Assistant Principal - Wellbeing 

- Happening Events

Living Well Learning Well

As readers are no doubt aware from some of my previous posts, the document Living Well Learning Well is the student support framework used by schools across the Diocese. Page 10 of this document quotes David Armstrong in his article Addressing Wicked Behavior in Schools (2019); "An ever-present question in schools and school systems, is how to respond in an ethical but effective way to negative student behaviour. Schools typically use terms such as ‘behaviour management’, ‘discipline’, ‘disruptive behaviours’, and similar in ‘discipline policy’ statements in this domain, reflecting a dominant 'manage and discipline’ model and understanding of child and adolescent behaviour. It is time to dismantle this approach where it still persists, and to promote an approach that aligns with contemporary views of schools as safe, productive and inclusive communities, and young people as deserving of respect and esteem". 

As a result students, not only at O'Connor but across the Diocese, understand the common themes that they are safe, respected, valued and cared for and that they are learners. This common language is easily understood as rules for living by our students. These statements also imply that there is a responsibility by staff and students to ensure that their words and actions ensure the safety, respect, value and a positive learning environment for others. The Living Well Learning Well Student Support Framework recognises the partnership that families play in helping students live in a way that promotes these rules for living.

How can families be supportive of Living Well Learning Well to nurture positive outcomes for all students. The framework does suggest a number of ways that families can contribute.

In terms of providing a safe environment families can help by;

• Supporting policies, practices and protocols that keep people safe
• Quickly informing the school when aware of a risk to safety
• Supporting and teaching help-seeking strategies to children and young people
• Assisting children and young people in the replacement of unsafe behaviours

In fostering the concept that students are valued, respected and cared for at school families can assist by;

• Supporting policies, practices and protocols that ensure people are valued, respected and cared for
• Quickly informing the school when aware of a risk to a child/young person’s sense of being valued, respected and cared for
• Modelling in the family the ways people are valued, respected and cared for
• Supporting and facilitating positive relationships with school staff and other families in the school community
• Recognising and supporting the link between strong school attendance and connection to school
• Understanding how family engagement in schooling contributes positively to the learning, wellbeing, faith development and life opportunities of children and young people

In ensuring that students come to school with a positive attitude to their child and other students learning, families can;

• Supporting policies, practices and protocols that enhance student learning
• Recognising and supporting the link between strong school attendance and successful learning
• Engaging in ongoing, productive conversations about learning with students, teachers and school leaders
• Recognising high family regard for learning, a literacy-rich home environment and a high regard for the work of the school as powerful positive influences on student learning and wellbeing outcomes

Families supporting the helpful adults that are responsible for learning across a number of domains at O'Connor are a powerful agent and partner in improving educational outcomes for our children.

Mr Damian Roff

Assistant Principal - Wellbeing

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