The power of connection and belonging

Student wellbeing at BGS focuses on promoting effective learning, positive mental health, good physical health, and high levels of social and emotional wellbeing for students.

Providing a safe and supportive learning environment is part of the BGS Strategy and the Student Wellbeing program plays a vital role in ensuring every student develops a sense of belonging and connection.

The Student Wellbeing program complements the Academic and Cocurricular programs as the three key pillars of a BGS education.

Deputy Headmaster and Head of Senior School David Carroll leads the Student Wellbeing Team. A formal structure of wellbeing programs combine to ensure every individual’s progress through all areas of school life is monitored.

The team includes the Director of Student Wellbeing Programs, Heads of Year, Student Services, Outdoor Education, Public Purpose, Boarding, and Health Services.

Mr Carroll explained that when a boy feels connected, they also feel that important sense of belonging.

“We know through research that the most important protective factor for mental wellbeing is having a sense of belonging,” he said. “Student Wellbeing at Brisbane Grammar School encompasses student wellbeing structures, student wellbeing experiences, and the student wellbeing curriculum.”

“Added to these three key areas of the Student Wellbeing program is the Cocurricular program. It is a vital piece of the puzzle that ensures BGS boys feel a sense of belonging. Some of the greatest experiences that boys have at school involve playing in teams and being part of cultural, sport and activities.”

As part of the Student Wellbeing curriculum, boys engage in programs that nurture their social, ethical, physical, intellectual and emotional development. These programs provide relevant, age-specific experiences.

BGS teachers present the vast number of wellbeing topics in the classroom, with national and international guest speakers delivering seminars on specific topics like drug and alcohol use, pornography and healthy relationships, and the importance of sleep.

Student Wellbeing experiences include public purpose, student committees, and cultural and leadership tours.

Director of Student Wellbeing programs Philippa Douglas said public purpose activities offer BGS boys meaningful opportunities to volunteer in response to important humanitarian issues.

“Students learn and explore fundamental values of life, develop their leadership potential, and enhance their personal character,” she said.

“With compassion and community as the core principles of the Public Purpose program, the student-led committee participates in projects ranging from hands-on voluntary work to fundraising activities.”

“Participation in immersion projects is another way BGS boys become graduates who understand personal accountability. Students are offered opportunities that encourage them to make a difference in their local, national and global communities.”

Student Wellbeing structures focus on a relational model, where boys have a Head of Year and Assistant Head of Year that travel with them through the year levels, along with support from a Form Tutor and Year 12 student mentors. Throughout each boy’s journey, data is collected to identify and assist students and improve each boy’s wellbeing.

Through leadership, students can positively contribute to the school community and beyond. The formal leadership curriculum is complemented by a series of developmental leadership workshops. Day and boarding students are provided with opportunities to consider their leadership style and perform leadership roles across academic, student wellbeing and cocurricular pursuits.

Outdoor Education gives boys an opportunity to develop their skills in leadership, problem solving, effective communication and teamwork. The BGS Outdoor Education Centre is located on the shore of Lake Moogerah.

Mr Carroll said Brisbane Grammar School is committed to a fostering a culture that nurtures and encourages the ongoing development of resilient, responsible and happy individuals who are actively connected to the School and to the wider community.

“Every boy is given a place to belong and an opportunity to excel. We remain resolute in our commitment to developing thoughtful and confident young men of character who contribute to their communities.”