Finding wellbeing and joy through education

At Roma Mitchell Secondary College, we believe that student wellbeing is the foundation of a fulfilling education, one that not only leads to academic success but also to the discovery of joy and personal growth. Our commitment to nurturing the wellbeing of every student permeates every facet of our school life, reflecting our understanding that a happy and healthy student is one who can truly thrive.
Grounded in the Berry Street Education Model and the principles of Positive Behaviour for Learning, our approach to wellbeing is both proactive and compassionate, ensuring that our students are supported in developing resilience, responsibility, courage, curiosity, and kindness through a deep sense of belonging. Here wellbeing is not an add-on; it is embedded in our daily practices, creating an environment where students can excel with confidence and contentment.

The Wellbeing Leaders Team

The Wellbeing Leaders are our student counsellors who directly work students and their families to improve the mental health and wellbeing of our students across the four campuses. They meet regularly to plan for proactive wellbeing programs and case management.

Learning Community Leaders

The Learning Community Leaders work with teachers, students and families, to monitor the wellbeing of students within their Learning Community.

Yungkurrinthi Marni

Yungkurrinthi Marni is a Kaurna term that means ‘giving each other good’ or ‘good giving to each other. It is also used as ‘feelings good’. It has an overarching meaning of sharing well-being. It is pronounced yoong-gerin-thi mar-nee pronouncing the sounds.

The Yungkurrinthi Marni program runs every morning during home group time from 8.45 until 9.00 and Mondays lesson 4. It focuses on the explicit teaching of our 5 positive behaviours of resilience, responsibility, courage, curiosity, and kindness through age-appropriate activities. Positive, practical support about mental health is also taught through the Open Parachute Program.

Consistent Predictable Routines

Based on Trauma Informed Practice, Consistent Predictable Routines provide a stable structure that can significantly ease the anxiety and stress our students with trauma history may experience. When the school environment is predictable, it creates a sense of safety and security, allowing students to focus on learning rather than be preoccupied with uncertainty.

Consistent Predictable Routines also help in building trust between students and teachers, as students come to understand what to expect and feel confident as they can navigate their school day. This reliability is crucial for fostering an atmosphere where students can engage with their education, form positive relationships, and develop coping strategies that support their overall wellbeing and academic success.

Proactive programs

Proactive programs like the Butterfly Foundation, Ice Factor and Raise are essential for fostering a supportive and resilient school community. These initiatives offer targeted support and resources that proactively address aspects of student wellbeing, from mental health and body image to social skills and mentorship. By engaging students in these programs, our school can equip them with the tools and confidence needed to navigate life’s challenges.

These programs also provide early intervention, helping to identify and address potential issues before they escalate. In addition, they contribute to our positive school culture where students feel valued and understood, and where they can access support in a stigma free environment. The inclusion of such programs signifies our commitment to not just reactive care, but to the ongoing, holistic development and wellbeing of our students.

Lunchtime clubs and school sport

Lunchtime clubs and school sports are crucial components of our well-rounded educational experience, significantly contributing to student wellbeing and engagement. These activities provide students with a much-needed break from the academic rigors of the day, offering them a chance to unwind and pursue interests in a relaxed, social setting.

Participation in clubs and sports fosters a sense of community and belonging, as students connect with peers who share similar passions. These activities also promote physical health, encourage teamwork, and help develop social skills. They can also boost self-esteem and provide a sense of accomplishment outside of the classroom. By engaging in these extracurricular activities, students can find a healthy balance between work and play, which is essential for their overall happiness and engagement with school life.

Wellbeing News and Activities

Commemorating and celebrating days of significance throughout the year plays a vital role in the cultural and emotional wellbeing of students. These observances provide opportunities to honour diverse histories, cultures, and achievements. They foster a sense of inclusion and belonging, as students see their identities and those of their peers recognised and celebrated.

Additionally, these special days serve as educational tools, broadening students’ understanding of the world and promoting empathy. Celebrating together strengthens the social fabric of our school, enhancing mutual respect, and creating shared experiences that contribute to a positive school climate essential for the wellbeing and wholistic development of every student.

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At Roma Mitchell Secondary College there are many opportunities to get involved in Student Leadership.

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