Supporting ‘well beings’ at Caulfield Grammar School 

“There is no room for complacency when it comes to nurturing our learners to be mentally healthy and emotionally healthy. There is no health without mental health.”

Ashleigh Martin, Principal

Our school-wide approach to wellbeing is guided by our mission to nurture all members of our School community – students, staff and families – to become and remain ‘well beings’. Our School Values underpin our commitment to take responsibility for our own personal wellbeing while positively impacting on the wellbeing of others. This commitment can be seen, heard and felt throughout our pastoral care system, where we create by design a learning environment where everyone is supported to feel good, function well, connect and contribute meaningfully, and grow through challenges and change. 

While quality learning is paramount within our School, we place equal value on the provision of quality care, recognising the intrinsic link between academics and wellbeing. 

Making Wellbeing Visible 

Through planned and purposeful experiences, students are equipped with the capabilities to enhance personal and collective wellbeing. Our practices and programs are designed to reflect the developmental needs of students and ensure they are empowered with the mindset, skillset and toolset to make informed decisions and take action. 

Complementing our targeted programs is our contextualised Social and Emotional Learning curriculum and integrated wellbeing approach through Visible Wellbeing. 

Visible Wellbeing is embedded within all aspects of school life – teaching and learning and broad and balanced experiences. This aims to make wellbeing more visible through the practice of SEE, HEAR and FEEL, and development of the pathways that lead to positive functioning (Strengths, Emotional management, Attention and awareness, Relationships, Coping, Habits and goals). 

Designed by internationally recognised research psychologist Professor Lea Waters (PhD), Visible Wellbeing combines the science of wellbeing with the science of learning.

Students, staff and families are supported to: 

  • Identify, build and celebrate character strengths 
  • Understand the connection between thoughts, feelings and behaviours 
  • Build greater awareness of self, others and the environment 
  • Strengthen relationships and maintain positive connections 
  • Develop resilience to cope with challenges and changes 
  • Form healthy habits and strive towards meaningful goals

Pastoral Care

Student wellbeing is supported by a proactive and responsive multi-level integrated network of care that encompasses a strong partnership between home, school and community. Within the Junior Schools, our wellbeing teams, inclusive of campus leadership, Counsellors and Learning Strategies staff, meet regularly to discuss matters relating to the wellbeing needs for all students. Our student wellbeing leaders also contribute to decisions related to wellbeing promotion.

Within our Secondary Schools, quality care is enabled through a multi-disciplinary team inclusive of Heads of House, Learning Mentors, Counsellors, Learning Strategies, Chaplains, and Student Futures team. Teaching staff across all year levels are also essential contributors to pastoral care. Teachers foster the academic, social and emotional needs of all learners, and create learning environments where every student feels known, heard, valued and supported.

House System

From Prep to Year 12, each student becomes a member of a House, creating a supportive and nurturing environment where friendships can be formed, interests and passions pursued, and community spirit ignited. House groups come together regularly to foster peer relationships across year levels, empower student leadership and voice, spark joy and playfulness through house-led activities and inter-house competitions, and learn with and from one another through educative sessions and meaningful conversations.

Inspired by our Anglican Tradition

We are an Anglican school, and we welcome learners and their families from all faiths and beliefs. Caulfield Grammar School has been an Anglican school since founded in 1881. 

Today, this tradition is observed through weekly chapel services and informs some of our faith studies program, which also integrates the study of other religions. We don’t expect that all students, families and staff share the Christian faith – in fact, many different faiths can be found within our School community. 

We do expect that humility and openness to learn from our tradition be modelled just as our tradition thoughtfully recognises the diversity in our community. 

Child Safety

Being and feeling safe is foundational to wellbeing and we are committed to creating a culture of safety at our School. Our Child and Youth Safety Strategy promotes student empowerment and participation, and ensures all students understand their rights, know how to recognise and respond to unsafe situations both individually and communally, report concerns and seek help.

The safety of our School community, whether learning and working on-campus or remotely, both online and offline, is central to our decision making. 

Ongoing consideration and monitoring of our use of technology and Child Safe standards ensure that we meet Government and regulatory requirements and operate in a Child Safe and COVIDSafe way. All actions support our efforts to meet our commitments to Victorian Child Safe Standards and all relevant child safe laws and regulations.

Our Values

Our five School values guide the way we work together and behave, and what it means to be a member of the Caulfield Grammar School community.