Category: Wellbeing

Stories of Impact – Traralgon College

Interview by Jack Greig, Senior Trainer of the Berry Street Education Model

Located in the Latrobe Valley, Traralgon College is a multi-campus high school with approximately 960 students.

Keita Matsumoto is a teacher and the Berry Street Education Model (BSEM) Leader at Traralgon College. He is an alumnus of the Teach For Australia program and in 2018 was a finalist in the Australian Education Awards in recognition of his work across the Latrobe Valley.

In this interview, Keita reflects on the impact generated at Traralgon College through early BSEM implementation initiatives.

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Belonging to a school community increases student wellbeing

Dr Kelly-Ann Allen is an Honorary Fellow of the Centre for Positive Psychology at the University of Melbourne’s Melbourne Graduate School of Education. She has undertaken an extensive study outlining what schools need to know about fostering school belonging. Dr Allen speaks with Brendan Bailey from the Berry Street Education Model about her work.

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Integrating mindfulness and the body at school

By Jack Greig, Senior Trainer of the Berry Street Education Model

There are many reasons why we disconnect from our bodies. They can be the site of worry, shame or pain. Almost every choice we make shows up in the contours of our body at some stage.

The latest scientific research tells us that trauma lodges itself in the body. Psychiatrists and neuroscientists have discovered that trauma can change stress-related physiological systems, creating a “gnawing interior discomfort as their bodies are constantly bombarded with visceral warning signs… they learn to hide from themselves” (Van der Kolk, 2015).

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Perceptual Learning: Sensory Strategies for Classroom Regulation

By Jennifer Colechin, Senior Trainer of the Berry Street Education Model 

Why do kids love green slime? You may have wondered this to yourself on more than one occasion when you have had little sticky fingers shoved into your face as you pick bits of slime off your shirt. The reason is simple-the brains of our little people crave it.

The human brain is an amazing thing, capable of learning and retaining so much information. But, in order to learn, our brains must feel safe.

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Linking Unconditional Positive Regard and Teacher Wellbeing

By Jack Greig, Senior Trainer of the Berry Street Education Model

How can Unconditional Positive Regard support student healing as well as enhance teacher wellbeing?

There is evidence to suggest that Unconditional Positive Regard (UPR) not only supports students’ healing and learning at school, but also leads to enhanced teacher wellbeing.

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Why language matters: wellbeing is everyone’s business

Professor Lindsay Oades is the Director of the Centre for Positive Psychology at the University of Melbourne’s Melbourne Graduate School of Education. In this interview with Berry Street he provides a fascinating insight into why wellbeing literacy matters and how schools can help students learn it.

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Wellbeing is at the centre at Parkmore Primary

By Brendan Bailey, Senior Trainer of the Berry Street Education Model

Saraid Doherty is, to put it simply, the kind of person who gets things done.

In 2016 she was announced as one of Educator Magazine’s ‘Hot List’ teachers. Parkmore Primary School – the school Saraid leads – was also the only Victorian government school to be awarded an Innovative Schools Award that year, for integrating social and emotional learning into its literacy and numeracy program.

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