Wellbeing

It has been wonderful to see our students arriving on time, settled, and ready to learn each morning. This positive start to the day reflects our shared commitment to our Term 1 whole-school goals. We are continuing to build a calm, predictable and consistent environment by strengthening key practices introduced last year, including lining up, returning promptly after breaks, Welcome Circles and Positive Primers, respectful entry and exit at assemblies, and silent, single-file walking through our corridors. We encourage parents to discuss these practices with their child at home, helping them understand the purpose behind them and why they are important for creating a safe, respectful, and positive learning environment for everyone.

Resilience Rights and Respectful Relationships curriculum.

Our school is one of over 1,950 government, Catholic and independent schools who are committed to adopting the Respectful Relationships whole-school approach. Respectful Relationships is a government initiative that encourages a culture of respect and equality among students and staff and, regardless of their background, religion, or gender. 

The Respectful Relationships initiative was a recommendation from the Royal Commission into Family Violence which found that schools play an important role in creating a culture of respect and equality. In order to change the story of gender-based inequality and violence for future generations, the Department of Education recommended that respectful relationships education be delivered through a whole-school approach in every Victorian government school.

Teaching of Respectful Relationships is now a requirement of the Victorian Curriculum, which is compulsory for all government schools. The Department of Education supports schools to deliver this curriculum through the Resilience, Rights and Respectful Relationships and Building Respectful Relationships teaching and learning materials. These were created by education experts who consulted with a diverse range of teachers, students, and parents, and are based on extensive research. These resources can help students to learn and practice social skills and apply them in a positive way to their learning, life, and relationships. You can read more about the Victorian government’s Respectful Relationships initiative, including some common myths and facts at: www.education.vic.gov.au (search ‘respectful relationships’). 

Student voice and agency are strengthened through meaningful leadership opportunities within our school. Our Wellbeing Captains play an important role in this by promoting positive relationships, encouraging THRIVE behaviours, supporting student wellbeing initiatives and ensuring students feel valued and connected within our community.

We are proud to introduce our 2026 Wellbeing Captains, Zaylin Moe and Taylor Antonic.

In this newsletter, we shine the spotlight on Zaylin, who is sharing a little about himself and what he wants to achieve as one of our Wellbeing Captains.

Hi, I'm Zaylin and I am one of our 2026 Wellbeing Captains. Let me tell you a little bit about myself. I am a kind and caring person who always tries to help others when they need it. I show empathy by understanding how people feel and being there for them. I enjoy being a positive role model and treating everyone with respect. I have three siblings at my school, which makes school life extra special and fun. Having my siblings here helps me feel supported and connected. I always try to make my family proud by being thoughtful and responsible. My goal as our school’s Wellbeing Captain is to make people feel like they belong and happy to come to school everyday.