GRIT
WELLBEING AT RUYTON Ruyton’s approach to student wellbeing is based on the knowledge that a student’s ability to flourish is maximised when their environment fosters optimal physical, social, emotional, spiritual, and cognitive wellbeing. We also know that our capacity to provide this optimal learning environment is enhanced when we work in conjunction with our families and wider community. This approach has certainly held us in good stead this year and it has been wonderful to see our School community, but in particular our Wellbeing teams, work tirelessly together to support each, and every student. Wellbeing should not be seen as a static concept but rather a continuum where starting points, developmental rates and emerging needs differ for each student. This variation has certainly been amplified in recent times and it became increasingly evident that wellbeing programs and structures needed to be agile and responsive to the emerging needs and challenges faced by students and their learning cohort. Capturing the many ways in which we have provided student wellbeing support, whilst simultaneously addressing the significant challenges arising from the pandemic is difficult to do. Added to this challenge was our much-needed response to respectful relationship issues amplified through the courageous voices of young women striving to highlight the struggles faced in being heard, validated and empowered.
Compassion: for oneself and others Gratitude activities; breakfast clubs; homegroup and class-based wellbeing activities focused on lockdown fatigue, sleep, transitioning back to school, mental health, friendships, yoga and mindfulness; R U OK?Day activities; daily wellbeing check-ins. Relationships: to connect with others with integrity and respect Workshops on consent, alcohol and drug use and safe partying; class Kahoots; virtual cooking classes; origami hearts; Connect sessions; morning teas and film nights. Purpose: to discover and celebrate one’s sense of self Passion projects; The Global Leadership Program; service projects; goal setting sessions with mentors; virtual challenges. Engagement: to participate actively in one’s learning and life Virtual baking and crafts sessions; Olympic challenges; Recharge Wednesdays; life-skills sessions and virtual experiments. Empowerment: to utilise one’s strengths and nurture those of others Fundraising activities such as Backpacks 4 Vic Kids and a concert for Yemen; Elevate workshops; careers exploration sessions; student-to-student mentoring.
To reflect on everything would require far more text space than we have in this edition of the Ruyton Reporter, so the following provides just a brief snapshot based on each of our five Wellbeing Pillars; Compassion, Relationships, Purpose, Engagement and Empowerment and the varied ways we have continued to engage and support students in navigating not only their own development but also the complex and at times, confronting world they live in. 10
the ruyton reporter
