Student Wellbeing 

Meet Our Wellbeing Team

Our wellbeing team at St Fidelis is led by two passionate educators, Vicky and Bianka, who work closely with students, staff, and families to foster a safe, positive, and empowering learning environment.

Vicky brings a strong background in psychology and education, holding a Master of Teaching. She is passionate about a holistic approach to wellbeing, focusing on building resilience, promoting positive mental health, and supporting neurodivergent students. 

Bianka is a dedicated educator currently completing her Master’s in Wellbeing. She is committed to student engagement, positive relationships, and creating inclusive environments that support academic, social, and emotional growth.

Together, Vicky and Bianka lead evidence-based, data-informed wellbeing initiatives across the school. They collaborate closely with teachers to analyse student data, identify trends, and design targeted supports that respond to both individual and cohort needs. Through their involvement in MHIPS (Mental Health in Schools), facilitation of Team Teach practices, and integration of The Resilience Project, they embed consistent, school-wide approaches that strengthen emotional literacy, regulation, and resilience. By working in partnership with families and staff, they ensure wellbeing is proactive, responsive, and woven into everyday teaching and learning.

Wellbeing Update – Week 5

This week, our focus has continued to support students to engage positively in their learning while responding to their social and emotional needs. Across the Year 1 and Year 2 cohort, we facilitated Zones of Regulation lessons, helping students explore emotions, recognise their own and others' feelings, and practise practical strategies to support emotional regulation. Activities included Chalk Talks and role-playing, allowing students to apply these strategies in safe, supportive scenarios.

We have also worked closely with teachers to provide targeted support in classrooms, assisting with student engagement, fostering friendships, and helping to identify individual learning and wellbeing needs. This included supporting assessments and testing, providing insights to inform differentiated learning approaches, and collaborating on lesson planning that responds to students’ social-emotional and academic needs in real time.

In addition, we supported classes in completing the Social and Emotional Wellbeing Surveys. We guided teachers and students in understanding the purpose of the surveys, ensuring confidentiality, and explaining how de-identified data is used to inform school-wide wellbeing initiatives. This analysis helps us identify areas of strength and need across the school community, supporting the planning of responsive interventions. 

Beyond classroom-focused work, we have continued to engage students and the school in broader community initiatives, including the Peace Pole project, Ride2School, and Gateways. These activities allow us to model and embed social-emotional learning, collaboration, and resilience while fostering a strong sense of community and shared purpose. 

Through our combined efforts, we continue to embed wellbeing across the school, supporting teachers, students, and the wider school community. By providing leadership, guidance, and evidence-informed strategies, we aim to strengthen engagement, resilience, and confidence for all members of the St Fidelis community.

Vicky & Bianka