At Seaford Park, we have a school community that nurtures the social and emotional development of our students through a variety of wellbeing programs. Our school values: the Social Nature of Learning, Diversity, and Learner at the Centre are central to everything we do. To facilitate this, some of the programs and initiatives embedded throughout the school are:

Schoolwide Positive Behaviour Support Framework (SWPBS)

Schoolwide Positive Behaviour Support is an approach that Seaford Park uses to foster a positive, safe and supporting learning culture. Students are taught the positive behaviours we expect them to demonstrate through explicit lessons, incidental teaching, and opportunities to practice, just as we teach academics. All students are provided with the skills necessary to succeed. Throughout the school, posters displaying the expected behaviours are a visible reminder of the expectations. Students are recognised for meeting our positive behaviour expectations on an individual level, in class and at whole school assemblies through our acknowledgement system.

Resilience, Rights and Respectful Relationships (RRRR)

Resilience, Rights, and Respectful Relationships is a whole school approach that aims to embed a culture of respect and equality across our entire school community. Our aim is that each student builds a solid understanding of what a respectful relationship looks and feels like. We also help students to understand their rights and responsibilities and accept that everyone is unique.

The topics covered by RRRR are:

· Emotional literacy

· Personal strengths

· Positive coping

· Problem solving

· Stress Management

· Help-seeking

· Gender and Identity

· Positive gender relations

Zones of Regulation

The Zones of Regulation is a curriculum designed to help students to identify their emotions and to develop strategies to self-regulate. The Zones are explicitly taught in Prep – Year 2 and revisited in the middle and senior years so that all students share a common language. The Zones helps students to name complex feelings and states they experience, and to communicate these in a safe, non-judgemental way. It also helps them to recognise strategies and tools that can support them to move from one zone to another.

The Zones are categorised into four coloured tiers based on the state of alertness and emotions common to each zone:

• Blue Zone: Used to describe a low state of alertness. The Blue Zone can be used to describe when one feels sad, tired, bored, or sick.
• Green Zone: Used to describe the ideal state of alertness for learning. A person may be described as calm, happy, focused or content when they are in the Green Zone.
• Yellow Zone: Used to describe a heightened state of alertness. A person may be experiencing stress, frustration, anxiety, excitement, silliness, or fear when they are in the Yellow Zone. They may have elevated energy, but they feel some sense of internal control.
• Red Zone: Used to describe an extremely heightened state of alertness. A person may be experiencing rage, explosive behaviour, panic, extreme grief, terror, or elation when in the Red Zone and feels a loss of control.

Catching on Early & The Daniel Morcombe Curriculum

Our school has incorporated elements of Catching on Early and The Daniel Morcombe Curriculum into our wellbeing program. Depending on the year level, students from Prep to Year 6 will access selected learning sequences that help them to understand their bodies and how they change over time, to recognise safe and unsafe situations, and the tools to access help from a trusted adult if needed.

For more information on our work on wellbeing and engagement, click here to read through our weekly newsletters.