Student Wellbeing

Defining Wellbeing

Wellbeing incorporates the emotional, social, physical, cultural, and civic capabilities necessary to thrive. It includes the skills that enable students and staff to: flourish; embrace opportunities; demonstrate resilience; and adapt to the challenges of life.

At Frankston High School we prioritise wellbeing for everyone, every day.

Tiered Approach

The Frankston High School approach to wellbeing and inclusions is multitiered. The table below provides an overview of the three tiers referred to throughout the guide.

TIER 1: School-wide mental health and wellbeing promotion building the preconditions for optimal learning development and wellbeing

Universal Wellbeing Programs

Key data sets and stakeholders have been consulted to develop proactive and contextualised wellbeing promotion themes for each year level. Positive wellbeing promotion programs and initiatives have been developed appropriate to these themes which the entire cohort access throughout their time at Frankston High School. The wellbeing themes for each cohort are outlined below with an example of some programs that students access.

Year 7 – Belonging

Year 8 – Respect and Resilience

Year 9 – Communication and Advocacy for self and others

Year 10 – Independence

Year 11 and 12 – Connection and Resilience

Staff approach to ‘Notice, Inquire & Respond’ to student wellbeing

At Frankston High School, we are committed to fostering a supportive and inclusive environment where every student feels safe, valued, and heard. Our Notice, Inquire, Respond approach equips staff with a consistent framework to check in on student wellbeing and provide appropriate support.

Notice: Identifying Changes in Wellbeing

Staff observe changes in a student’s learning, emotions, social interactions, and behaviour. While some fluctuations are normal, persistent or significant changes may indicate a need for support. Key areas of observation include:

Physical: Changes in hygiene, attendance, or signs of self-harm.
Emotional: Increased stress, persistent negativity, or difficulty managing emotions.
Cognitive: Struggles with focus, problem-solving, or concerning themes in classwork.
Energetic: Fatigue, restlessness, or disengagement from activities.
Social & Cultural: Withdrawal from friendships, difficulty with social cues, or aggressive behaviour.

Inquire: Checking in with Care

Staff initiate conversations with students in a safe and supportive manner, using open-ended questions and empathetic language. Conversations are guided by principles of:

Respect & Sensitivity: Speaking privately, listening without judgment, and reassuring students that support is available.
Confidentiality & Safety: Where necessary, concerns about safety are escalated to the Wellbeing or Sub School Team.

Respond: Providing Support & Referrals

Based on the conversation, staff offer appropriate classroom adjustments or refer students to additional support. Responses may include:

Academic accommodations (e.g., extensions, alternative participation strategies).
Encouraging self-referral to the Wellbeing or Sub School Team.
Implementing de-escalation techniques or support plans.
Escalating child safety concerns to the appropriate school teams.

All staff document interactions through our Notice, Inquire, Respond system on Compass, ensuring timely follow-up and support.

By embedding this framework into our school culture, we ensure that every student has access to the care and assistance they need to thrive.

Pastoral Care – Optima

Pastoral care involves comprehensive support for students’ wellbeing, encompassing emotional, social, physical and academic components. The focus is on creating a positive and inclusive environment, ensuring students feel valued and supported to achieve their personal best.

The whole-school approach to pastoral care at Frankston High School is ‘Optima’. By the end of 2026, all students in Year 7 to 12 will have one period of ‘Optima’ a week with their pastoral care teacher who will also teach them for another subject in or be a member of a leadership Sub School Team.

The curriculum for pastoral care across Year 7 to 12 is delivered through a blend of weekly lessons and cohort specific activities. Each year level is taught through a guaranteed and viable curriculum which incorporates Respectful Relationships, the Wellbeing Capabilities and Career Education.

Optima is a class where students explore what it means to be their best, always—for themselves, at school, and in the community—while building the skills and knowledge to strive for it. Teachers will advocate for students by caring for their wellbeing, believing in their potential and celebrating successes.

TIER 2: Early intervention and interventions targeted to specific cohorts with specific needs

TIER 3: Interventions targeted to individuals or small groups who are identified as requiring intensive tailored mental health support to engage positively in education

Inclusion

Students who are identified for the Disability and Inclusion Profile (DIP) or with complex learning needs will have an Student Support Group (SSG) every 10 weeks where their Individual Education Plan will be created or updated. The Inclusion Team will act as the Lead Contact. A member of the Sub School Team will also attend the SSG. The DIP tool and process help schools and families to identify the strengths, needs and educational adjustments schools can make for the student. This process will contribute to a student’s Tier 3 student-level funding to support the required personalized adjustments.

Wellbeing

At Frankston High School, we are committed to supporting the wellbeing of our students through targeted wellbeing counselling services. Students can access wellbeing support through self-referral, parent/carer referral, or referral via the Sub School Team.

Our Wellbeing Team provides a safe and confidential space for students to discuss their concerns. Information shared during counselling sessions is treated with the utmost confidentiality. Details will only be shared outside of the counselling space with the explicit consent of the student and, where appropriate, their parent/carer.

While our primary goal is to obtain consent before sharing information, there are circumstances where our Wellbeing Team or Sub School Leadership Team is legally and professionally required to disclose information. These situations include, but are not limited to:

If a student is at risk of harm to themselves or others
If a serious crime has been committed
If a subpoena has been issued requiring the release of documents for court proceedings

In such instances, we are committed to acting in the best interests of the student while adhering to legal and professional obligations. Our goal is to provide students with the support they need in a safe, caring, and respectful environment.

Parent and Carer Resources

Included below is a range of resources that parents/carers might find useful in supporting their young person’s wellbeing. The first infographic is a helpline card produced by the Wellbeing Team.

Wellbeing – Roles and Responsibilities

Student

Use strategies to enhance physical and social health and wellbeing including healthy sleep habits and routines, nutritious and balanced diet, engaging in physical activity, building and maintaining social connections, appropriate technology use and positive coping strategies.
Strive for Optima Semper by embracing learning, engaging in reflection, setting aspirational goals and challenging oneself.
Develop emotional awareness and proactively manage stress and emotions through self-awareness and self-regulation strategies.
Seek support from teachers, friends, Sub School, Wellbeing or external supports when needed.
Promote a supportive and inclusive environment through peer support and modelling respectful behaviour.
Participate in school or community activities to improve connection and belonging.

Parent/Carer

Model and encourage positive physical and social health and wellbeing for students including healthy sleep habits and routines, nutritious and balanced diet, engaging in physical activity, maintaining social connections, appropriate technology use and positive coping strategies.
Promote and support regular school attendance and consistently check in with students, encourage conversations about learning progress, reflection and personal goals.
Demonstrate and discuss effective stress management techniques, such as mindfulness, relaxation exercises, and healthy breaks, to help students build their own toolkit for managing stress.
Care for the student by monitoring behaviour and activities outside of school to optimise safety, positive wellbeing and learning.
Engage in regular communication with teachers and attend parent information sessions and meetings to implement effective strategies for learning and wellbeing.
Support students in exploring hobbies and interests outside of academics, which can provide balance, joy, and a sense of accomplishment and community.

Teacher

Model and encourage positive physical and social health and wellbeing for students and peers including healthy sleep habits and routines, nutritious and balanced diet, engaging in physical activity, maintaining social connections, appropriate technology use and positive coping strategies.
Engage in ongoing professional learning to promote student and staff wellbeing.
Dedicate time to teacher self-care
Draw on the High Impact Wellbeing Strategies which includes building a positive relationship with students, recognising diverse learning styles and behaviours, and adapting teaching strategies and pedagogy to support learning.
Implement adjustments and strategies from Learning Needs Profiles, Individual Education Plans, Behaviour Support Plans, and/or Wellbeing Support Plans to ensure students’ needs are met.
Practice the Notice, Inquire, Respond Model to check-in with students, monitor their wellbeing and document via Compass.
Adhere to Mandatory Reporting responsibilities.

Wellbeing

Provide one-on-one counselling to students who require support.
Complete Risk Assessments and develop Student Wellbeing Support plans where required.
Adhere to Mandatory Reporting responsibilities, complete ISOC reports and inform or consult the Sub School Campus Principal.
Attend fortnightly Wellbeing Meetings with Sub-Schools and Campus Principals to share information, monitor wellbeing trends, and provide consultation and responses to emerging needs.
Facilitate communication between students, parents/carers, Sub School and external providers to ensure wellbeing strategies are implemented.
Dedicate time to personal self-care.
Contribute to the Whole School Approach to Wellbeing by amplifying the wellbeing team’s influence throughout the school, link wellbeing efforts with broader staff and student community initiatives, and modelling and encouraging evidence-based productive wellbeing strategies and tools.
Develop and deliver programs to meet specific student needs at a Tier 1 and Tier 2 level.
Support staff and students during crises by implementing wellbeing strategies aligned with the Emergency Management Planning policy. Provide immediate intervention, manage the emotional impact, and ensure a supportive environment. Post-crisis, collaborate with staff and external services to support recovery, debrief, and assess ongoing needs for student and staff resilience.