Student Wellbeing


 

Student Wellbeing

 

 

MSDS is highly dedicated to the wellbeing of our students. We are aligning our student wellbeing frameworks to best support and engage our students and school community.

 

 

School-wide Positive Behaviour Support

 

Monash SDS is committed to SWPBS as it helps create and maintain a positive, safe and supportive learning environment.
SWPBS is an important element in increasing the wellbeing of our students. It is shown that when SWPBS is well implemented, students benefit from:

  • improved social-emotional wellbeing
  • positive and respectful relationships among students and staff
  • a predictable learning environment with improved perceptions of safety and increased attendance
  • increased respectful and positive behaviour

The following is an overview of how SWPBS is implemented across the school.

 

There are three tiers of SWPBS behavioural systems as shown to the right.  This overview will focus on the tier 1 (green) universal systems in place across the school. These systems define and teach consistent behavioural expectations and reward appropriate and expected behaviours - this results in reduced behavioural problems.

 

PREVENT/TEACH

  • 3 Expectations – Do Your Best, Help Others Succeed, Respect Your Environment - These are outlined in our behaviour matrix 

 

(CLICK HERE TO VIEW OUR MATRIX)

 

 

These expectations  are further demonstrated in the video below

 

 

 

 

PREVENT/TEACH cont...

  • Flood students with opportunities to practise routines or interventions
  • TELL STUDENTS WHAT YOU WANT THEM TO DO – not what you do not want them to do.
  • Redirect – When you have the opportunity, redirect students without mentioning the undesired behaviour. Do so at an appropriate distance. Do not invade the student’s personal space.
  • Be aware of the intent to control vs the intent to support. We are supporting our students in their learning.
  • Your greatest preventative tool is building a positive and predictable relationship with the students.

 

REINFORCE

  • We need to PRAISE the child for any approximation of the desired behaviour, not only the final result.
  • Catch them being good. At school we acknowledge this by presenting a ticket and labelling the desired behaviour.
  • The best reward you can provide is your animation and affect.
  • Some of our students require extrinsic motivators e.g toys, food. These are unique to the child and their interests. We must always make a big deal about what they have completed, not what they have been motivated by.
  • Keep language the same and simple.

RESPONDING TO BEHAVIOUR
Our students may display behaviours of concern for a number of reasons.

  • Avoid/Access: The individual behaves in order to get access to or to avoid something (e.g avoid or access adult attention, avoid or access tangible object)
  • It is important to think about what is motivating the student to behave in that way so we don’t accidentally reinforce undesirable behaviour.
  • Sensory Stimulation: The individual behaves in a specific way because it feels good to them.

 

When responding to undesirable behaviour our aim is to have the student reengaged in learning as quickly as possible and behaving in a socially appropriate manner

  • Always use a quiet, calm and neutral voice.
  • Do not acknowledge undesirable behaviour.
  • Be aware of triggers
  • Whilst maintaining active supervision, respond in a neutral manner to attention seeking behaviours that are not putting any individual at risk of harm.
  • Respond by redirecting the student to what they should be doing, rather than labelling the undesirable behaviour
  • Give the student time to process the instruction.

 

 

Respectful Relationships

 

 

Monash SDS has taken the opportunity to become a lead school in the implementation of ‘Resilience, Rights & Respectful Relationships’ in 2021. It is our commitment to teach the RRRR curriculum to our students and engage our families and broader school community in the practices and values of RRRR.

 

The Respectful Relationships whole-school approach recognises that schools are a workplace, a community hub and a place of learning. Everyone involved in our school community deserves to be respected, valued and treated equally. We know that changes in attitudes and behaviours can be achieved when positive attitudes, behaviours and equality are lived across the school community, and when classroom learning is reinforced by what is modelled in our school community.

 

Teaching Respectful Relationships in MSDS classrooms

 

The Resilience, Rights and Respectful Relationships resources cover eight topics for each year level and can teach our students to build healthy relationships, resilience and confidence.

 

 

The social and emotional content delivered through RRRR is consistent with the Victorian Curriculum and a core component. To find further program structure and information refer to https://fuse.education.vic.gov.au/

As a new lead school to RRRR, MSDS staff have undergone professional development sessions to learn the RRRR program and its values. Our aim is to:

  • broaden all staff knowledge in RRRR based on most up-to-date research,
  • develop a scope and sequence to be rolled out across the school and
  • increase family understanding and involvement in the whole-school approach

To find out more about Respectful Relationships, please visit: www.education.vic.gov.au/respectfulrelationships

 

 

Zones of Regulation

 

The Zones of Regulation programme aims to support student’s to identify their feelings and use emotional and sensory-management strategies to regulate themselves and navigate social situations.

 

Implementing Zones of Regulation supports MSDS students to:

  • Identify their emotion by categorising feelings into four zones
  • Self-regulate
  • Identify their triggers
  • Cope with and manage their emotions based on which colour zone they are in
  • Understand expected behaviour versus unexpected behaviour
  • Read facial expressions
  • Develop problem-solving skills
  • Become attuned to how their actions affect others

 

The Zone Colours

 

The Green Zone

The green zone is used to describe when you are in a calm state of alertness such as feeling happy, calm, comfortable, proud, focused or ready to learn. This is the zone most ideal in the classroom for students to learn.

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The Yellow Zone

The yellow zone is used to describe a heightened sense of alertness such as feeling worried, distracted or nervous. It can also refer to when you feel excited and silly. In this zone you can still have some control of your actions and the feelings may be okay in the right situation. This zone can be comfortable or uncomfortable for students.

 

The Red Zone

The red zone is used to describe an extremely heightened sense of intense emotions such as feeling angry, frustrated or scared/fearful. In this zone you can no longer control your emotions or reactions. This zone can either be comfortable or uncomfortable for students.

 

The Blue Zone

The blue zone is used to describe low states of alertness such as feeling sad, sick, tired or bored. In this zone you are still in control but with low energy emotions and are most likely feeling uncomfortable and slow. 

 

 

 

*It is important for our students to understand it is okay to feel a range of feelings and to not always be in the green zone, however they need to learn ways to help themselves manage the uncomfortable feelings and self-regulate.

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