Student Wellbeing & Engagement
The foundation of our positive school culture is the active participation of all members of the school community so they feel valued, safe and secure, are provided with meaningful opportunities to contribute to the school and have every opportunity to meet their personal, social and educational potential.

Our school’s Student Engagement and Wellbeing Policy articulates the school community’s shared expectations in the areas of student engagement, student attendance and student behaviour. The policy supports the right of every community member to engage in and promote a safe and inclusive school environment.

Ripponlea's Student Wellbeing Leader our Assistant Principal along with all staff monitor and review current student engagement and wellbeing, and work to implement evidence-based practices and initiatives across the school. Students participate in connecting circles, mindfulness, meditation, yoga, active brain breaks and regular sessions around building social skills and resilience.  We actively teach our students about their personal and communal responsibilities to 'do the right thing' and act with integrity.
 

Engagement

Relationships continue to be the key to our thriving school community, and we actively promote positive relationships among students, between students and staff, and between the school and our families and the broader community. These relationships are nurtured by all for the benefit of our students. Positive relationships are a key feature of the teaching and learning program and authentic real-world learning, but social and emotional learning continues to be our driving force.

In 2022, we formed a Respectful Relationships team and focused on a whole school approach to embedding a culture of respect, inclusion, and equality across our entire school community. Respect for the diversity of beliefs and families within the community, open and respectful community dialogue, and ensuring that diversity was visible, acknowledged and celebrated. Joining the school’s team was a critical friend from Caulfield Community Health as well as parent members. The team completed professional learning, and a self-evaluation committing to action. 

Our goal continues to embed universal features of the School Wide Positive Behaviour Support framework (SWPBS) to create a positive and safe climate for learning, social engagement, mental health and well-being.

We emphasise the teaching of the Resilience, Rights and Respectful Relationships (RRRR) program to support whole-school social and emotional learning. In 2023 we are committed to working with Vanessa Hamilton, using effective strategies to deliver Sexuality and Consent education.   

Returning from two years in lockdowns severely impacted the ability of our students to manage social conflict in the playground and classrooms and to self-regulate. Students were experiencing a range of ‘big’ emotions, without the capacity to evaluate and apply problem-solving strategies or restore relationships. 

We introduced Art Therapy and Music Therapy sessions for all students to explore themes of connection, resiliency, emotional literacy and self-regulation strategies through art and their creativity:

• Remaining curious, open to change and having the ability to adapt to situations with problem-solving as key learning.
• Identifying inner strengths, emphasising the qualities that strengthen our character and make us better people e.g., caring, sharing, helpful and kind.
• Calming strategies by finding treasures within ourselves and things that can be collected. Mindfulness and worry stones were explored as well as the power of words.
• Challenges and gratitude and activating the best version of self and having respect for others. Recognition for those who support us through challenges and never giving up and achieving your personal best.

The Inform and Empower - Safety and Wellbeing Online incursions support students to navigate their return to the outdoors (Green Time) and away from screens (Screen Time) as well as support them to manage unwanted contact online, unsafe content and help-seeking from trusted adults.

Circle Time at Ripponlea Primary School is embedded into school routines.  The circle format is an ancient form of spiritual, communal and political communication and is found throughout world traditions. We use a circle to encourage positive interactions, provide structure to our teaching practices and when we want to talk about an issue in a way that allows everyone to participate and contribute. Circle Time sets up a climate of collaboration and trust and is useful for teacher and student discussion and decision-making.

Restorative Practices
We adopt a ‘restorative justice’ philosophy which is about being respectful towards and of, every member of our school community, encouraging responsible behaviour and actions, and ensuring that personal pride and dignity are maintained.

Restorative practices are intended to move the focus away from a punitive consequence that is based on the establishment of wrong-doing. Rather it seeks to value and support those involved so that they feel empowered to take positive action to address the situation and move forward. Restorative practices allow for harm to be explored by all affected parties, giving an opportunity to repair the harm and reach an agreement. 

The Restorative Justice philosophy focuses on understanding, resolving and teaching/learning. It provides a forum that encourages open and respectful dialogue, enabling students to learn how to better manage their social and emotional issues and as a result, free their capacity to learn.

Zones of Regulation 

In today's dynamic educational landscape, fostering social and emotional regulation skills has become more critical than ever. These skills are not only essential for personal development but also integral components of the Personal and Social Capabilities outlined in the Victorian Curriculum.

The Zones of Regulation framework, developed by Leah Kuypers, is a systematic, cognitive-behavioural approach used to teach self-regulation by categorising all the different ways we feel and states of alertness into four concrete zones. These zones include:

The Blue Zone: Characterised by feelings of sadness, tiredness, or boredom. Students in this zone may require strategies to increase their energy levels and engagement.

The Green Zone: Represents a calm and focused state. Students in the green zone are typically ready to learn and interact positively with others.

The Yellow Zone: Indicates a heightened state of alertness and elevated emotions, such as frustration, anxiety, or excitement. Students may need assistance in returning to the green zone for optimal learning and social interaction.

The Red Zone: Signifies intense emotions such as anger, rage, or panic. In the red zone, students may struggle to regulate their emotions and behaviour, necessitating immediate support and intervention.

Understanding and effectively utilising the Zones of Regulation framework equips our staff with valuable tools to support students in recognising and managing their emotions. By teaching students to identify their current zone and providing them with appropriate strategies, we empower them to navigate various social and academic situations with confidence and resilience.

We are committed to providing our students with the tools and support they need to become resilient, self-aware individuals capable of navigating life's challenges with confidence and competence.