Wellbeing

Emotional Regulation Program:

At St Mary’s School, we recognise the integral relationship between academic achievement and personal growth. That’s why we've adopted the Reboot Emotional Regulation program, which is implemented across the entire school and forms an explicit part of our Health curriculum.

Proven Impact:
The program has contributed to a noteworthy reduction in classroom incidents, leading to calmer, more focused learning environments for both students and staff.

Key Features:

  • Whole-School Implementation: This program is taught school-wide as part of our Health curriculum, ensuring that all students have access to these vital skills. All staff use the Reboot language consistently across the school, including the 5 Faces and 3 Brains.
  • Whole-Brain Approach: Rooted in neuroscience, this approach allows us to tailor support for each learner's unique needs and optimise their educational journey.
  • 21 Core Tools: These tools are aimed at building emotional literacy, self-regulation, problem-solving abilities, and resilience, among other essential skills.

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Skills Our Students Gain:
Students not only learn these skills but also apply them in various contexts—both in school and in their personal lives. The focus is on developing emotional self-awareness, problem-solving abilities, and a growth mindset that encourages long-term success.

Parent Engagement:

At times throughout the year, we host special sessions led by the program's creator, Sarah Ralston, to educate parents on how the Reboot principles can be applied at home for family-wide benefits.

For more information on Reboot for Life and Learning, please visit the website. 
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Wellbeing Support Officers:
At St Mary's, we go the extra mile to ensure our students are not only educated but also emotionally well-balanced. Our Wellbeing Support Officers are specially trained in emotional regulation, non-violent crisis intervention, and student engagement. These officers serve as a proactive support system for students needing extra emotional or academic guidance.
Teachers perform daily emotional check-ins with students, and when a child is identified as needing additional support, a Wellbeing Support Officer is available for more personalised engagement. These officers provide additional check-ins with students who have been identified—by teachers, parents, or themselves—as needing extra emotional support. They act as champions for students who may not require formal counselling but could benefit from a friendly, supportive conversation.