Student Wellbeing

Social and emotional wellbeing framework

  • Resilience
  • Restorative Practices
  • Mindfulness
  • Importance of sleep
  • Brain Food
  • Gratitude is Attitude
  • Mission Statements

Student Wellbeing Prep to Year 2

As part of our Student Wellbeing program at GHPS our Prep to Year 2 students are building their skills and awareness around mindfulness. Evidence shows that primary-aged children who practise mindfulness are more focused and resilient. As little as 5 minutes of mindfulness first thing in the morning, or after lunch, helps settle them down and improves concentration. Our students are exploring mindfulness in many different ways: Prep: Meditation each morning and they have their very own calming jars. Year 1: Go Noodle Yoga and meditation. Year 2: Exercise each morning (students are enjoying running) and meditation. Our teachers are using the ‘Smiling Minds’ app for their meditation sessions, this is a free app that you can download too! You can use this as a tool as part of your ‘bed time routine’ to help your child calm down before sleep.

Amy Tinetti, Student Wellbeing Coordinator

Student Wellbeing Years 3 to 6

At GHPS we aim to cater for Student Wellbeing as significant and extremely important aspects of our whole approach to providing our students with stimulated and secure learning environments. In relation to this it is worth noting the following:
“A learning community that understands that relationships matter to learning and that exclusion from participation is one of the key reasons for students finding it difficult to experience academic success, will seek to embed the following principles into practice:
– Students learn best when they experience belonging and significance
– Wellbeing is intrinsic to learning
– Student learning occurs in the context of social groupings
– Schools are a major social learning environment”
(Source: An Integrated Approach to Social Competencies, Department of Education and Training)

All Staff and our teaching and leadership teams work very hard to cater for every individual’s wellbeing situations by being constantly aware of their current needs. We aim to provide stimulated learning situations where each student’s learning styles and modes of learning are acknowledged and where each student is able to feel happy, safe and accepted for who they are. Following these essential principles means that optimal learning situations can then be prevail for each student.

David Jenkins, Assistant Principal