Wellbeing at Woodvale

Secondary College

Wellbeing at Woodvale Secondary College

The World Health Organisation defines wellbeing as “a state of complete physical, mental and social well- being and not merely the absence of disease or infirmity”. At Woodvale Secondary College wellbeing has been a priority area through two Business Plan cycles from 2014-2020. We commenced our journey collecting data on the social and emotional wellbeing of staff and students and identified some significant challenges around anxiety, lack of resilience and poor self-management in our students. Consequently, we commenced our six-year journey to embed positive psychology through the school curriculum and to measure the effectiveness of Positive Education (delivered in a sustainable, cost effective) way on the culture of a government metropolitan secondary school.

We have embedded Positive Education through the curriculum, student leadership, assemblies, whole school events and parent workshops.

Our journey included many working parties of interested teachers, professional learning and action research, and liaising with parents and students through focus groups, surveys and community workshops.

This publication is a snapshot of Wellbeing at Woodvale Secondary College as the result of working collaboratively to ensure every member of the College has the tools to manage their own wellbeing.

Veronika Sutton Associate Principal 7-9

Learning area focus

Science: Solution focused dialogue The following information has been provided as a scaffold for the future planning of the Science SEW process. The aim is to enable each teacher to be able to engage with their students by providing a mindset that is solution focused rather than failure focused. The points listed below draw heavily from the scientific method which is taught to all our students and can be modified and refined where necessary. This model has been tested in the Year 12 Animal Studies Communication module as an example of solution focused dialogue in the workplace.

1. Identify the issues.

• Be clear about what the problem is. • Remember that different people might have different views of what the issues are.

2. Understand everyone's interests.

• Interests are the needs that you want satisfied by any given solution. We often ignore our true interests as we become attached to one particular solution.

• The best solution is the one that satisfies everyone's interests. • This is the time for active listening. Put down your differences for a while and listen to

each other with the intention to understand.

3. List the possible solutions (options).

• This is the time to do some brainstorming. There may be lots of room for creativity. • Separate the listing of options from the evaluation of the options.

4. Evaluate the options.

• What are the pluses and minuses? • Separate the evaluation of options from the selection of options.

5. Select an option or options.

• What's the best option, in the balance? • Is there a way to "bundle" a number of options together for a more satisfactory

solution?

6. Document the agreement(s).

• Don't rely on memory. • Writing it down will help you think through all the details and implications.

7. Agree on contingencies, monitoring, and evaluation.

• Conditions may change. Make contingency agreements about foreseeable future circumstances (If-then!).

• How will you monitor compliance and follow-through? • Create opportunities to evaluate the agreements and their implementation. ("Let's try

it this way for three months and then look at it.")

Effective problem solving does take some time and attention more of the latter than the former. But less time and attention than is required by a problem not well solved. What it really takes is a willingness to slow down. A problem is like a curve in the road. Take it right and you'll find yourself in good shape for the straightaway that follows. Take it too fast and you may not be in as good shape.

Maths: Growth Mindset The Maths LA is embedding Growth Mindset into classroom pedagogy by staff utilising the appropriate language with students. Classrooms within the Maths block have posters that promote growth mindset, and teachers needed developing growth mindset. Students with a fixed mindset are encouraged not to give up, but to persevere with a problem by identifying what skills they need to learn and how can they learn them in order to achieve. Students are given opportunities to work on rich tasks that have multiple entry and exit points, allowing all students to experience the achievement that is relevant to them. Teachers have facilitated parent workshops on growth mindset

One staff member has recently completed the Stanford University Mathematical Mindset online PL and we are looking into registering students in the free “How to Learn Math” online course to further promote a growth mindset.

HASS: Resilience HASS/Business/Languages staff have focused on ‘Resilience’ in their classes by:

• One on one mentoring discussions with students about what resilience looks like.

• Accessed the Resilience Moodle page for resources.

• Put displays and posters up around the Department supporting the Resilience focus.

• Taught Resilience to Year 12 ATAR students via the Psychology curriculum.

• Completed Resilience type lessons in homeroom and included modelling through with anecdotal experiences of the teacher.

• Completed House activities such as the Escape Room where resilience skills were needed to complete the puzzles.

• Workshops on how to complete tests with Year 7s and what it means to have resilience.

• Complete reflections on tests and how to overcome problems in future.

• Talked about the catastrophe scale in class with students so they start to learn how to put problems into perspective and build resilience for when things don’t go their way.

Languages: Growth Mindset • Challenging the way students think about mistakes, especially with pronunciation.

Never laughing or tolerating amusement from others when student make errors with the language. “Mistakes are okay; it’s how we learn” “We all make mistakes”.

• Post-assessment reflections asking students to reflect on how they can improve further (for both low and high achievers).

• When students fail, always encouraging them to recognise this as part of not putting in effort rather than concrete inability to achieve. “If you had studied 20 minutes a few time this week, how might our results have looked?”

• Modelling “I am not good at this yet but I can improve” mentality with all skills when the opportunities arise.

Arts - Mindfulness Arts staff encourage mindfulness with students using the following techniques in the classroom:

• Posters • Music • Meditation • Brain breaks • Natural lighting (instead of artificial) • Moving outside of the classroom for natural settings • Short breathing and physical movement exercises

These allow the students some short mental and physical time out moments, giving them a chance to refocus, especially in the 80-minute lessons. They return to the task at hand with a reinvigorated and oxygenated brain. These techniques alleviate the need for students to find their own way to take 2 and hopefully circumnavigates poor behaviour due to brain tiredness. Staff have undertaken professional learning on mindfulness in the classroom.

English Gratitude and Appreciative Inquiry

English incorporates SEW strategies in classroom practices with all year groups. Students are stepped through Appreciative Inquiry during pre-reading activities and after assessments. Teachers include this approach during collaborative group work with classes to focus on student strengths. All narrative text studies focus on character strengths and reflecting on and appreciating the students’ own strengths. Year 7 and 8 teachers use versions of two stars and a wish reflection after assessments.

Gratitude activities have included post-it note feedback to collate whole class gratitude displays. The Year 12 General course finishes with an autobiographical task where students write on an experience they have survived and learned from and a reflection of gratitude for how this experience has changed them. Year 8 English students write postcards to year 7’s welcoming them to the college.

Physical Education - ENGAGEMENT

HPE has had a disrupted year with many of our camps, competitions and carnivals cancelled. To try and counter these cancellations, we have really tried to engage students with what we have been able to offer. After surveying staff and students our Engagement SEW plan was put into place.

The gym foyer has been adapted to display the events we have been able be to make available to students. Phys Ed staff have coordinated our efforts to engage students across all subject areas.

Photos and video clips have been on display continuously in the foyer. Students have been able to see themselves and their peers competing in Swimming and Athletics, Basketball and Soccer along with activities from some of our option areas.

With our option area of Outdoor Education, we have kept students and parents informed of what we are doing by use of Direct Messages on SEQT, this has kept them informed and engaged. No activities in this subject have been cancelled although we have re-arranged the program. Students from our Year 9 Outdoor Education classes and Surf Cadet unit have gained a CPR certificate (approx. 80 students).

Health Education classes 7-10 have embedded explicit teaching of PERMAH. This is reviewed annually with resourced development to suit our college context.

Technologies Technologies staff place emphasis on building relationships with students using the following techniques in the classroom:

• Engaging with students as they enter the room • Learn names quickly and correctly • Highlight student achievement and post student work within the classroom, on school

platforms such as Facebook and the School Web Page • Simply listening to them • Attending school activities out of their LA • Providing extra time for catch up to assist students that need a little extra time • Providing Letters of Commendation • Finding different ways to connect with students

These simple actions allow teachers to develop positive relationships with students. The teacher, student relationship is one of the most important variables in ensuring effective instruction. If the relationship is strong and positive instructional strategies are more effective leading to better instructional outcomes.

Special Spaces

The Library wellbeing centre where the grey hounds have their therapy den. We have books on positive psychology for teenagers available and teaching resource books. We show constant displays on wellbeing and various themes. There is mindfulness colouring in materials always available.

Room of Requirement A mediation quiet room in student services where students can book in for 10 minutes alone. The Room of Requirement has sensory equipment and textile objects for students to calm down.

Therapy Dogs

Since September 2016 we have had therapy greyhounds on campus at Woodvale Secondary College. They were introduced by the then Teacher in Charge of the Library, Julie Robinson, as a wellness initiative for our Positive Education focus at the time. The initiative was enthusiastically supported across the college by staff, students and the community.

We have three greyhounds on the regular weekly roster, Boots, Rush and Archie. We also have a relief greyhound called Silky. All four have different personalities but what they have in common is a love of people, not being phased by loud groups or noises and exceptional emotional intelligence which we see regularly when they interact with fearful, upset, stressed or anxious students.

Greyhounds are generally low energy and low allergenic so make ideal therapy dogs. Temperament is key to the success of our program as is the support of the volunteer owners who transport the greys to and from school on their rostered day.

The greyhounds hang out on their special sofa in the library. Students can access them before school and at lunch time or in classes if their teacher chooses to bring them in.

In terms of wellness the Positive Pooch Program has been extremely successful. Students and staff report improved mood and sense of well-being after interacting with the greyhounds.

Our greyhounds are guaranteed smile generators.

To implement this initiative, we needed permission of District Office. We had to develop a Risk Management Plan which was approved by The Principal and District Director

Year 7 students raise money to donate to the Greyhound Rescue Association. The Greys have their own Facebook – Boots the Greyhound

Archie Boots Rush

Positive Education - PERMAH Framework 7-10 Linking with the Australian and WA Curriculum for explicit teaching in Health Ed and

Home Room

NB: Year 11 & 12 - Making good decisions – Future Focus (Linked to the Wednesday workshops and Home Room) Reviewed by SS 2019

Positive Emotions Experience of positive emotions such as joy, gratitude and hope.

Positive Engagement Interest, engagement, curiosity and absorption

Positive Relationships Social and emotional skills to foster positive relationships

Positive Meaning Contributing to others and the community

Positive Accomplishment Striving for and achieving meaningful outcomes

Positive Health Optimal physical and psychological health

Year 7

Self Esteem & Self-

Management

ANT & PETS - positive language

Appreciative Inquiry - “Attitude of Gratitude”

“What’s working well”

Shared expectations of learning environment

Intrinsic motivation

Etiquette- developing social skills and effective communication

Tolerance and acceptance of others

What gives my life meaning

Community engagement- pride in school and community

Short term goals & Self- Reflection

Autonomy – time management and innovation

Protective on-line behaviours

Assertiveness –coping strategies (Stress, time & other)

Year 8

Character Strengths

Relationships

Positive ‘self- talk’- pride in achievements

Aesthetic appreciation- appreciative language and acknowledgement

Multiple intelligence – Learning styles

Mindfulness – attentiveness and awareness of the moment

Dealing with peer pressure

Expressing personal boundaries

Morals and Values clarification

Acknowledging success self & others

Utilising Character strengths

Encourage growth mindset

Purposeful reflection on feedback

Manage time on social media and commitments

Year 9

Resilience &

Inner strength

Authenticity – awareness of ‘authentic self’

Forgiveness

Awareness of transferable skills

Innovation and creativity

Pressures and power within relationships

Active/ Constructive reactions – think before you act

Positive purpose Building resilient communities

Self determination

Solution focussed approaches

Good Choices- “Party safe”, “Learning to say No”

Help seeking strategies and skills

Year 10

Managing

life’s directions

Determining and sustaining “Best Possible Self”

Positive Emotional Ratio – What worked well and what to focus on

Identifying future opportunities

Challenging self – Creating dreams

Finding positive role models

Maintaining positive relationships

Social Justice – empathy and understanding

Building Support Networks - Collaborating with others to achieve goals

SMART goals – Specific Measurable

Authentic Realistic Timely

Self -Reflection

Long Term positive health – “Eudemonic happiness”

Life purpose, challenges and growth

WELLBEING AT WOODVALE SECONDARY COLLEGE

Every Student and Staff member will be given the resources and support

to manage their own social and emotional wellbeing

STAFF

COMMUNITY

STUDENTS

Health and Wellbeing Committee Exercise workshops SDD Health checks Professional learning Mindfulness Centre (LRC) Regular social events: Staff quiet space

Mentoring of new staff Mentoring of graduates Leadership opportunities Feedback pathways. Wellbeing book Resources on website and books in the library.

WLC cluster focus on Health and Wellbeing. Developed continuum/ shared events/ shared professional learning/ transition focus with our local primaries. Parents workshops each term PPP – School Psychologist. Wellbeing at WSC booklet Bullying Resource booklet. Clear communication channels. Positive Parenting Booklet Website by school psychologist with links to articles on anxiety etc. Focus groups of parents for feedback.

Whole school focus on strengths, growth, mindset and life balance.

STUDENT SERVICES Upper and Lower School

Coordinators Year Coordinators: each year group for social and emotional well-being including reward activities and building cohesion in their year group. School Psychologist Mental health – case study management. Testing and staff professional learning, SAER, IBP, Primary Liaison. Community Nurse Professional development for staff on Health issues. In classes on request, Drug awareness, Relationships, Cyber Safety etc. Chaplaincy Case management at risk students, family liaison and special targeted programs – Blokes, Shine. Learning Support Coordinator Diagnosed and imputed SAER students IEP’s, monitored, parent liaison and Professional learning for staff. Mindfulness Centre – Library Positive Pooches, mindfulness activities, resources on mindfulness, positive education and mental health. Open before and after school and 2nd break time. Canteen Healthy food Positive Education PERMAH – explicitly taught years 7-10 in Health Studies. Each learning area has a SEW focus. Student voice and leadership on Wellbeing Home Room Once a week 40 minutes social emotional wellbeing activities. Wellbeing journal R U OK Week. Peer mentoring student leadership. Peer support program. Woodvale co-curriculum program.

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