Wellbeing
Wellbeing is an important part of the holistic development of students at St Augustine's Parish School, providing them with learning opportunities and the tools to navigate social and emotional intelligence. to support this development, the school has a qualified full-time Scholl Counsellor and a Wellbeing Coordinator.
Providing students with a sense of worth, agency and safety will encourage them to develop their full potential. At St Augustine's, we incorporate the following strategies to support students:
- Engagement with the principles of Positive Education
- Age-appropriate social skills programs
- Circle time - an approach to building a positive classroom culture
- Mindfulness
- Seasons for Growth grief and loss program
- Mentoring
Restorative Approach
St Augustine's Parish School adopts a restorative practice approach, supporting students to build social and emotional literacy. This approach aims to develop a student's capacity to problem-solve and repair relationships. The restorative justice approach used at st Augustine's creates safe and supportive spaces in our environment where the inherent worth of each individual is recognised, strengthening relationships within the classroom, school and broader community.
Positive Education Approach
The Positive Education model can be thought of as a roadmap of what people want for themselves and their community. Good health, frequent positive emotions, supportive relationships, a sense of purpose and meaning - a life where a person uses their character strengths in ways that support the self and others, and that has flourishing at the heart.
Making Space for Learning
Staff at St Augustine's have been trained through the Australian Childhood foundation in the Making SPACE for Learning framework. The workshop provided information to staff about how toxic stress ad trauma from a child's past can impact a child's capacity to learn and relate to others. School staff implements strategies and approaches that allow them to better support students who have experienced trauma. This knowledge can then be applied to support all students individually, in the classroom, and across the whole school environment.
