Student wellbeing is at the heart of our work. At Buxton, we know that in order to learn, students need to feel safe, included, valued and respected. They must have adults around them who celebrate their individual strengths and characteristics, believe in their capacity to learn and grow and support them through challenges they face.
We take a strengths-based approach to student wellbeing and learning; we identify and build on each individual’s strengths. Research evidence is conclusive that all students learn better in an environment that is inclusive and celebrates diversity. Our school values of kindness, fairness and growth are enacted daily in our wellbeing approach. Please continue reading below for more information about our wellbeing approach and targeted programs. You can also download a copy of our Student Wellbeing and Engagement Policy on our policies page.
Resilience, Rights and Respectful Relationships (RRRR)
Buxton is a lead school for the RRRR program and we are committed to promoting and embedding respectful relationships and gender equality into our school’s curriculum, ethos, vision and values. In our school, the focus is on treating everyone with respect and dignity, developing personal, social and emotional skills and contributing to early intervention through education. We aim to create real and lasting change in the lives of our students, staff, families and the wider school community.
The Berry Street Education Model (BSEM)
The BSEM enables teachers to support students’ development of skills in self-regulation, relationships, personal growth and academic achievement. There are five domains that focus on developing the skills needed to be ready to learn each day: Body, Relationship, Stamina, Engagement and Character. The model incorporates trauma-informed teaching, positive education and the development of a wellbeing toolkit. The BSEM aligns closely with our RRRR program and forms the basis of our renewed whole-school approach to wellbeing.
Zones of Regulation
The Zones of Regulation framework helps students to build awareness of their feelings/internal state and utilise a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness. This includes mindfulness, sensory integration, movement, thinking strategies, wellness, and healthy connection with others. The Zones of Regulation provides a common language and compassionate framework to support positive mental health and skill development for all, while serving as an inclusion strategy for neurodiverse learners, those who have experienced trauma, and/or have specific needs in terms of social, emotional, and behavioural development.
A comprehensive transition program is essential to helping students feel safe, confident and prepared for the next steps in their learning journey. We have a strong transition program for kindergarten students in Term 4, consisting of five visits, starting with two hours and building to a half day.
Our Year 6 students begin a comprehensive transition program with Alexandra Secondary College in Term 3. They are also able to attend a camp with other Year 6 students to start building relationships and connections with other local students.