The tradition across all Loreto schools in Australia has been to educate our young people to be “seekers of truth and doers of justice.” We continue this tradition by instilling in our girls and boys the skills they require to be active members of their communities. We want our students to be resilient, to have a strong sense of justice in standing up for what is right, to be confident speakers so they can use their voice for change, and to have the skills to be in productive and healthy relationships. To achieve this, we have seen the need to have targeted learning programs, commencing from Kindergarten, that progressively and developmentally provide and nourish the skills that our students require. Targeted learning sits alongside the positive mindset our staff promote across all interactions with students.
The well-being of students is paramount as it affects their capacity and desire to learn and to reach their full potential. Psychology sessions are tailor-made to the specific issues that need addressing. Various evidence-based interventions are used, such as cognitive behaviour therapy, behaviour modification techniques, interpersonal psychotherapy, psychoeducation and mindfulness-based stress reduction. The school psychologist works with teachers, the Principal and Vice Principal to create classrooms where students feel safe to express themselves. The psychologist also assists in designing classroom procedures that address behavioural management issues and reward students when correctly following instructions. Issues such as bullying, friend exclusion and situations at home are addressed, so the students’ learning process is not hindered. Mental health programs that monitor students’ well-being are supported, and data is collected through appropriate screening assessments.
During our new Eucalyptus (EUCA) sessions, students from Years Three to Six gather together to enhance and support student wellbeing through a holistic approach. Named after the local Aboriginal meanings for Eucalyptus (Moitch, Koolert, Gooloorto, Colaille, and Boorn), each group is supported by a mentor teacher and a facilitator teacher.
The approach is grounded in and guided by our Loreto values and vision. The mentor teachers aim to engage their group by building and experiencing positive emotions whilst developing critical thinkers by promoting challenge, curiosity, and creativity. Throughout the year, mentor teachers nurture positive relationships based on respect and the promotion of a flourishing school community.
Miss Emily Meneghello, Mrs Julia Waller, Mrs Lori Coenen, Miss Elizabeth Kezich and Mrs Rebecca Barfoot.
Each facilitator has created a program that aims to enhance our students’ emotional and social well-being and offer them the opportunity to explore challenges in a positive and supportive environment.
Mrs Sarina Davey
In the Drama component of the EUCA program, students rehearse and perform various resilience and well-being strategies in a safe and supportive environment. Practicing and performing these well-being strategies develop empathy and understanding in children and increase the chances of students using these strategies in their everyday lives.
Mr Scott McCallum
Through team building, students learn the importance of working together and communicating effectively to complete challenging team games. Through these sessions, students will understand that by positively working with others and effectively communicating, they will increase their chances of successful outcomes in the team games and then apply this to different lifestyle contexts.
Mrs Stephanie Hantzis
During the art sessions, students learn about the importance of mindfulness through the creation of mandalas in the shape of feathers. The feather links to the school value of FREEDOM and how important it is for everyone to feel safe and supported yet still have choices that make us feel good. Being creative and practicing the techniques of mandalas and mindfulness teaches students how to de-stress and stay positive and focused. These are well-being strategies that students can use now and in the future.
Mrs Lizzie Stewart
The emotional well-being Euca sessions focus on understanding the self, strategies to navigate emotions, and an understanding of positive interactions with others. This understanding will subsequently create resilience and assist students in reaching their full individual, social, and learning potential. The knowledge of the teachings will have the capacity to be used to support students throughout their lifetime.
Loreto Nedlands is committed to the emotional well-being of our students and encourages regular check-ins to ensure our students feel supported and heard. Using the EI Pulse system, students are asked a small number of well-being questions weekly. This enables the staff at Loreto Nedlands to quickly build and maintain an up-to-date picture of well-being and engagement and allows for real-time action. The information is designed to help our staff support at-risk individuals, plan early interventions, identify school trends and map the impact of current initiatives and progress.