Wellbeing

Student Wellbeing

Findon Primary School is dedicated to the development of a deep understanding about social connectedness and understanding in our community. Findon Primary School teaches ‘Respectful Relationships Education’. ​​​​​​​​​​​​​​​​​Respectful Relationships Education supports schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches our children how to build healthy relationships, resilience and confidence. This involves a structured lesson sequence that focuses on the following topics:

Topic 1: Emotional literacy

Topic 2 Personal strengths

Topic 3: Positive coping strategies

Topic 4: Problem-solving

Topic 5: Stress management

Topic 6: Help seeking

Topic 7: Gender and identity

Topic 8: Positive gender relationships

Further information about Respectful Relationships Education, titled ‘Resilience, Rights and Respectful Relationships, is available on the Departments FUSE website

In this program, students engage with a range of interactive activities that allow them to explore their social and emotional learning in a safe and equitable environment, while tackling some of the situations they may encounter in their daily lives. This program has been shown to significantly improve children’s social and emotional skills and develop a deep understanding of empathy, resilience, positive relationships and self-image, as well as interpersonal problem solving skills. 

This program is also utilised to reduce antisocial behaviour in the school community by:

  • Establishing and reinforcing school community expectations
  • Strengthening self-control and encouraging reflective thinking
  • Improving children’s communication skills with adults and peers
  • Increasing children’s abilities to identify, understand, and discuss the variety of feelings people experience in their daily lives
  • Enhancing children’s abilities to recognise and interpret similarities and differences in the feelings, reactions, and points of view in themselves and others
  • Promoting the development of empathy and perspective-taking
  • Helping children use social problem-solving skills to prevent and/or resolve problems and conflicts in social interactions
  • Helping children in using these skills to improve the classroom environment and academic success.

Student Voice and Agency

To further enhance social and emotional wellbeing and to develop a positive, inclusive dynamic at Findon Primary School we have a structured approach to including students in all aspects of school life. This is primarily undertaken within our Social and Emotional learning, through the development of leadership, collaboration and problem-solving skills, however it extends to the inclusion of students in the planning and delivery of many school activities.  

We achieve this through the following opportunities:

  • Junior School Council (JSC)
  • The Green Team 
  • Classroom Leaders 
  • Classroom roles and responsibilities
  • Regular class meetings
  • School assemblies 
  • Student surveys 
  • Teachers actively seeking feedback on teacher practice and curriculum delivery

Junior School Council (JSC)

The Junior School Council meets weekly and discusses many aspects of school life, from how to improve learning and facilities, to fundraising and school social events. Each JSC member is selected through an annual application process and thought is given to emerging leaders and students who would benefit from regular responsibility. The junior school council reports regularly to the Principal to ensure a string student voice is considered in school operations. 

The Green Team

The Green Team has a focus improving the environment at Findon. Their goal is to make the world more socially and environmentally sustainable. Students are selected, mostly from the grade 5 cohort, with two Green Team Captains leading the group. This is a really great opportunity for students to develop and demonstrate their leadership skills, but also contribute to the school community. 

Voice in the classroom

In our classrooms, students are encouraged to discuss and share their thoughts on teaching practices and their learning. They provide regular feedback and are given opportunities to share their ideas with peers. Class meetings are held on a regular basis and focus on the learning environment, students’ interactions, and the school environment. Students share celebrations and ideas for improvement.  

PATHS

Promoting Alternative Thinking Styles
The PATHS program is offered at Findon Primary School from Foundation to Year 6 to promote the social and emotional development of our students.

The PATHS program helps children to:

  • resolve conflicts peacefully
  • handle emotions positively
  • empathise
  • make responsible decisions.

When students learn and use Social Emotional Learning (SEL) skills, behaviour improves and disruptions lessen.

The PATHS program is a primary school curriculum that has been shown to significantly improve children’s social and emotional skills. Social and emotional competence is a master skill that underlies both effective behaviour and academic success.

The PATHS program covers these five domains of social and emotional development:

  • self-control
  • emotional understanding
  • positive self-esteem
  • relationships
  • interpersonal problem-solving skills.

The aims of PATHS are:

  • To establish and reinforce basic classroom rules
  • To strengthen self-control and encourage reflective thinking in the classroom
  • To improve children’s communication skills with adults and peers
  • To use literature to discuss and promote prosocial, responsible behaviour
  • To increase children’s abilities to identify, understand, and discuss the variety of feelings people experience in their daily lives
  • To enhance children’s abilities to recognise and interpret similarities and differences in the feelings, reactions, and points of view in themselves and others
  • To promote the development of empathy and perspective-taking
  • To help children use social problem-solving skills to prevent and/or resolve problems and conflicts in social interactions
  • To support children in using these skills to improve the classroom environment and academic success.