Wellbeing

Well-being

Clear Behaviour Expectations

At St. Bernard’s we implement a whole school positive behavioural framework called, Positive Behavioural Interventions and Supports (PBIS).

PBIS is a framework that sets three whole school expectations for staff and students. Expected behaviours for each setting of the school are then taught under these three whole school expectations. Our three whole school expectations are:

At St. Bernard’s we are Responsible, Respectful and Safe Learners

We teach ‘setting’ expectations through the use of Matrices. Each setting has a separate matrix, for example lining up, assembly and toilets. These matrices are explicitly taught and revised by teachers and students.

The benefit of a framework like PBIS is that it is a whole school approach. Regardless of the year level, setting or teacher, students and staff will expect and respond to behaviours in the same manner.

Buddy Program

Part of the leadership responsibilities of the Grade 6 students is to act as a ‘buddy’ for the students that are beginning school. They assist the Foundation students to settle into their new environment and to learn the routines of school life. The buddies continue this relationship throughout the year.

Anti-Bullying

The St. Bernard’s community does not tolerate bullying in any form. Our school-wide expectations are to be Respectful, Responsible and Safe Learners.

Behaviour expectations are explicitly taught through our PBIS matrices and social skills are taught as part of the curriculum. Everyone in the school community is expected to report any instance where this is not being met. Incidents are documented and followed up, supporting those involved. Communication with families aims to be open and supportive. All students are supported in making responsible decisions and choices, with a tiered approach for those requiring additional support.

Students are encouraged to seek help if they feel unsafe through establishing open relationships and identifying trusted adults.

Berry Street Education Model (BSEM)

Our staff have been trained to incorporate the Berry Street Education Model (BSEM) strategies in their classroom practices. This education model provides teachers with strategies to increase engagement of students with complex, unmet learning needs and to successfully improve all students’ self-regulation, relationships, wellbeing, growth and academic achievement.