Resilience, Rights and Emotional Learning.
Mental health and wellbeing is vital for learning and life. St. Francis Xavier Primary School believes children who are mentally healthy learn better, benefit from life experiences and have stronger relationships with family members, school staff and peers.
We strive to develop social, emotional and positive relationship skills that will enrich our students’ lives for years beyond the classroom.
The Resilience, Rights and Emotional Learning program is the cornerstone of our wellbeing program. We know the promotion in children of social and emotional skills, and positive gender norms, improves health-related outcomes and reduces antisocial behaviours. Key focus areas include emotional literacy, personal strengths, positive coping, problem solving, stress management, help seeking and gender and identity.
In addition, we are proud to be a Respectful Relationships School in recognition that mental health and wellbeing is vital for learning and life. Children who are mentally healthy learn better, benefit from life experiences and enjoy stronger relationships with family, school staff and peers. Good mental health also provides a solid foundation for managing the transition to adolescence and adulthood, engaging successfully in education and making a meaningful contribution to society.
Wellbeing through loss, grief and change
Resilience, coping and social skills are integral protective factors for children experiencing loss, grief and change. St Francis Xavier Primary School seeks to increase a child’s sense of belonging, while also working to minimise risk factors including social isolation and lack of support networks.
Through our Seasons for Growth program, we provide a safe learning environment for children where they can give voice to their experiences, understand and befriend their feelings, learn skills that help them adapt, develop friendships, and recognise ‘I’m not the only one’.
Seasons for Growth programs are recognised as mental health promotion and prevention initiatives, and any participants requiring further support or intervention are referred by the facilitator to an appropriate source of assistance.
