COORPAROO STATE SCHOOL Student Wellbeing Strategy 2020-2024
Created in 2020, the strategy has at its core fundamental definitions included in the United Nations Convention on the Rights of the Child, namely the 'Aims of Education' (Article 29) that determines our obligation towards:
The development of the child's personality, talent and mental and physical abilities to their fullest potential … the development of respect for the child's parents, his or her own cultural identity, language and values … the preparation of the child for responsible life in a free society, in the spirt of understanding, peace, tolerance, equality of sexes and friendships among all peoples, ethnic, national and religious groups and persons of indigenous origin.
The goal of our strategy: To create a positive school culture that embeds student wellbeing into all aspects of school life.
What guides us: Australian Student Wellbeing Framework (Student Wellbeing Hub), Student Learning and Wellbeing Framework (Queensland Department of Education), Acting Compatibly with Human Rights (Queensland Human Rights Commission)
What we aim to achieve: To develop and implement a framework that provides every student with the strongest foundation possible for them to reach their aspirations in learning and in life. The vision is to create school wide learning communities that promote student wellbeing, safety and positive relationships so that students can reach their full potential.
The 2020-2024 Coorparoo State School Student Wellbeing Strategy seeks to absorb this into a framework of design, development, implementation, review and consolidation.
|When we collectively seek to develop these aspects of wellbeing: |
|IDENTITY AND AGENCY||PUBLIC SPIRIT||EMOTIONAL REGULATION||COGNITIVE REGULATION||SOCIAL SKILLS|
Culture & connection
Empowerment & self-independence
Inclusion & belonging
Engagement with peers & community
Service & responsibility
High expectations & authentic relationships
Recognition & respect of differences
Academic resilience & self-efficacy
Creativity & innovation
Agility & curiosity
Self-management & responsible decision making
Empathy & communication
|When we collectively embrace the needs of all children to be and to feel: |
A curriculum that reinforces the health & wellbeing of all students by addressing these four dimensions of health:
A school wide approach to addressing lifetime fitness/exercise knowledge, attitudes, behaviours and skills.
Promotion & reinforcement of healthy eating patterns.
Collaboration with parents & caregivers and community in promoting sustainable hygiene practices.
Emphasis on developing & maintaining positive relationships.
A school wide framework that defines & upholds principles of SOAR through this model of delivery:
Opportunities to access safe & supportive environments across the school.
Access to a supportive network of peers, staff, family and community in the context of ensuring 'stable & predictable" environments.
Simple processes to report harmful, unsafe, unethical and bullying behaviours.
Participation in safe, organised events across the school day.
A clearly defined framework around challenging, engaging & intentional instruction for all staff.
Defined school processes and opportunities that reinforce academic rigour, civic responsibility & social engagement.
A rigorous curriculum that promotes real world understanding, global relevance & application of learned content.
Access to a range of inquiry based, experiential learning tasks.
Personalised learning & expectations for all students in meeting academic & social goals.
Access to whole child learning supports be them academic, social or emotional needs.
Deliberate and mandated authenticity of relationships.
A differentiated approach to teaching & learning, extra-curricular endeavours & opportunities.
Clearly defined & consistent behaviour response protocols & processes.
A current, challenging & comprehensive curriculum across all content areas accessible by all.
Deep analysis of quantitative & qualitative evidence to support & define future academic & social learning opportunities.
Identification and offering of cross curriculum priorities for all learners.
A curriculum & pedagogical framework that provides opportunities for all students to develop critical thinking & reasoning skills, problem solving competencies and digital proficiencies
|Then we can expect to see, embedded into action, a learning process that empowers all learners to engage in their learning - through the language of growth & development and a belief that all students are capable of learning successfully (Coorparoo State School Powerful Learning Framework 2020) |
Our work in this field was recognised in 2021 being awarded the Queensland Department of Education Regional Showcase Awards for Excellence in Schools. https://coorparooss.eq.edu.au/our-school/awards-and-achievements
Consolidating our work in this area, are nationally accredited and endorsed programs that include:
Be You Mental Health Continuum
Australian Curriculum General Capabilities (Personal and Social Capability)
Resilience, Rights and Respectful Relationships (Victorian Education Department)
Zones of Regulation
THE ZONES OF REGULATION
WHAT ARE THE ZONES OF REGULATION?
The Zones of Regulation framework and curriculum (Kuypers, 2011) teaches students scaffolded skills toward developing a metacognitive pathway to build awareness of their feelings/internal state and utilize a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness. This includes exploring tools and strategies for 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.
The Zones of Regulation creates a systematic approach to teach regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete coloured zones. Integrating in cognitive behavior therapy, students build skills in emotional and sensory regulation, executive functioning, and social cognition. The framework is designed to help move students toward more independent regulation while also honouring and respecting each student and their unique self.
The Zones of Regulation curriculum incorporates Social Thinking® (www.socialthinking.com) concepts and numerous printable visuals to support students in identifying their feelings/level of alertness, understanding how their behavior impacts outcomes, problem solving conflicts and learning what tools they can use to regulate their Zones.
THE FOUR ZONES: OUR FEELINGS & STATES DETERMINE OUR ZONE
The Red Zone is used to describe extremely heightened states of alertness and intense emotions. A person may be elated or experiencing anger, rage, devastation, or terror when in the Red Zone.
The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions; however, one has more control when they are in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.
The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone. This is the zone where optimal learning occurs.
The Blue Zone is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored.
The Zones can be compared to traffic signs. When given a green light or in the Green Zone, one is “good to go". A yellow sign means be aware or take caution, which applies to the Yellow Zone. A red light or stop sign means stop, and when one is the Red Zone this often is the case. The Blue Zone can be compared to the rest area signs where one goes to rest or re-energize. All of the zones are natural to experience, but the framework focuses on teaching students how to recognize and manage their Zone based on the environment and its demands and the people around them. For example, when playing on the playground or in an active/competitive game, students are often experiencing a heightened internal state such as silliness or excitement and are in the Yellow Zone, but it may not need to be managed. However, if the environment is changed to the library where there are different expectations than the playground, students may still be in the Yellow Zone but have to manage it differently so their behavior meets the expectations of the library setting.
BENEFITS OF IMPLEMENTING THE ZONES
INCLUSION: The Zones provides a compassionate framework to support positive mental health and social/emotional learning (SEL) for all, while serving as an inclusion strategy for learners with neurodiversities, those who have experienced trauma, and/or have specific goals related to their social, emotional, and behavioural development.
BEST PRACTICES: The Zones integrates best practices around Trauma Informed Care and mental health supports, aligning with the CASEL core competencies. In addition, The Zones incorporates numerous best practices for instruction with learners with neurodiversity. STEP 1 -
PROACTIVE/SKILL-BASED: The Zones shifts the overall mindset in school environments from a behavioral lens to a universal skill development lens, fostering a healthy school climate.
COMMON LANGUAGE: The Zones provides a neutral and simple language and a systematic framework, improving communication for students and staff.
EFFECTIVE: Schools report implementing The Zones of Regulation increases both student and staff skills and efficacy in SEL while decreasing the need for punitive measures within a school site.