At JCSRS, we recognise the significance of a student's school experience on their wellbeing. This is considered through the lens of school life satisfaction and shapes our definition of wellbeing as "Creating conditions within our contextual environment that promote the wellbeing of individuals." We define wellbeing as our students being satisfied with their lives, having positive experiences and feelings and believing that life has purpose and meaning.
We see wellbeing as multi-dimensional, affected by variables within an individual and from external elements that either support or pose risks to wellbeing.
We have adopted a tiered model to student wellbeing, which supports the research that there is no one-size-fits-all approach. The breadth of our model encompasses whole-school approaches to highly personalised treatment plans that incorporate multidisciplinary agencies.
Strategies at Tier 1 focus on creating a strengths-based classroom environment in which students can learn better. We've adopted approaches from the Berry Street Education Model built on the premise that every student needs to be 'ready to learn'. Routines, rhythm, and repetition soothe the nervous system (Dr. Bruce Perry, 2016). Our teachers, therefore, support students' wellbeing and learning at Tier 1 by following consistent, predictable routines. Our morning circle routine at JCSRS is one such predictable routine where we always aim to proactively create a calm, routine-rich, and predictable learning environment to support our learners in being happy, engaged and learning.
Tier 2 strategies support students with "I am" IEP targets who require additional support and opportunities for social-emotional development.
Tier 3 strategies support students requiring a more targeted therapeutic approach, which by referral might include participation in music or art therapy, counselling or involvement with our ESF educational psychologist.
Tier 4 involves highly personalised Mental Health Provision from a multidisciplinary team.
At JCSRS, we acknowledge that a positive school culture is fundamental to the wellbeing of students and staff. We value the importance of emotional security and personal safety to support our students in feeling connected to their school.
Our approaches include:
- Engagement practices - BSEM, Attention Autism, 6 Bricks, Zones of Regulation, TAC PAC
- Building community projects - Buddy classes, NPDL projects
- Strength/Stretches personalisation of IEPs
- Enrichment/programs for all students
- Whole school events - walkathon, school picnic, sports day
- Sporting/Arts opportunities at the Foundation and local level, eg, Special Olympics
- Extracurricular activities available to all
- Access (in other ESF schools for appropriate students)
- Leadership opportunities - student council
- Vocational Learning (for secondary)
- Wellbeing surveys