Wellbeing Practice

Rounded Average: 5/6

The more staff hours of availability in wellbeing is important. Student resilience needs
4 developing. Wrapping in cotton wool is not a good strategy.
5 Well being of staff an important area that perhaps needs attention.
4 nil
I think specific efforts need to be made with students and parents in TA situations to be
talking about their different subjects and how each subject can assist and affect their distant
and immediate futures. As well as what they can be doing to maximize their outcomes from
5 their schooling.
Need to somehow consider impact of poor behaviour by other students. Concerned about
many students feeling depressed at school. That is not the sense I have, but I am worried
about this. How do we address this? Another concern in the numbers of students requiring
councelling - high rates of anxiety and depression. Students benefit form being independent,
engaged and trusted. This builds confidence and self esteem. Lots of opportunities for this at
5 Damascus.
3 We need to makee this more meaningful and what we as teachers can do etc
4 There is work to be done here
We need to continue to develop a feedback system for our classes. Each teacher should use a
proforma to ask for student feedback at the end of a unit. In this manner we can see our
4 successes and our failures. We can develop continuous improvements within ourselves.
I feel that the teachers are doing the best job, unfortunately there are students who are not
5 engaged in some subjects and clash with some teaching staff.
5 The only way to start with improved student perceptions is with an individual teacher.
How about some focusse large group prentations to students by the Counselling staff, e.g-
4 positive relationships, managing disappointments, grief and loss, anxiety........
I think a matrix of all the opportunities that the students are exposed to might motivate the
staff to keep offering these things to the students. I think the students might be slightly
disengaged because the work they are being offered might be a bit below what they are
capable of (eg- the concept of Flow- if you're not engaged in what you are doing because it is
5 too easy or too hard, you can become bored and disengaged).
That the Well-being co-coordinator continue to use his strengths to develop relationships
with as many students as possible to promote a school environment which enables each
5 student to feel important and be the best person they can be.
Students need to see more of how they can support each other - and support teachers. We all
hurt. As they engage in wellbeing actions, they develop more empathy, I hope. And perhaps
4 less see empathy as part of the package that only flows one way.
6 -
5 Why is that students rank staff lower than their parents? They're teenagers!
4 Unsure at this point in time.
5 Ensuring that survey questions are easy to read and understand.
Perhaps reiterating policies/procedures to staff and more accountability for key procedures to
be consistently implemented across all learning areas will help lift student perception of
4 consistency, fairness and trust among and across teachers.
A consistent approach from all is essential with continued immediate address and
5 responsibility to help resolve any issues.
 Greater student driven wellbeing and input is vital. If issues arise particularly among students
older students should be instrumental in helping resolve the situation. This gives a greater
perception that inappropriate behaviour is not tolerated and this is supported and driven by
students.
5 Maybe, more consistency between staff and expectations of the students.
Somehow we need to be better at demonstrating and modelling effective compassion and
forgiveness so our students can see it happening. I will pray that those qualities will be more
4 evident.
3 not sure what to suggest here.
Employ more counsellors. As our school grows, 2 people are not enough to cover all the
6 needs of the wellbeing of students.
5