Student wellbeing is promoted throughout all learning experiences by providing an environment and curriculum that supports students to develop knowledge, understanding and skills to manage their own health and wellbeing, and to support that of others.
Morning Circles
With wellbeing a priority it is logical that we start each day at 9:00am with a 'Morning Circle' in every classroom.
What is a Morning Circle? It is a group orientated way of learning that is based on the core values of mutual respect, equal opportunity and inclusiveness. These values are reflected in the 'rules' and 'method'. The 'method' is a collection of teaching strategies that ensure that all students have equal opportunities within the circle.
We see the first 5 minutes of each day as critical for setting the tone for the rest of the day's learning. Morning circles – nurturing routines that support engagement in learning and wellbeing (Roffey, 2006) – are a key strategy for consistently embedding strengths and also tending to the body and relational connection.
This routine of forming a circle with our young people to review key values and expectations and celebrate any announcements and successes, serves as a threshold between the outside world and the complex task of learning. It allows young people to ground themselves, co-regulate and establish a common rhythm for the learning day. Whilst we have a crowded curriculum and usually want to jump straight into content, our teachers find that by taking the time to check in and connect with their students, they are not only setting them up to get much more out of the learning, but are providing an opportunity for us, as educators, to get on the front foot of any potential issues that may present as speedbumps for learning.
What is a Morning Circle? It is a group orientated way of learning that is based on the core values of mutual respect, equal opportunity and inclusiveness. These values are reflected in the 'rules' and 'method'. The 'method' is a collection of teaching strategies that ensure that all students have equal opportunities within the circle.
We see the first 5 minutes of each day as critical for setting the tone for the rest of the day's learning. Morning circles – nurturing routines that support engagement in learning and wellbeing (Roffey, 2006) – are a key strategy for consistently embedding strengths and also tending to the body and relational connection.
This routine of forming a circle with our young people to review key values and expectations and celebrate any announcements and successes, serves as a threshold between the outside world and the complex task of learning. It allows young people to ground themselves, co-regulate and establish a common rhythm for the learning day. Whilst we have a crowded curriculum and usually want to jump straight into content, our teachers find that by taking the time to check in and connect with their students, they are not only setting them up to get much more out of the learning, but are providing an opportunity for us, as educators, to get on the front foot of any potential issues that may present as speedbumps for learning.
Zones of Regulation
At our school, we use the Zones of Regulation framework to support students in developing emotional awareness and self-management skills.
The Zones of Regulation is a simple, common language that helps children recognise how they are feeling and identify strategies to regulate themselves. The framework groups feelings and levels of alertness into four coloured “zones,” making it easier for students to understand that all emotions are normal, but that different situations require different responses.
Through classroom lessons and everyday conversations, students learn to identify their zone, reflect on how it affects their behaviour and learning, and practise tools to help them move between zones when needed. These tools may include breathing strategies, movement breaks, problem-solving techniques or quiet reflection.
By embedding the Zones of Regulation across the school, we create a consistent approach to wellbeing. Students build independence, resilience and emotional vocabulary, while staff support them with clear and predictable language.
Our goal is not to eliminate feelings, but to equip students with the skills to understand and manage them effectively — supporting a calm, safe and productive learning environment for all.
The Zones of Regulation is a simple, common language that helps children recognise how they are feeling and identify strategies to regulate themselves. The framework groups feelings and levels of alertness into four coloured “zones,” making it easier for students to understand that all emotions are normal, but that different situations require different responses.
Through classroom lessons and everyday conversations, students learn to identify their zone, reflect on how it affects their behaviour and learning, and practise tools to help them move between zones when needed. These tools may include breathing strategies, movement breaks, problem-solving techniques or quiet reflection.
By embedding the Zones of Regulation across the school, we create a consistent approach to wellbeing. Students build independence, resilience and emotional vocabulary, while staff support them with clear and predictable language.
Our goal is not to eliminate feelings, but to equip students with the skills to understand and manage them effectively — supporting a calm, safe and productive learning environment for all.
The Resilience Project
The Resilience Project delivers evidenced based practical strategies to build resilience and happiness by focussing on 4 key strategies:
As a Partnership School, we experience all that the GEM (Gratitude, Empathy and Mindfulness) journey has to offer by embedding The Resilience Project’s wellbeing curriculum across the whole school community.
Teachers, students, parents and carers all receive tailored presentations that teach the GEM Principles, and inspire regular practise. To support long term change and embed mental health strategies all students participate in a weekly Resilience Project lesson, that has been mapped to the Victorian Curriculum.
Click/tap here to learn more about The Resilience Project.
There are many things that you can do at home to support the mental health and wellbeing of your child. For more information, please visit TRP @ Home.
- Gratitude - The act of being thankful and appreciating what you have in life.
- Empathy (Kindness) - The capacity to understand and feel what another person is feeling.
- Mindfulness - The practice of attention regulation.
- Emotional Literacy - The ability to understand and express our feelings.
As a Partnership School, we experience all that the GEM (Gratitude, Empathy and Mindfulness) journey has to offer by embedding The Resilience Project’s wellbeing curriculum across the whole school community.
Teachers, students, parents and carers all receive tailored presentations that teach the GEM Principles, and inspire regular practise. To support long term change and embed mental health strategies all students participate in a weekly Resilience Project lesson, that has been mapped to the Victorian Curriculum.
Click/tap here to learn more about The Resilience Project.
There are many things that you can do at home to support the mental health and wellbeing of your child. For more information, please visit TRP @ Home.
L.E.A.R.N. Groups
Student wellbeing is strongly linked with student learning. There is compelling evidence that student engagement and a sense of connection to the school and community is vital for effective learning.
Mont Albert Primary School have a whole school buddy program to promote student wellbeing and engagement within a supportive environment and positive school culture. Students participate in multi-age L.E.A.R.N. Groups, each led by a staff member. Students remain in their groups for their time at Mont Albert Primary School. L.E.A.R.N. Groups engage in a range of activities, which draw on the school values of: Learn, Endeavour, Aspire, Respect and Nurture.
The expected outcomes of the L.E.A.R.N. Groups include:
Mont Albert Primary School have a whole school buddy program to promote student wellbeing and engagement within a supportive environment and positive school culture. Students participate in multi-age L.E.A.R.N. Groups, each led by a staff member. Students remain in their groups for their time at Mont Albert Primary School. L.E.A.R.N. Groups engage in a range of activities, which draw on the school values of: Learn, Endeavour, Aspire, Respect and Nurture.
The expected outcomes of the L.E.A.R.N. Groups include:
- Building a sense of belonging and connection to the school community
- Developing relationships across the school which will act as a support network
- Supporting positive transitions within the school
Restorative Practice
The restorative approach emphasises the importance of sound and healthy relationships between all members of the school community. From this perspective, behaviour problems are viewed as a breakdown in relationships, therefore behaviour management becomes ‘relationship management’.
Buddy Program
Our Buddy Program is designed as a two-year journey that builds confidence, connection and leadership over time.
In the first year, our Prep students are paired with Grade 5 buddies in a structured and supportive program. This stage focuses on building trust, routines and a strong sense of belonging. Grade 5 students take part in planned activities with their Prep buddy, supporting them to settle into school life, develop social skills and feel safe in a new environment. The structure ensures consistency, guidance and positive role modelling during this important foundation year.
In the second year, the partnership continues in a more informal way as students move into Grade 1 and Year 6. By this stage, relationships are already established. The focus shifts from structured sessions to ongoing connection and leadership. Year 6 students continue to provide support, encouragement and a friendly presence, while Grade 1 students benefit from familiar faces and a sense of continuity.
This two-stream approach allows younger students to experience stability across their first two years of school, while older students grow into meaningful leadership roles over time. It strengthens our whole-school culture by fostering responsibility, empathy and lasting connections.
In the first year, our Prep students are paired with Grade 5 buddies in a structured and supportive program. This stage focuses on building trust, routines and a strong sense of belonging. Grade 5 students take part in planned activities with their Prep buddy, supporting them to settle into school life, develop social skills and feel safe in a new environment. The structure ensures consistency, guidance and positive role modelling during this important foundation year.
In the second year, the partnership continues in a more informal way as students move into Grade 1 and Year 6. By this stage, relationships are already established. The focus shifts from structured sessions to ongoing connection and leadership. Year 6 students continue to provide support, encouragement and a friendly presence, while Grade 1 students benefit from familiar faces and a sense of continuity.
This two-stream approach allows younger students to experience stability across their first two years of school, while older students grow into meaningful leadership roles over time. It strengthens our whole-school culture by fostering responsibility, empathy and lasting connections.
Transition
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Students at Mont Albert are supported in their transition from Foundation to Year 6 via a range of sessions, which allow students to be informed about what to expect in the next year level.
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Peer Mediation
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The Peer Mediation Program aims to reduce incidences of bullying by providing a school environment that is positive, caring, safe and friendly. Peer Mediation teaches students to resolve low-level conflicts using their Year 5 peers as mediators. Mediation opens up communication channels allowing the disagreeing students to discuss their problems and come to a resolution with the guidance of the mediators. Year 5 Peer Mediators are in the junior play areas at lunch times and wear a bright yellow jacket similar to teachers when on yeard duty, carrying a clipboard to record notes of their mediation.
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Connections for Kids
Connections for Kids is a social and emotional learning program, for selected Year 1, 2 & 3 students, which aims to develop confidence, resilience, social skills and problem solving strategies. Students participate in activities designed to promote awareness of their feelings and the feelings of others and engage in co-operative group activities to develop positive social interaction skills.
Seasons for Growth
Seasons for Growth is a program organised and run under the auspices of Good Grief Australia. It is available to various age groups from 6 to adult and at Mont Albert Primary School it is a selective program that caters for ages 6-13 years. It is designed for children who have experienced significant change, loss and grief in relation to family breakdown, separation, dislocation, divorce or death of a significant other. The Seasons for Growth Program consists of 8 sessions, 1 celebration session and follow up.
The sessions follow the cycle of the four seasons:
Autumn - Session 1 and 2 aim to support participants to come to terms with the reality of the loss. This season is identified by the colours orange and yellow indicating change.
Winter - Session 3 and 4 give participants the opportunity to learn about the emotions that accompany grief and how each has experienced these in their own loss. This season is identified by the colours blue and purple indicating cold and sad.
Spring - Session 5 and 6 aim to provide participants with the skills that will assist them to process their own grief. This season is identified by the colour green indicating new life.
Summer - Session 7 and 8 encourage participants to explore the ways of letting go and moving on. This season is identified by the colour red indicating flowers and good experiences.
Winter - Session 3 and 4 give participants the opportunity to learn about the emotions that accompany grief and how each has experienced these in their own loss. This season is identified by the colours blue and purple indicating cold and sad.
Spring - Session 5 and 6 aim to provide participants with the skills that will assist them to process their own grief. This season is identified by the colour green indicating new life.
Summer - Session 7 and 8 encourage participants to explore the ways of letting go and moving on. This season is identified by the colour red indicating flowers and good experiences.
Wellbeing Dog
Mont Albert Primary School is committed to promoting the wellbeing of all students and a Wellbeing Dog may be used to assist with this.
The key aim of the Wellbeing Dog Program is to promote empathy and wellbeing amongst young people who may be experiencing issues with their mental health and wellbeing, trauma, separation, grief and loss and family and domestic violence.
A Wellbeing Dog is another strategy that we can draw upon in order to reduce the level of anxiety in our students.
The benefits of a Wellness Dog at school are endless. They can reduce stress, anxiety, depression, ease loneliness, encourage exercise and playfulness and even improve your cardiovascular health. Caring for a dog can help children grow up more secure and active while providing valuable companionship.
For more information, see 'Our Community - Our Wellbeing Dog' on this site.
The key aim of the Wellbeing Dog Program is to promote empathy and wellbeing amongst young people who may be experiencing issues with their mental health and wellbeing, trauma, separation, grief and loss and family and domestic violence.
A Wellbeing Dog is another strategy that we can draw upon in order to reduce the level of anxiety in our students.
The benefits of a Wellness Dog at school are endless. They can reduce stress, anxiety, depression, ease loneliness, encourage exercise and playfulness and even improve your cardiovascular health. Caring for a dog can help children grow up more secure and active while providing valuable companionship.
For more information, see 'Our Community - Our Wellbeing Dog' on this site.
