Evidence-Based and Robust Care
‘Research has shown that academic performance increases by 11% when students engage in social and emotional learning (SEL). There is also improved classroom behaviour, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school.’
This article outlines the essential underlying principles of Social and Emotional Learning, and the comprehensive approach we take at Mosman Prep.
We aspire for every person in our community (whether boy, his parents or his teachers) to feel and be safe, healthy and connected. From such a position, we can maximise learning, growth, and enjoyment of relationships.
Supported by our School Values, our wellbeing framework aims to promote positive and productive relationships within an inclusive learning community. We believe a healthy community is a serving community, where we find joy in living a life beyond ourselves.
Supporting Staff
Our Strategic Direction: Towards 2028 recognises that ‘The School’s talented and committed staff are our greatest strength in the enhancement of wellbeing and the pursuit of excellence.’
Student wellbeing starts with teacher wellbeing. “You can’t pour from an empty cup!"
We support teachers through regular Professional Development sessions on Wellbeing that focus on building practical skills and healthy habits; having wellbeing buddies; access to free training and resources throughout the year; and access to our Chaplain and School Counsellors, as well as external counselling through our Employee Assistance Program.
Supporting Boys
We believe:
- Children do well if enabled and encouraged to achieve.
- Problematic behaviours occur when a child is having difficulty meeting an expectation we have placed upon him.
- Problems have solutions.
- A more compassionate, collaborative, evidence-based approach is far more successful than applying fear, power, and control tactics.
- A child is much more likely to engage in the solution if they have a voice in finding it.
- Teachers, parents, children, and potentially wellbeing specialists, collaborating on solutions is a powerful remedy.
Our approach:
- Is evidence based and widely researched.
- Is proactive… Not reactive.
- Focuses on relationship, understanding, and trust.
- Helps children develop problem solving, collaboration, and listening skills.
- Shifts our lens of seeing the child and their behaviour as the problem, to seeing the problem as the problem.
- Gives teachers a greater understanding of the strengths and skills a student possesses.
Our strategies include:
- Internal student surveys.
- Individual Growth Plans (IGPs) - identifying and developing lagging skills.
- Targeted Intervention Programs - Chill Zone (supporting changed family circumstances), Social Skills Groups (specific areas of growth), Cool Kids Program (supporting anxiety), and individual support.
- Proactive Social and Emotional Learning (Open Parachute).
- Specialised student empowerment workshops (eg. Cybersafety and Study Skills)
Supporting Parents
- Empowering Parents Sessions (eg. Alannah-Madeline Foundation, Dr Michael Carr-Gregg, and Dr Justin Coulson).
- Justin Coulson Happy Family Membership Link - Happy Families/ Mosman Prep and Password: happymps
- Open Parachute Parent Resources.
- School Counsellors providing parenting resources and advice.
Our collaborative and proactive approach helps our boys to enjoy school more, improves teacher-student and peer relationships, reduces disruption to learning, helps with the tracking of behaviour and growth, improves the tone of the School, enhances student wellbeing and academic outcomes, and supports families to enjoy more fully the blessings of family life.
Peter Grimes | Headmaster
