Student Wellbeing

Statement of Student Wellbeing

St Bernard’s strives to live the example of Jesus Christ. We believe that everyone has the right to feel and be safe at school. We follow a ‘Restorative’ approach to discipline. Restorative practice restores right relationships and brings about healing after some injury has been done to another or others. It has, at its heart, the key Gospel values of reconciliation, responsibility, reintegration and resolution of conflict. Restorative Practice offers processes that can help all students learn to understand and deal with their own emotions in ways that build stronger relationships.

Through this approach we view relationship-building and behaviour management as a means to strengthen community among students and between students, teachers and parents, through educational processes.

Conflict or wrongdoing is seen as causing harm to people and relationships.  The restorative relationships approach recognises an obligation first to repair harm in order for all involved to move forward. Restorative relationships educate students towards self-regulated right behaviour that is respectful of all concerned and instils accountability and positive actions toward repairing any harm caused to others.

Bullying in any form is unacceptable at St Bernard’s. The school has implemented strategies to eliminate or reduce the risk to health and safety from bullying. Discrimination, sexual and other forms of harassment, violence, aggression and threatening behaviour are unacceptable and not tolerated.


The Wellbeing of our students is fostered through, but not limited to;

  • A School Assertive Discipline approach to behaviour that focuses on taking responsibility for actions and choices.
  • A strong focus on explicit Social and Emotional Learning (SEL) through our Bounce Back Program that is offered Foundation – Grade 6 and integrated into the weekly program.
  • Circle Time within classrooms to build positive relationships.
  • Senior Leadership Groups that bring student voice to life.
  • Parent Support Group meetings (PSGs) that allow the Student Wellbeing/Learning Diversity Leader and the classroom teacher to meet termly with parents/carers of children with special needs and to discuss and monitor learning plans
  • Student Support Group meetings (SSGs), a meeting of the Student Wellbeing/Learning Diversity Leader, Learning and Teaching Leaders and the Principal meet to discuss the individual needs of a child
  • Foundation Orientation Program
  • Parent Information Nights
  • Whole school transition program
  • Weekly whole school and /or level assemblies
  • Personal Learning Plans (PLPs) to meet individual needs
  • Bullying surveys and registers
  • Onsite psychological support service
  • A NCCD (Nationally Consistent Collection of Data) Team which is responsible for facilitating the NCCD, including ensuring that all staff are aware of the process and of the school’s obligations under the DDA and the standards.