At Lethbridge Primary School, student wellbeing is at the heart of everything we do. We believe that students learn best when they feel safe, supported, and connected. Our whole-school approach combines evidence-based programs, targeted interventions, and strong relationships to support every child to thrive both academically and emotionally. If you would like more information about our wellbeing programs or supports available, please contact the school.
Our Whole-School Approach
We implement a range of wellbeing frameworks that promote positive mental health, respectful relationships, and inclusive practices across the school.
Berry Street Education Model (BSEM)The Berry Street Education Model underpins our approach to creating safe and supportive classrooms. It focuses on building strong relationships, increasing student engagement, and supporting self-regulation through predictable routines and strategies, like our morning circle. This model is particularly beneficial for students who may experience stress, anxiety, or trauma, enabling them to access learning with confidence.
Resilience, Rights and Respectful Relationships (RRRR)This Victorian Department of Education program is taught across all year levels and supports students to develop social and emotional skills. The program explicitly teaches skills such as emotional literacy, empathy, resilience, positive coping strategies, and respectful relationships. Students engage in age-appropriate learning that supports them to understand themselves and others, manage emotions, and respond to challenges in constructive ways.
School Wide Positive Behaviour Support (SWPBS)School Wide Positive Behaviour Support provides a consistent, whole-school framework for promoting positive behaviour and a safe learning environment. Clear behavioural expectations are explicitly taught, modelled, and reinforced across all settings of the school. Students are acknowledged and celebrated for demonstrating expected behaviours, helping to build a positive and encouraging culture. Staff use data to monitor trends, inform decision-making, and implement targeted support where needed. This proactive and preventative approach ensures that all students understand expectations and are supported to succeed socially, emotionally, and academically.
Structured Play Opportunities
During break times, students are supported through a range of structured passive and active play opportunities facilitated by our Education Support staff. These activities provide inclusive options for all students, whether they prefer calm, quiet play or more active, social engagement. Structured play supports the development of social skills, cooperation, and problem-solving, while also promoting positive interactions and a sense of belonging in the school environment. Staff provide guidance and encouragement, helping students to navigate play in a safe and supported way.
Targeted Wellbeing Supports
In addition to our whole-school programs, we offer small group interventions for students who may benefit from more explicit teaching of social and emotional skills.
We Thinkers! Social Learning Curriculum
The We Thinkers program supports younger students to develop social understanding, flexible thinking, and awareness of others. Delivered in small groups, it helps students build foundational skills for successful interactions in the classroom and playground.
Secret Agent Society (SAS)
Secret Agent Society is an engaging, evidence-based program designed to support students in developing emotional regulation and social skills. Through a fun, spy-themed approach, students learn how to recognise emotions, manage challenges, and respond appropriately in social situations.
Mental Health and Wellbeing Leader (MHWL)
Our Mental Health and Wellbeing Leader plays a key role in coordinating and strengthening wellbeing supports across the school. This includes:
Working in Partnership
At Lethbridge Primary School, we recognise that strong, respectful partnerships between school and home are essential to supporting each student’s wellbeing and success. We are committed to open, two-way communication and value the knowledge and insights families bring about their child. By working collaboratively, we can ensure consistent support across both school and home environments.
We encourage families to engage with the school through regular communication with classroom teachers and wellbeing staff, participation in meetings such as Student Support Group (SSG) meetings, and involvement in planning for individual learning or wellbeing needs. We aim to provide clear and timely information about student progress, wellbeing supports, and available resources.
Our Mental Health and Wellbeing Leader and staff also work closely with external services where appropriate, helping to coordinate supports and ensure a holistic approach to each child’s development. We understand that every family’s circumstances are unique and strive to build trusting relationships that are inclusive, culturally responsive, and supportive.
Together, we can create a strong network around each child, fostering confidence, resilience, and a positive sense of belonging within our school community.
