We view wellbeing as achieving balance amid life’s ups and downs, and we support students across five pillars: physical, psychological, academic, social/emotional, and spiritual. We have developed a bespoke model using wellbeing drivers to assist our students to flourish. These drivers serve as tools for teachers and staff to foster a culture of engagement, valuing student agency, connection, and critical thinking, to better understand themselves and others as they come to understand the importance of purpose in our lives.
Every staff member plays a crucial part in nurturing the journey of each student. On the Junior Campus, our dedicated Coordinator of Wellbeing works alongside teachers and other leadership staff, serving as mentors and caregivers. This system fosters an inclusive environment where students feel secure, supported, and valued. Through their compassionate guidance, they contribute significantly to the holistic development of each child in their care.
At the Senior Campus, Grammar’s wellbeing program is under the guidance of our Director of Student Wellbeing. In Grade 7, students are grouped into core classes, with lead teachers delivering the wellbeing program. Additionally, students are assigned to one of five houses: Fraser, Gillett, Roff, Savigny, or Wilkinson. Each house serves as a community of belonging and connectedness. The house system provides a comprehensive wellbeing support for students in Grades 8 – 12. Our tiered pastoral care model supports students as they progress through school. Beyond its pastoral role, the house system fosters teamwork and encourages healthy competition through a variety of internal contests in sports and the arts. With all students participating, it contributes to a vibrant and dynamic campus life.
At Grammar, our wellbeing model includes the Positive Behaviours Framework, emphasising respectful relationships and self-regulation. Through comprehensive practices, we support students to make positive choices and to thrive in their interactions. As students mature, we gradually increase their responsibility for their actions, understanding that behaviour impacts learning. We prioritise understanding the root causes of behaviour, recognising that it often signals deeper concerns. During periods of significant change throughout adolescence, teachers and parents play crucial roles as supporters, coaches, and at
times, disciplinarians.
The partnership between home and school regarding behaviour requires advocacy and mutual understanding. At Grammar we have high expectations and standards regarding how students treat each other and the adults in their lives. We also understand that our parents want us to support their children in becoming adults who understand ethical behaviours and what it is to be fair and just. It is the age old adage that together we are stronger and each must play their part. We work from the belief that every parent and caregiver wants what is best for their child. By working together and respecting each other’s perspectives, we help young people develop a balanced understanding of what it means to be a good human.