Student Wellbeing

At St. Liborius we employ a range of strategies to ensure the safety and wellbeing of each student in our school community.

PBIS

PBIS is a whole-school framework which helps schools to create positive learning environments. This is achieved by developing proactive systems to define, teach, and support appropriate student behaviours.

Through PBIS, St. Liborius has implemented evidence-based approaches to managing student behaviour. With an emphasis on data-based decision-making, the framework is evaluated regularly and practices are adjusted to make sure the process is achieving effective results for our school.

Here at St Liborius our motto is “Be Responsible, Be Respectful and Be Your Best.”

Some of the practices include:

• Fortnightly blitzes which reinforce good practice and is explicitly taught as part of the class program, presented at our assemblies.

• Award system highlighting responsible and respectful behaviour.

• Procedures for dealing with individual behaviour's including flowcharts, incident forms and using data to direct and evaluate current systems.

RULER

At St Liborius we strive to meet the needs of our children and their families. All staff and children are immersed in and use a common language and practices that build and develop Emotional Intelligence.

RULER is an acronym that stands for:

  • Recognising emotions in self and others

  • Understanding the causes and consequences of emotions

  • Labelling emotions accurately

  • Expressing emotions appropriately

  • Regulating emotions effectively

The RULER Approach to Emotional Intelligence is underpinned by four anchors:

The Class Charter is:

* A jointly constructed vision for students and teachers for how they want to feel in their classrooms

* Agreed upon behaviours

* Facilitates a sense of safety, comfort, belonging and empowerment to all

The Meta Moment is:

The process of prolonging and managing the “space in time” between an emotional stimulus and response in order to promote personal wellbeing and both academic and personal growth.


The Mood Meter:

* Represents two components of emotion: pleasantness and energy

* Assists with building emotional awareness of yourself and others

* Helps us to consider how emotions influence thinking, motivation, daily goals and behaviour

* Helps us understand all emotions are valid and adaptive when understood and managed effectively.

The Blueprint :

Helps students and adults manage conflict. Students learn to consider a disagreement from another person’s perspective. Develop empathy through considering the feelings of others. Work together to identify healthy solutions to conflicts


The Berry St. Educational Model

The Berry Street Education Model has provided St. Liborius staff with the training, curriculum and strategies to engage and manage the varied needs of all learners. This education initiative is different because it is based on proven positive education, trauma-informed and wellbeing practices that enable students’ academic and personal growth. The model is unique because it educates schools and their leaders to reinforce and sustain cognitive and behavioural change, thereby re-engaging young people in learning and progressing their academic achievement.

Walker Learning

Elements of our whole school implementation of Walker Learning contribute to the wellbeing of students at St. Liborius.

Developmental Domains

The Developmental Domains are planned for fortnightly. Teachers reflect on their class of children, where they are at currently and where they need to progress to next and the supports needed to be put in place for this learning happen.

These developmental goals are displayed inside the classroom and explicitly taught and embedded in the learning for the fortnight.

Teachers make observations about student learning in regards to the domains and report on these twice yearly in the formal written report in addition to the students' core learning subject progression. Student development is also discussed during Parent Teacher Student Conferences twice yearly also.

Tuning In

Tuning in is conducted daily with students in each class. Teachers engage in purposeful conversations with students in order to enable students to think critically about their learning, as well as their wellbeing. Students are challenged to reflect deeply on their learning and interactions with others.

Students are encouraged to share what is exciting for them in their lives outside of school, as well as to reflect on challenges and successes academically. Teachers refer to the Developmental Domains and address these throughout each day as goals for students to attend to.

These authentic and intentional conversations are a catalyst for relationship development between students, their teachers and peers; building confidence in our students to thrive cognitively and socially.


More information on the Walker Learning Approach at St. Liborius can be found here.