Student wellbeing really matters. Feeling connected and nurtured supports students to thrive.
Physical EmotionalSocialIntellectual Spiritual Student Wellbeing
Wellbeing refers to a state of psychological, intellectual, emotional, physical, social and spiritual wellness. We believe wellbeing is central to student needs, and that at the heart of wellbeing lie the relationships developed and nurtured between staff and students. To thrive, young people need to be known and valued. School wellbeing should focus on five areas: physical, emotional, social, spiritual and intellectual wellbeing. In this booklet we provide an overview of how each of these wellbeing elements can be addressed to best meet students’ immediate and changing needs.
1. Physical Physical Education and Health lessons are essential elements of the curriculum. Students require a wide range of opportunities to develop and enhance their physical health and wellbeing, and they thrive when they are offered activity choices and the chance to participate in competitions, carnivals, and after-school sports. To augment these, strength-based, evidence-informed instruction is helpful to promote healthy attitudes and behaviours towards the body, eating and physical activity.
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2. Emotional
While schools and students are unique, all students want to experience a sense of belonging as truly connected members of their community. A wellbeing program should respond to students’ developmental and ageappropriate emotional literacy requirements and be tailored to meet the emotional needs of individual cohorts. Programs that complement wellbeing learning may be helpful in targeting specific needs, for example, teaching the power of a positive mindset to improve the mental health of children.
3. Social Building and maintaining respectful relationships and being compassionate to others are key social skills. Focusing on relationship-building across the school and community promotes a strong sense of connection, support and belonging. Developing skills in managing conflict and repairing relationships, such as through the use of Restorative Practices, helps students take responsibility for their actions and forge positive relationships. Also crucial is explicit instruction and guidance in responsible and kind online behaviour, as is exemplified in the Allanah and Madeline Foundation’s eSmart practices.
4 4. Spiritual Students develop identity and independence as they pursue meaning, purpose and connection. Programs such as Service Learning are a means to support students’ use of their strengths and passions to make a positive contribution to their community. When they experience a pragmatic, progressive learning experience, while meeting societal needs, students are afforded opportunities to think critically and creatively. Service Learning activities allow students to be courageous, constructive and compassionate world citizens with a will to contribute.
5. Intellectual
Students’ intellectual wellbeing is fuelled by opportunities to explore their understanding of themselves as learners and members of their classroom communities, and also their strengths and learning preferences. When students are supported and encouraged to discover their gifts, passions, and a deep love of learning, they develop attributes such as innovation, creativity, communication, empathy and adaptability. Embracing a Growth Mindset helps students to achieve their academic and leadership potential. For enrichment and extension, it is important that learning is creative and stimulating, and students are encouraged to develop their curiosity, take measured risks with their learning and relationships, engage with like-minded peers, think critically and reach their potential.
Shelford
3 Hood Crescent
shelford.vic.edu.au
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About Shelford Shelford Girls’ Grammar is an independent school for girls from Prep to Year 12. We’re a small, inclusive school with an outstanding academic reputation and wonderful sense of community. We believe extraordinary care creates extraordinary girls, and we’ve been helping girls thrive for almost 125 years. At Shelford, student wellbeing is central to all that we do. Our integrated and bespoke wellbeing approach is designed to understand and respond to the needs of our students. The Shelford values of Respect, Integrity, Passion and Creativity are at the heart of our approach to wellbeing and in turn the relationships we build with our community. We are committed to providing opportunities for students to pursue their interests and passions in an inclusive, safe, yet challenging environment, which nurtures their strengths and growth. Through a focus on creating lifelong skills, Shelford girls are empowered to become independent, confident, self-aware, resilient young women. Wellbeing is integrated into our learning programs, classrooms and co-curricular activities. We also run a bespoke Quærite Wellbeing Program delivering weekly sessions to students on a range of topics such as healthy relationships, cyber safety, positive mindsets, resilience, study skills, time management, sleep, nutrition, mental health and financial literacy.
To find out more about Shelford please contact our Registrar, Marie De Sousa on 9524 7413 or email mdesousa@shelford.vic.edu.au Girls’ Grammar Caulfield
