Student Wellbeing and Learning

Social and Emotional Learning in Term 3

We have once again been incredibly impressed by the way our students have engaged with Social and Emotional Learning (SEL) this term. The consistent use of shared language and strategies across year levels is helping students apply their classroom learning to real-life situations in the classroom, playground and beyond.

During the first three weeks of each term, year levels participate in lessons designed to address the specific needs of their cohort. These priorities are informed by student surveys in the upper year levels, along with data collected through Compass Chronicles. Beginning each term with a targeted focus allows us to respond directly to the strengths and needs of our students.

For example, our Year 6 students explored The Respect Effect, examining how respectful and disrespectful behaviour can affect our brains, emotions and relationships. Students then set a personal goal to demonstrate greater respect themselves or to speak up when they witness disrespectful behaviour.

For the remainder of Term 3, all year levels are completing learning aligned with our SEL Scope and Sequence, which is largely based on the Victorian Curriculum’s Personal and Social Capability.

Prep – COURAGE

Our Prep students have been learning about worries, including how worries can feel in their bodies. They have also explored the idea of a “wise worry”—a worry that helps keep us safe and alerts us to potentially dangerous situations.

For the remainder of the term, students will focus on problem-solving using the ‘STOP, OPT, GO’ model. This encourages them to pause, think of several possible solutions and choose the option most likely to lead to a positive outcome.

Years 1 and 2 – CONNECTION

Students in Years 1 and 2 have been learning how to build and maintain positive friendships and what it means to be a kind and supportive friend.

During the remainder of the term, students will explore how to respond to conflict and repair friendships when things go wrong. They will also learn how to identify bullying and what to do if they or someone they know experiences bullying.

Years 3 and 4 – COURAGE

Students in Years 3 and 4 have been developing strategies to strengthen their problem-solving skills and manage situations when things do not go as planned. This has included learning to consider different perspectives when working through conflict.

For the remainder of the term, students will focus on managing negative self-talk and reframing mistakes as valuable learning opportunities. They will practise reflecting on what went wrong and adjusting their approach so they can move forward positively.

Years 5 and 6 – CHOICE

Students in Years 5 and 6 have been learning about protective factors. They are developing an understanding that, although everyone experiences challenges and setbacks, protective factors—such as supportive relationships and strong friendships—can help us cope and move forward.

Building on this learning, students will explore the importance of healthy habits, support networks and help-seeking strategies. There will be a particular focus on recognising “yellow flags” and seeking support early, before a concern becomes bigger or more difficult to manage.

Through this learning, we aim to equip every student with practical skills and shared strategies that support their wellbeing, relationships and ability to navigate challenges with confidence.

Jess Johnston

Metal Health and Wellbeing Leader

Jess Johnston

Metal Health and Wellbeing Leader