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 (SWPBS) – Click here for SWPBS page

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

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:

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.​​​​​​​​

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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