Student Wellbeing

Goals & Intended Outcomes

Develop contemporary, pro-active and responsive approaches to student wellbeing which build self-efficacy and a sense of purpose

Achievements

As part of the Pastoral Program, students participated in activities that targeted specific yearlevel needs such as Friendship and Belonging at Year 7; Study Skills at Year 8; Respectful Relationships at Year 9; Careers and Pathways at Year 10; Time Management at Year 11; Stress Management and Where to Next at Year 12.

The scope and sequence of activities were developed by the Wellbeing for Learning Leader and Year Learning Leaders. CANVAS provided the platform to create and share pastoral lessons with Home Group Mentors. Schoolbox provided a secure platform for student notes concerning wellbeing and pastoral matters. In Term 4, staff in the wellbeing team focused on the SIMON implementation and how to set up student notes and recording of incidents and commendations.

Families attended Welcome Evenings in Term 1. Highlights included the presentation for Year 12s and their families by Dr. Michael Carr-Greg, who provided valuable information and strategies for students as they began the year. Judith Locke presented to Years 7-9 parents and carers and provided honest and frank suggestions for raising young people.

As part of the Pastoral Program, the Black Dog Future - proofing project continued with Year 9 students with the purpose of tracking mental health and wellbeing. Other specialist presentations were scheduled throughout the year, focusing on resilience, positive mental health, emotional intelligence, cybersafety, bullying, positive relationships, study skills and included workshops from Elevate Education and Elephant Education.

To enhance engagement and a sense of belonging in our community a number of clubs ran during lunch times. Examples of these were the SoJust group focusing on social justice and environmental issues and awareness raising; Book Club and Maker Space in the Learning Commons, which is always a buzz with activities and a welcoming space for all students; Drama Club; Art Club and sporting teams provided students with various opportunities. Student led initiatives such as our first celebration of Pride Week, helped to create an inclusive culture for our students.

The Wellbeing Hub and the Health Care Centre continued to be a valuable resource for students in 2022. Students were able to meet with psychologists or use the breakout space to help regulate themselves before returning to classes. Our nurses as usual provided invaluable support to students throughout the year.

A positive outcome of 2022 was that staff completed training in RULER, a Yale University Social Emotional Learning program, that is being implemented with students in 2023. A small group of staff including Year Learning Leaders, College Psychologist and the Wellbeing for Learning Leader formed the RULER Implementation Team, participated in an intensive training program, whilst the remainder of staff completed online training followed by presentations at staff seminars. Staff also attended Respectful Relationships professional learning in addition to our regular compliance training on Mandatory Reporting.

What did 2021 teach us? The need for a strong focus on wellbeing was never more evident in the constant attention that staff gave to the needs of our students. Regular communication with our families, consideration for each and being realistic about challenges resulted in a strong sense of community connection. Families regularly showed appreciation for pastoral support especially during the significant natural disasters (storms, property damage, loss of power, water contamination). Some families were able to access College facilities at these times too. The Benedictine value of hospitality was evident in all interactions, and it was also apparent there was a flow on effect across all year levels.

Our colleagues were inventive and collegial, forgiving and constant as we continued to deliver our regular programs and opportunities for the wellbeing of our students in this new and unexpected environment.

VALUE ADDED Elephant Ed presentations

Student wellbeing at Mater Christi College supports a sense of connectedness to the community. We seek to provide a safe, engaging and supportive environment for the development of students' spiritual, physical, social and emotional learning.

A diverse range of leadership opportunities enhances the students' sense of being valued, improves student communication and involvement and develops strong personal competencies. Student-led presentations at House, Middle School, Senior School and College assemblies showcase learning activities, cultural experiences and student involvement in a range of opportunities.

Continued monitoring of personal safety requirements, proactive social and personal development activities and an ongoing focus on rights and responsibilities reflects the College's mission to develop 'informed and compassionate women of faith who will contribute freely and creatively in the affairs of society'.

Student Satisfaction

Student surveys indicated that most of our students feel safe at school, with a low number of students being concerned about anti-social behaviour and the majority looking forward to a return to regular on-site schooling.

Student satisfaction and engagement is qualitatively demonstrated through:

• Strong sense of belonging to school community

• Positive school attendance data

• High family attendance at Welcome Nights and Progress meetings

• Strong student participation in co-curricular and extra-curricular activities

• Regular use of the Learning Commons and Scholastica for after-school study when on-site

• Support for, and high level of participation in, opportunities such as Student Leadership selection processes, Student Leadership Certificate, Outreach Ministry activities, Tinnies for Vinnies and Mater Day activities

• Confidence to lead initiatives for fundraising, community service and raising broader school awareness of environmental and social justice concerns

Student Attendance

Electronic marking occurs at the commencement of Homegroup and every class. Teachers then report student attendance via the College network, enabling 'real time' roll marking. A Short Messaging Service (SMS) is then sent to parents/guardians when an unexplained absence occurs.