Wellbeing

The Resilience Project focuses on key pillars known to cultivate positive emotions: Gratitude, Empathy, and Mindfulness. Emotional Literacy is the foundational skill to practice these strategies. The Resilience Project has been independently evaluated by The University of Adelaide and The University of Melbourne. Both universities conducted a comparison between students who participated in the TRP program versus non-program participants.

Students participate in weekly TRP lessons in their classrooms, featuring diverse activities such as drawing on Country, crafting empathy videos, composing gratitude letters, identifying character strengths, and practicing mindful breathing. Additionally, students engage in regular GEM chats aimed at fostering positive, hopeful, and grateful thinking. These discussions encourage reflections on daily highlights, personal achievements, sources of joy, and the range of emotions experienced throughout the day. Together, these initiatives bolster emotional literacy and cultivate a resilient and optimistic mindset among students.

Our wellbeing leaders create episodes of GEM TV to share with students at each assembly. They provide insights into promoting wellbeing in our school and offer students humour and entertainment while highlighting great wellbeing-focused activities or acts in the schoolyard.

At Hallett Cove East Primary School, we use the Zones of Regulation along side of TRP to support and develop our students’ emotional literacy. Students are encouraged to identify which zone they are in and then learn about and choose tools that suit that zone to help them regulate their emotions effectively. This approach empowers students to manage their feelings and behaviors, promoting a positive and productive learning environment.

We are fortunate to have a Wellbeing Space located in House 4, designed to support students in co-regulating and self-regulating. This space is accessible to all students throughout the day and is also used for small group sessions. Here, students can engage in interoception activities, mindful practices, or sensory activities to help them listen to their bodies and regulate their emotions.

By connecting with and understanding their own bodies and emotions, students can better respond to their needs and return to their learning spaces ready to engage. Through The Resilience Project (TRP), Zones of Regulation (ZoR), and the Wellbeing Space, we aim to enhance all students’ self-awareness, regulation abilities, and overall health and wellbeing.

All of our classes participate in our Buddy Program, which promotes social networks, leadership, and mentoring for all students. Through our Buddy Program, we empower our older students (Years 3-6) to be mentors and leaders to our Junior Primary Students (R-2). They support students in feeling welcomed from the beginning, particularly during transition times.

Our buddy classes collaborate to host assemblies showcasing something they have been working on in their classrooms. Buddy classes also engage in activities to commemorate important dates such as Reconciliation Week, Harmony Week, and Book Week. They frequently participate in activities throughout the year, such as reading together, crafting, outdoor activities, and wellbeing-based activities.

Breakfast Club is held on Wednesday mornings from 8:30-8:45 am. Students are invited to join their peers on the way to class to enjoy a nutritious breakfast. Recognizing the importance of fostering strong wellbeing through connectedness, Breakfast Club provides students with a valuable opportunity to come together, socialize, and cultivate community bonds. This positive start to the day helps set them up for a successful day of learning. This initiative is supported by Foodbank SA and run by our Wellbeing Leaders.

Our Year 6 students hold important roles in various leadership groups, including:

•  Nature Nurturers
• Wellbeing Leaders
• Physical Activity Leaders
• Genki Kids
• Lighthouse Leaders
• Tech Leaders
• Charity Champions

In these positions, our Year 6 students develop their leadership skills by planning, running, and engaging in whole-school activities for our community. These leadership groups organize frequent lunchtime activities to engage a range of students based on their interests.

Lunchtime activities are run by our student leaders and facilitated by their mentoring teachers. These activities/clubs include:

• Genki Kids (Japanese activities)
• Coding/Computers
• Drawing/Art Club
• Dance Club
• Games/Sports Activities

These clubs provide opportunities for students to explore their interests, develop new skills, and build strong community connections within the school.

Sports Carnivals and SAPSASA Sports:

Our school participates in various sports carnivals and SAPSASA sports. Through these programs, students have the opportunity to engage in a variety of sports, try new activities, and connect with peers from other schools. Our students consistently demonstrate our school values through sports and activities, proudly representing Hallett Cove East.

Choir:

Year 5 and 6 students have the opportunity to join the school choir. Students can try out for various roles, building their confidence and resilience, particularly when auditioning for solos. The school choir performs regularly at school assemblies and will be participating in the Festival of Music, showcasing their talent and hard work.