Sanctuary Point Public School

Psychosocial interventions

Sanctuary Point Public School has implemented a psychosocial teaching support approach for significantly disengaged students. The activity involved teacher-led psychosocial interventions focused on supporting the social, emotional and behavioural difficulties (SEBD) of children and young people. The activity addressed the needs of students who were experiencing difficulty attending school or struggling with anxiety and engagement.

School context



School type Primary
School subtype K - 6
Current student enrolment 421 - 515 students
FOEI range 101 - 150
Aboriginal background enrolment 21 - 30%
EAL/D enrolment 0 - 10%
IEC No
Support class(es) Yes

Sanctuary Point Public School has implemented a psychosocial teaching support approach for significantly disengaged students. The activity involved teacher-led psychosocial interventions focused on supporting the social, emotional and behavioural difficulties (SEBD) of children and young people. The activity addressed the needs of students who were experiencing difficulty attending school or struggling with anxiety and engagement.

Initiative purpose

Sanctuary Point Public School prioritised a focus on nurturing individual strengths, building self–directed and resilient students who become confident lifelong learners within a fun and supportive environment.

The initiative was implemented in an attempt to lift aspirations and improve support for students at school, and home, in order to raise achievement and improve outcomes.

Through the implementation of a social and emotional skills program, common language around social and emotional wellbeing was used across the school community. The aim was to balance identified students' social and emotional wellbeing, enabling re-engagement with education.

Sanctuary Point Public School has implemented a psychosocial teaching support approach for significantly disengaged students. The activity involved teacher-led psychosocial interventions focused on supporting the social, emotional and behavioural difficulties (SEBD) of children and young people. The activity addressed the needs of students who were experiencing difficulty attending school or struggling with anxiety and engagement.

Implementation timeframe and activities

The intervention strategy provided targeted students with individualised support based on focus areas of their Personalised Learning and Support Plan (PLSP) goals for 2 hours per day, within in a small class setting. A specialist teacher and a School Learning Support Officer implemented each child's personalised learning and support plan. This included the establishment of target goals and interventions. Focus groups included Years 1-2 and Years 4-5 students.

An additional teacher was employed to assist with learning adjustments, observations of student behaviour, supporting parents to assist their children and to support engagement in education.

Students were identified through the BOXALL profile, a two-part assessment tool designed to track the progress of cognitive development and behavioural traits of children and young people through their education. The two-part checklist (completed by staff who know the student best), is quick and identifies the levels of skill the student possesses to access learning. The online assessment was easy to use, accessible and was completed to identify where students needed targeted support; including social and emotional focus areas.

Students who transitioned out at years end would be offered additional support the following year if needed.

Sanctuary Point Public School has implemented a psychosocial teaching support approach for significantly disengaged students. The activity involved teacher-led psychosocial interventions focused on supporting the social, emotional and behavioural difficulties (SEBD) of children and young people. The activity addressed the needs of students who were experiencing difficulty attending school or struggling with anxiety and engagement.

Resources and funding sources

  • Socio-economic background - flexible - 1.0 FTE classroom teacher employed = $112,118
  • Socio-economic background - flexible - 1.0 FTE SLSO = $68,101
  • Aboriginal background - flexible - Teacher release time 10 days = $5,100
  • Professional learning - specialist training = $3,000.

Total cost: $188,319

Funding sources used
Socio-economic background
Aboriginal background
Professional learning

Sanctuary Point Public School has implemented a psychosocial teaching support approach for significantly disengaged students. The activity involved teacher-led psychosocial interventions focused on supporting the social, emotional and behavioural difficulties (SEBD) of children and young people. The activity addressed the needs of students who were experiencing difficulty attending school or struggling with anxiety and engagement.

Evidence of impact


Since the introduction of this activity:

  • suspension rates have significantly declined coupled with a raised level of expectations of student behaviour
  • there has been a 10% increase in students who have made a serious attempt in assessments
  • attendance of students experiencing anxiety and having poor engagement with school has increased
  • increased parent support and engagement with the school.

Sanctuary Point Public School has implemented a psychosocial teaching support approach for significantly disengaged students. The activity involved teacher-led psychosocial interventions focused on supporting the social, emotional and behavioural difficulties (SEBD) of children and young people. The activity addressed the needs of students who were experiencing difficulty attending school or struggling with anxiety and engagement.

Next steps

Future strategies will be implemented to support students to gain a better understanding of self-regulation, with a positive effect on student learning outcomes as time on task increases.

Reading and numeracy learning progression data will be used to inform the primary learning journey of those students engaged in this activity and to determine the total impact on learning outcomes.

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