Wellbeing
At Dederang Primary School, we believe relationships and trust are central and knowing each child and how to respond to their needs is essential to supporting students to thrive.
We are blessed to have an outstanding team of teachers and education support staff. Our strong relationships with students means we can check in and support those in need when changes occur.
Having strong relationships with parents and families enables us to check in, monitor and adjust supports to best support the wellbeing of our students.
Each student is different and requires unique supports and adjustments to feel safe and welcome within the school community.
National School Chaplaincy Program
Dederang Primary School is fortunate to have Christina Torio as our School Chaplain. Christina offers:
- Pastoral care support to the whole school community – including students, families and staff
- Educational and small group programs to address specific needs
- The building of connections with the wider community
- Intervention and trauma support in crises and emergencies
Christina also drives our schools social and emotional wellbeing program, teaching resilience, empathy, gratitude and mindfulness to students as part of our weekly Social and Emotional Learning lessons.
Mental Health and Wellbeing Leader
Our school Principal and Chaplain work across the school to implement a whole-school approach to mental health and wellbeing for students, staff, and families based on a broad knowledge of the needs of the school community. This includes:
- building the capacity of school staff, in particular classroom teachers, to identify and support students with mental health concerns in the classroom
- supporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention, and
- coordinating targeted mental health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers, and external agencies.
Our focus is on mental health and wellbeing promotion, prevention and early intervention.
Our school utilises a three-tier continuum of support that promotes learning and well-being for all students. Importantly, students have access to more support when they need it. Below is an explanation of the tiered approach.
TIER 1 - PROMOTING POSITIVE BEHAVIOUR
The focus for Tier 1 strategies is to promote a positive school and classroom culture through a range of strategies, creating an effective learning environment. These strategies underpin practises that we aim to embed consistently throughout the school and teaching teams.
Whole school positive strategies
School Values
Zones of Regulation Chart
Restorative Practices
Respectful Relationships
Berry Street Program
Student Representative Council
School performances
Buddy Program
Camps, Excursions and Incursions
Lunchtime Clubs
Classroom based positive strategies
Circle Time
Classroom visual timetables
Mindfulness
Zones of Regulations
Calm Corner
Brain Breaks
Golden Statements
Process Praise
Explicit teaching of school values and expected behaviors.
TIER 2 - EARLY INTERVENTION
Tier 2 provides intervention and support for students who need additional help in developing positive behaviours.
In this tier, interventions include increased instruction, supervision, positive reinforcements, academic support, pre-corrections, and focus on finding the function of the behaviour.
Individual and Small Group Strategies/Adjustments for Behaviour Support Plan
Whole School
Mentoring & Social Skill Groups (external to classroom)
Classroom Based
All About Me Chart
First, then chart
Individual Visual Timetable
Alternative/sensory seating arrangements
Daily Check-Ins
‘I need a break’ card
Implementation
Review previous reports.
Function of behavior checklist
Create and Implement a Behavior Support Plan (BSP)
BSP communicated with families.
TIER 3 - INDIVIDUAL INTERVENTION
Tier 3 behaviour intervention supports are highly individualized strategies designed for students exhibiting the most persistent, extreme, and complex behavioural needs. These students often display highly disruptive or dangerous behaviours and therefore require more intensive and personalized support. The planning and implementation of these supports are critical to ensuring the safety and academic progress of the student involved, as well as the well-being of the broader school community.
The focus of Tier 3 supports includes:
- Identifying students who need intensive supports.
- Functional Behaviour Assessment (FBA) is a critical tool in understanding the reasons behind a student’s challenging behaviour.
- Implementing a Student Support Group Approach
- Monitoring Fidelity and Impact of Tier 3 Supports
- Additional Support for Classroom Teachers
Classroom Teachers of Tier 3 students are provided extra support where required, including, Professional Learning, time to attend SSG meetings and to meet with professional support people.
DISABILITY INCLUSIONN AND FUNDING SUPPORT
The Disability Inclusion Program is a targeted supplementary funding initiative aimed at providing resources to schools for supporting the educational needs of students with high needs disabilities.
While teachers already make adjustments to the curriculum and its delivery to accommodate many students with disabilities and learning needs, there exists a smaller group of students who require additional support.
This assistance is made possible through funding provided by the Victorian Government under the Disability Inclusion Funding and Support program.