At GRG, we understand that the school plays a critical role in the promotion of wellbeing – promoting student wellbeing enhances learning. Therefore, we focus on the whole student and provide opportunities that enable every GRG student to thrive, grow and prosper.
Our Student Wellbeing Program ensures that each student is known and supported throughout their own unique learning journey. We believe that all students can succeed, and our wellbeing program has been designed and implemented to ensure that each student aspires and achieves their goals.
Using the work of Martin Seligman and other researchers within the field of psychology, students explore the tenets of positive psychology and are encouraged to adopt these principles in their own lives. Students are provided with strategies which enable them to take a proactive approach when dealing with the issues they will inevitably face. Under the direction of the GRG Wellbeing Team, students are equipped with the tools required to flourish emotionally, academically, mentally, and spiritually.
Our aim at GRG is to develop students into resilient, engaged and accomplished lifelong learners, ready to face the challenges of our increasingly complex world. Fostering a sense of personal responsibility and commitment to others underpins our Student Wellbeing Program. The key components of positive psychology are embedded throughout the GRG curriculum, as students learn the importance of developing a growth mindset, serving others, and building meaning and purpose in their life.
GRG has adopted the Berry Street Education Model, an evidence-based K-12 framework which enables our teachers to increase the engagement of all students by improving their ability to self-regulate, build effective relationships, develop empathy, and the stamina and grit required to ultimately achieve. GRG takes a positive and solutions-focused approach to behaviour management; we set clear boundaries and expectations for every child, whilst recognising that each child is an individual with unique physical, emotional, cognitive, and spiritual needs. Our staff embody the qualities of compassion and respect, treating each student in the first instance with unconditional positive regard, as they guide the young people in their care. Teachers actively foster a culture of collaboration and respect, providing an anchor for students and ensure that the school environment is safe, supportive and conducive to learning.
GRG also employs a full-time psychologist, who is able to provide additional academic, psychosocial, and emotional wellbeing support for students across K-12, as necessary.
We know that wellbeing underpins every aspect of a student’s schooling; from their ability to learn, their capacity to build positive relationships and ultimately their educational outcomes. We believe that working in partnership with parents and families is essential to student wellbeing, and developing effective partnerships built on trust, respect, and shared responsibility, means that our students flourish.
Student Wellbeing in the Primary School
Student wellbeing in the Primary School is based on the understanding that by reinforcing appropriate behaviour, we model and teach the standards of behaviour expected. Our staff show commitment to this understanding by facilitating the development of a caring and supportive school environment by implementing PBS (Positive Behaviour Support) throughout the School weekly across year groups and encouraging our students to follow the principles of The NED Program:
- Never Give Up
- Encourage Others
- Do Your Best
Students are also encouraged to be Positive Behaviour Champions by exhibiting the following traits:
|We Are Respectful||We Are a Community of Learners||We Are Safe||We Are Caring|
|We are respectful when we follow directions||We are learners when we are doing NED||We are safe when we are sun safe||We are caring when we help others|
|We are respectful when we take turns||We are learners when we are being peaceful||We are safe when we are in the right place at the right time||We are caring when we are global citizens|
|We are respectful when we touch our own and property, and the property of others with their permission||We are learners when we do things for ourselves||We are safe when we use and store equipment safely||We are caring when we include others|
|We are respectful when we look after our environment||We are learners when we use strategies to prepare ourselves for learning||We are safe when we are hands off others|
|We are respectful when we speak in a peaceful tone||We are safe when we are hygienic|
Student Wellbeing in the Secondary School
In the Secondary School, each year group is assigned a Head of Year, who travels alongside them, getting to know each student and providing ongoing support and guidance. The Head of Year, with the assistance of Year Mentors, also oversees the implementation of GRG’s Wellbeing Program, as students participate in a variety of workshops and activities exploring a diverse range of topics. Each term is assigned a theme which targets aspects of adolescence and is tied to the challenges students face at specific developmental phases.
|Year Group||Positive Psychology Focus||Term 1||Term 2||Term 3||Term 4|
|7||Introduction to PP||Independence||Responsibility||Personal Strengths||Challenge|
Students are placed in Mentor Groups, with each group assigned a Year Mentor who will travel with them throughout secondary school. Mentor Groups will be comprised of approximately 14-16 students. Students attend two 25-minute Wellbeing Periods each week, where they will engage in activities created and designed by the Head of Year and their team of Year Mentors. During these Wellbeing Periods, Year Mentors will also meet with their students individually and provide mentorship by assisting students achieve their goals and reflect on their successes and challenges. Students may also seek advice and assistance from their Year Mentor or Head of Year, if required.