Student wellbeing professional learning for staff
The department works with mental health organisations here in Australia and internationally. Our focus is on prevention and early intervention.
Many of these organisations also provide specific programs that build the skills and mental health literacy of teachers, leaders, specialist staff, and parents and carers.
This enables them to recognise and effectively respond to children and young people who need help with their mental health.
Using the Wellbeing Framework for School Excellence facilitator training
Interested in becoming a School Excellence facilitator? Submit your expression of interest in this professional learning opportunity now.
Eligible candidates need to be in a school executive or non-school based position that has capacity to deliver the learning in schools. Only one person per school is able to enrol.
- Sessions run over 4 days, and are for 2 1/2 hours each day.
- Only people who successfully complete the deliverables over the 4 days become facilitators.
Find out more about the Achieving School Excellence in Wellbeing and Inclusion tool.
For more information about Using the Wellbeing Framework for School Excellence facilitator training, contact Lorraine Woollcott at email@example.com or Tonia-lea Hopley at firstname.lastname@example.org.
PAX Good Behaviour Game
PAX means peace, productivity, health and happiness - and these are what the PAX Good Behaviour Game (PAX GBG) helps create and strengthen in each classroom.
PAX GBG consists of proven behavioural strategies used daily by teachers with students. The 10 evidence-based and trauma informed strategies build self-regulation in children, strengthen peer networks, reduce impulsivity and teach prosocial decision-making in children. The ‘peaceful’ classroom environment supports learning, wellbeing, participation and confidence.
PAX GBG develops students who can be fully attentive and engaged in learning so teachers can use their time and resources to teach. Schools using PAX GBG report:
- increased time for teaching and learning
- increased attention to and completion of academic tasks
- engaged learners
- improved learning outcomes including reading scores
- reduction in off-task and disruptive behaviours.