses this year.

At home

We really appreciate your support at home with reinforcing some key messaging. A really important step is to involve your child in discussions around boundary-setting and establishing rules. Engage them in discussions about their safety and ask them what they’re learning about safe and respectful play at school. Students can be reminded of the below: 

• Healthy play is fun, safe and respectful 
• We use kind words and gentle hands
• If someone is doing something that doesn’t feel right, speak up and share how you feel kindly (for example: I don’t like when you jump on my back)
• If someone has asked you to stop because something is making them feel unsafe or uncomfortable, respect their boundary
• Seeking help from an adult is a good way to help solve a problem

You can reassure your child the school is working closely with families to support students to develop skills - it’s important that students know their environments are connected and working together. 

We’re also working with our students to reframe some language:

• Instead of ‘telling’ or ‘dobbing’ on a friend >> ‘seeking help’ from a teacher
• Instead of getting a friend ‘in trouble’ >> we are helping get ourselves ‘out of trouble’ with the support of an adult

Further reading

If you’d like to read more, below are two helpful articles:  

• Raising Children Network - https://raisingchildren.net.au/preschoolers/play-learning/active-play/rough-play-guide 
• Community Early Learning Australia - https://www.cela.org.au/publications/amplify-blog/apr-2024/navigating-the-boundaries-of-rough-and-tumble-play 

See you all soon!

Louisa Di Pietro

Learning Specialist - Wellbeing