At Seaview Downs Primary School, above all else, we are human beings first. Children, staff,
parents, and community members. We know that all feelings are ok to feel, and it is what we
do with those feelings that makes us who we are. We understand the power of our words
‘If we see a person in front of us, and if we could see their life story behind them, I think that
we would have only compassion for every human on this planet’. Lael Stone.
At Seaview Downs Primary School wellbeing isn’t taught during Tuesday’s TRP lessons.
Wellbeing is a lens we use to look through when making conscious decisions about all aspects
of schooling. Feelings first, trauma informed. We say yes to the feelings and no to the
behaviour. There is always a reason behind the behaviour.
‘Neurobiologically, students can’t learn if they don’t feel safe, known, and cared for within
their schools’ Aupperle et al., 2012.
Wellbeing isn’t children being happy all the time. Wellbeing is making meaning through
productive struggle. Growth comes from doing hard things. In our learning spaces at Seaview
Downs Primary School, children have the opportunity to do hard things. We hold space for
children to regulate when they are challenged. We know that children learn through joy, play and curiosity.
‘It takes 400 repetitions of an act or a learning skill, 400 times, to get one new synapse. Or –
would you like to know an option – there’s an option. Or 12 repetitions with joy and
laughter and you get a synapse because there’s a release of a chemical dopamine.’ Dr.
At the beginning of the year, we take the time to establish authentic relationships and
cultivate values in our learning spaces. When co-created, values aren’t seen, they are felt. At
Seaview Downs Primary School, we don’t give children agency. Everyone has agency. Systems
and structures either empower or disempower agency. In our learning spaces, we empower
We know that social and emotional literacy must be explicitly taught. We take the time to
deliberately teach children how to name, understand and regulate their emotions. We can
only be what we can see. We model what we expect to see from our children.
‘As teachers we have the choice to spend a reasonable amount of time teaching children to
understand their feelings and emotions, or spend an unreasonable amount of time dealing
with the resulting behaviours’. Dr Mark Brackett.
We are imperfect. We make mistakes. We own our mistakes. Our mistakes help us grow.
‘What’s The Buzz’ for small groups of children. In each lesson, the children help Archie solve the very same social dilemmas that occur in their everyday lives. As they do this, through activity, discussion, role-play, games, puzzles and quizzes, they learn how to express feelings and become a more positive problem solver.
Our well-being team operate within a dedicated Wellbeing Room, an environment to help students learn about self-regulation and emotional awareness. Children have access to one-on-one time with of our Wellbeing Leaders, and daily lunch activities are run in the Wellbeing Room, where all are welcome to attend.
Student Wellbeing Officer (Formerly Pastoral Care Worker)
The Chaplaincy Service at this school is provided by a Student Wellbeing Officer, on behalf of the local combined Christian community, employed by Schools Ministry Group (SMG). The Chaplaincy Service is funded by the National School Chaplaincy Program (NSCP), administered by DfE SA, with additional contribution from the local community. The aim of this service is to offer pastoral and practical support to students, staff and the school community.
Chaplaincy Services promote student well-being, engaging young people in activities that are preventative and which support early intervention and referral of mental health issues. The School community is consulted and makes the decision to proceed with an application for NSCP funding for a Chaplaincy Service. Please talk to the School Principal for further details.