Social and Emotional Learning is a critical component of the Wellbeing Framework, equipping students with the skills to navigate their emotions, build resilience and form meaningful relationships. Social and emotional learning helps students develop self-awareness, self-regulation and empathy, enabling them to understand their feelings and those of others. These skills are essential not only for personal wellbeing but also for fostering positive interactions within the school community.

By embedding social and emotional learning into the curriculum, Mulgrave Primary School provides students with practical strategies to manage stress, resolve conflicts and make responsible decisions. Research shows that students who engage in social and emotional learning are more likely to demonstrate improved academic performance, better classroom behaviour and stronger social connections.

Social and emotional learning also prepares students to face challenges with confidence and adapt to change, laying the foundation for lifelong wellbeing and success.

Through intentional teaching and modelling of these skills, the school creates a supportive environment where every student can thrive emotionally, socially and academically.

*This framework element is linked to ‘Emotions’ in the ‘Junior School Wellbeing Framework’* 

·        Zones of Regulation

“The Zones of Regulation provides an easy way to think and talk about how we feel on the inside and sorts emotions into four coloured Zones, all of which are expected in life.”

https://zonesofregulation.com/

These zones provide a common language around emotions and self-regulation. The colour coding for the Zones of Regulation allows students to identify which zone they are in, what they are felling and strategies to manage their emotions. The Zones are displayed in every classroom for students to refer to.

Colours represented in the School-Wide Positive Behaviour Model are connected to the Zones of Regulation to ensure consistency of practice regarding the language around emotions, behaviours and self-regulation.

·        Wellbeing Check-Ins

In each classroom, teachers complete regular wellbeing check-ins with students. These check-ins relate to the Zones of Regulation, allowing students the opportunity to identify and share how they are feeling in a safe and supportive environment. Teachers recognise and monitor the emotions of each student, engaging in conversations regarding their emotions, and providing guidance to help students develop resilience and build effective coping mechanisms for managing challenges.

·        Restorative Practice

Mulgrave Primary School engages in restorative practices, creating opportunities to address conflicts, repair relationships and promote accountability in a respectful and inclusive way. The whole-school model for restorative practice is sectioned into three tiers, Past/Present/Future. This process encourages open dialogue and empathy, with the practices helping students build conflict-resolution skills.

·        Growth Mindset

Adopting a growth mindset encourages resilience, perseverance and a positive attitude toward challenges. Students are encouraged to be open-minded, understanding that abilities and skills can be developed through effort and learning. Modelling this mindset and associated behaviours, students can build confidence, embrace mistakes as opportunities for growth and maintain a healthier outlook on their personal and academic journey.

·        Happy Healthy Kids

“Happy Healthy Kids provide teacher training, student and child wellbeing programs, professional learning, and social emotional learning resources to help boost the resilience and overall wellbeing of your students and children.”

https://happyhealthykids.net.au/

Students in the junior school at Mulgrave Primary School have participated in the Happy Healthy Kids program, developing knowledge and skills around social and emotional learning.