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Provide the necessary support for students to have a smooth transition between home and school, so that they enter the classroom ready for the day, and do not affect the mental health and safety of the other students in their class.

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providing a safe and respectful environment for students to be able to dialogue and get to know each other, share experiences, understand that they all have the same challenges and frustrations, being able to celebrate their successes and achievements.

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giving opportunities to learn how to cope and learn from failure

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Providing students with opportunities to be empathetic in order to value what is truly important and to see a variety of perspectives. The focus should be on the journey not the end goal.

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Ensuring the school is a welcoming environment to all students, staff, parents and visitors.

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We are gathering information about our learners in order to begin to meet their needs.

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No pillar can stand alone, and all three need to co-exist. A sense of relational safety is a necessary pre- and co-requisite for meaningful, transferable learning. Learning in an environment of stress and threat teaches avoidance, fear, and learned helplessness. The high expectations we aim for with respect to student achievement cannot be reached without the positive relationships and connections that promote feelings of mattering and belonging, and without an environment in which kids feel safe.

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Making our students feel welcomed and a part of our classroom communities through team building, getting to know you activities within the first few weeks of school. This is helpful in building a class community.

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Support students to apply the foundational skills (early reading/writing) that they are learning, in all subjects.

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community building

learning about each student (interests)

clubs and extra curriculars impact student sense of belonging and mental wellbeing

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We feel that there are a variety of extracurricular activities that promote well-being and a diverse group of students.

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keeping in contact with parents through emails, phone calls, and assessment portfolios

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Opportunities to engage with grade team partners

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Providing and teaching students how to use tools to more actively engage with the curriculum and be more accountable for their learning