Wellbeing at Portarlington Primary School is not an add on, it is the foundation on which learning is built. We believe that without strong wellbeing, academic success becomes significantly more difficult, so we prioritise the social, emotional and physical needs of our students as a core part of our practice.
The Berry Street Education Model
Our school’s approach toward student mental health and wellbeing is underpinned by the Berry Street Education Model (BSEM). Our staff incorporate a variety of strategies from within the model in our daily practice. BSEM is an education initiative based on proven education, trauma informed and wellbeing practices that enable students’ academic and personal growth. The model is unique because it educates schools and their leaders to reinforce and sustain cognitive behavioural change, thereby re-engaging young people in learning and progressing their academic achievement.
School-Wide Positive Behaviour Support (SWPBS)
School-Wide Positive Behaviour Support works hand-in-hand with the Berry Street Education Model to support student wellbeing, behaviour and learning.
Both approaches are grounded in the understanding that children learn best when they feel safe, connected and supported.
SWPBS provides a clear, consistent framework for teaching positive behaviour across the whole school, while Berry Street supports students to regulate their emotions, build relationships and develop resilience.
Together, they help us:
At Portarlington Primary School, students are explicitly taught what positive behaviour looks like in different settings. Students are provided with strategies to help them feel safe in their bodies (self-regulation), to build strong relationships with peers and adults, to develop stamina, confidence and persistence and to understand and name emotions.
We understand that behaviour is often a way for students to communicate how they are feeling. When challenges arise, staff at Portarlington Primary School utilise trauma-informed strategies to respond calmly and consistently. We believe in helping students understand what happened, supporting them to emotionally regulate, repair relationships and to relearn skills for next time. This approach helps students feel safe, learn from their mistakes, and build lifelong social and emotional skills.
Some students may need extra support, personalised strategies or reasonable adjustments. Using SWPBS and Berry Street together allows us to respond flexibly while remaining consistent across the school. This is particularly supportive for neurodivergent learners, students experiencing anxiety and stress, and those who may need help with emotional regulation or social skills.
We believe that families play an important role in supporting student wellbeing. We aim to work closely with parents and carers by using shared language around behaviour and emotions, communicating openly about wellbeing needs, and partnering with families and, where appropriate, allied health professionals. When children receive consistent messages at school and at home, they feel more secure and confident.
Our aim is to build a school culture where:
When children feel regulated, supported and understood, they are better able to engage, learn and thrive.
Rights, Resilience, and Respectful Relationships
At Portarlington Primary School, the Rights, Resilience and Respectful Relationships curriculum is embedded across our classrooms. We teach students the skills to build healthy friendships, understand their emotions, and solve problems in a safe and supportive way. Through age-appropriate lessons, students explore topics such as emotional literacy, resilience, positive coping, help-seeking, and navigating social situations with kindness and confidence.
There are eight unit topics which are taught across the school year. These include:
