Wellbeing


Welfare and Wellbeing

Bellbrae Primary School is committed to the welfare and wellbeing of all students. We promote the importance of all members of our school community having the right to be respected by others, the right to learn, to participate in learning activities and the right to be safe and secure. We are committed to Respectful Relationships, our School-Wide Positive Behaviour Support framework, a restorative approach and taking responsibility for our behaviour, and developing and harnessing student voice and agency. In addition to our core social and emotional curriculum, Bellbrae  regularly  participates in Kidsmatter activities, Bullying No Way Day, RU Okay Day, and  engages with our community to celebrate diversity and inclusion. At Bellbrae Primary School bullying and discrimination are not tolerated.

 

 

 

School-Wide Positive Behaviour Support

School-wide positive behaviour support (SWPBS) is a framework that brings our school community together to develop a positive, safe and supportive learning culture. SWPBS is an evidence based framework which is used in schools worldwide. 

Bellbrae has developed a Positive Behaviour Expectations matrix which is displayed prominently throughout the school. This matrix clearly states the behaviours we expect of our students in all settings within the school. The behaviour expectations have been grouped in accordance to our school values of Respect, Resilience, Responsibility and Aspire.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Respectful Relationships

Bellbrae Primary School was one of the first lead schools in Respectful Relationships. Being a Respectful Relationships school means promoting and modeling respect, positive attitudes and behaviours at all levels of our school and community. Respectful Relationships  teaches students how to build healthy relationships, resilience and confidence. We use the Resilience, Rights and Respectful Relationships learning materials to explicitly teach social and emotional learning and positive social interactions in the classroom. This learning ties in with the Health and Physical Education, Critical and Creative Thinking and Personal and Social Capability areas of the Victorian Curriculum. Students from all year levels take part in teaching and learning that focuses on each of the following eight topics: 

  • Emotional Literacy
  • Personal Strengths
  • Positive Coping
  • Problem Solving
  • Stress Management
  • Help Seeking
  • Gender and Identity
  • Positive Gender Relationships

It is the aim that each student leaves us with a solid understanding of what a respectful relationship looks and feels like. We also aim for students to understand their rights and responsibilities, have recognition and acceptance that everyone is unique and identify the personal strengths that they possess. We want our students to have strategies they can implement to help cope with difficult situations and to know what support is available should it be required.

 

 

 

Student Wellbeing Officers

Student Wellbeing is a priority at Bellbrae Primary School, and many programs are conducted at a school-wide level to assist students to feel happy, safe and connected at school - for example SWPBS and Respectful Relationships education. Bellbrae Primary School also recognises that some students require additional 1:1 wellbeing support, and has available two part-time Student Wellbeing Officers. The role of the Student Wellbeing Officer is to provide support to students who may have personal or social issues impacting on their general wellbeing.  The Student Wellbeing Officer can assist students through short-term counselling; assistance with referrals to agencies for longer-term counselling or support; providing advice to parents; assisting with referrals for family or parenting support; and supporting staff in addressing the needs of these students in the school setting.  The Student Wellbeing Officer also coordinates and facilitates a variety of small group wellbeing programs. Referral to a Student Wellbeing Officer is via the classroom teacher.

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