Wellbeing

At Weeden Heights we know that if our students are supported in their transitions through all levels within a school then they will achieve more academically, socially and emotionally through their schooling. All students need to know what is expected and reflect on how they learn to optimise their learning.

Our whole school transition program, Bright Beginnings, was developed by school psychologist in conjunction with the classroom teachers and existing wellbeing programs such as Bounce Back. The whole school participates in the Bright Beginnings program facilitated by each class teacher. The program starts at the end of each school year, and then continues for the first few weeks of the new school year.

The Bright Beginnings Program encourages excellence in student learning, supports student wellbeing and provides a framework to build connectedness within classrooms and year levels.

The Bright Beginnings Program is structured to

• cater for individual’s needs
• link the individual to the next level
• build a sense of belonging in the next level
• provide an opportunity for individuals to reflect and learn about the factors that ease their transitions and thus prepare them for coping with changes later in life.
• develop shared understandings of what makes for a great learning environment.
• provide opportunities to reflect on how they best learn and develop structures that support their learning.

The Bright Beginnings Program also sets up students for a year of success in their learning as students are involved in:

• setting up agreements of classroom understandings,
• formulating ideas on quality work
• learning more about themselves and each other
• building connectedness for all members of the classroom
• reflecting on and discovering what helps their personal learning
• exploring different thinking tools
• setting personal goals and plans to achieve them
• creating a positive learning environment for all

This program forms the bases of our weekly whole school wellbeing program that is taught from prep to year 6. The philosophy of the Bounce Back Program is: if you are resilient you are able to cope reasonably well and bounce back from difficult situations or things not going to plan.

Throughout life children will need skills and attitudes to help them to ‘bounce back’ after taking a risk. It’s all a part of developing their RESILIENCE! They will encounter everyday challenges such as making mistakes, falling out with a friend, moving house or school and losing in a sports competition. Many will also face challenges such as adapting to family breakdowns, a step-family, the illness or death of a family member, or being bullied. The BOUNCE BACK Wellbeing and Resilience program teaches students, the skills and attitudes to help them become more resilient. It uses literature as a starting point for discussions and follow-up activities and is well supported by activities, role plays and lots of discussion.

These ten coping statements are a core part of the program.

BOUNCE BACK! stands for:

Bad times don’t last. Things always get better. Stay optimistic.

Other people can help if you talk to them. Get a reality check.

Unhelpful thinking makes you feel more upset. Think again.

Nobody is perfect – not you and not others.

Concentrate on the positives (no matter how small) and use laughter.

Everybody experiences sadness, failure, rejection and setbacks sometimes, not just you. They are a normal part of life. Try not to personalise them.

Blame fairly. How much of what happened was due to you, to others and to bad luck or circumstances?

Accept what can’t be changed (but try to change what you can change first).

Catastrophising exaggerates your worries. Don’t believe the worst possible picture.

Keep things in perspective. It’s only one part of your life.

Mindfulness techniques are present throughout the whole day in classrooms and not just during Wellbeing sessions. Teaching students a range of skills and techniques to be present and focus supports academic learning in the classroom.

Learning these techniques leads to better attention, memory, regulation of emotions and self awareness. It greatly benefits mind, body and behaviour by increasing the coherence of brain functioning, energy and alertness, happiness and self-confidence.

Students are taught to be active listeners, how to be mindful of their actions and how to be aware of their surroundings. Within the classroom it can be seen in many forms: meditation using such programs as Smiling Minds, directed colouring in, group activities and the use of personal journals.

With a ‘tool belt’ of mindfulness techniques we believe we are setting up our students for success for life!