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Student wellbeing is integral to teaching and learning in the Primary Years Programme (PYP) and the Victorian Curriculum and is exemplified in the PYP Learner Profile which permeates the programme and represents the qualities of internationally minded students and effective lifelong learners, thereby equipping students for a challenging world. Beaumaris North Primary School has whole school wellbeing strategies and programs for students, staff and parents. Together these strategies create a harmonious, respectful and supportive school environment for all community members.


Student wellbeing is integral to teaching and learning in the Primary Years Programme (PYP) and the Victorian Curriculum and is exemplified in the PYP Learner Profile which permeates the programme and represents the qualities of internationally minded students and effective lifelong learners, thereby equipping students for a challenging world.

Beaumaris North Primary School has whole school wellbeing strategies and programs for students, staff and parents. Together these strategies create a harmonious, respectful and supportive school environment for all community members.


Whole school strategies include:

  • Students explore units of inquiry which help build relationships, developing a culture where different views and perspectives are valued. They learn how to interact socially, build and maintain friendships, learn collaboratively and take collective action.
  • Students develop an understanding of the IB Learner Profile attributes that make great learners. Our whole learning community plays an important role in developing, valuing, appreciating and demonstrating these attributes in action. The IB Learner Profile represents the attributes valued by IB World Schools. Please refer here for more information on our Learner Profile.
  • In the classroom, our students engage in social and emotional learning curriculum through their participation in the Resilience Project. The program provides practical, evidence-based mental health strategies to build resilience and happiness. The students develop their understanding of ‘Empathy’ as they learn to recognise and feel what another person is feeling.
  • As part of our commitment to Bullying Prevention, we encourage our students to develop an understanding of what it means to be a ‘Great mate’. We teach students what constitutes bullying and how to respond to bullying behaviour assertively through role plays and social scenarios. This promotes resilience, assertiveness, conflict resolution and problem solving. We discuss strategies and safe adults to talk to if they are feeling unhappy or unsafe. Please refer here for more information on our Bullying Prevention Policy: 
  • Our eSmart Framework provides a guiding framework for schools to promote smart, safe and responsible use of digital technologies. eSmart aims to help teachers, students and the whole school community embrace the benefits of technology and reduce exposure to cyber safe risks such as cyberbullying, identity theft, online predators and inappropriate images and content.
  • Our students participate in the Cyber Safety Project Curriculum. The Cyber Safety Project’s mission is to provide a whole community approach focused on developing future skills, lifelong habits and self-regulation when innovating and using digital technologies for work, life and play. The educational programs and proactive teaching strategies engage the whole community with learning how to participate safety and responsibly in a digitally-engaged world. Click here for  more information.
  • We are part of the Be You Primary Mental Health Initiative. Our Be You Team is managed by the Wellbeing Officer and includes a team of staff and a parent representative. The team meets regularly to discuss and implement strategies to promote good mental health of students. The Be You Program provides educators with knowledge, resources and strategies for helping children and young people achieve their best possible mental health.
  • We adopt a Restorative Practices approach to conflict resolution which is intended to move the focus away from a punitive consequence that is based on the establishment of wrong doing. Rather it seeks to value and support those involved so that they feel empowered to take positive action to address the situation and move forward. Restorative Practice is about being respectful of every member of our school community, encouraging responsible behaviour and actions and ensuring that personal pride and dignity are maintained.

Please refer to our Wellbeing Resources page for helpful links and information.

BNPS Child Safety Code of Conduct & BNPS Statement of Commitment (Child Safety)

BNPS Approach to Wellbeing

What to do if I have a health and wellbeing concern for my child or family?

  • All the staff, teaching and non-teaching, are committed to looking after the health and wellbeing of the children and we believe that the health and wellbeing of your child should be prioritised.
  • As always, if you have wellbeing concerns, your first point of call is always your child’s teacher who has a range of skills and strategies to implement to promote wellbeing. Your child’s teacher will then be able to determine if any external support is required for your child to continue to thrive and grow. If appropriate the teacher will also talk to others on the wellbeing team to gain further advice to support you.

Our Wellbeing Team

Our Wellbeing Team is overseen by our Wellbeing Officer, Mrs Jessica Patane. Jessica Patane is passionate about student wellbeing and engagement and has worked at BNPS as part of the Wellbeing Team for over 10 years. She works in the school in a part-time capacity (currently working Tuesday, Wednesday and Friday).

Through our dedication to wellbeing over the years, we have developed a wellbeing model that:

  • allows us to put into place best practice evidence based strategies that support and further the wellbeing of our students
  • upskills our teachers with the latest psychological advice and resources
  • supports children and families by providing assistance and advice.
Ms Jessica Patane - Wellbeing Officer
Ms Jessica Patane – Wellbeing Officer
Mrs Sheridan Duffy-Fainu’u - Wellbeing Officer
Mrs Sheridan Duffy-Fainu’u – Wellbeing Officer

The Wellbeing Officer’s role is:

  • Overseeing the implementation of our whole school evidence based wellbeing programs, in particular The Resilience Project. This includes reviewing our annual wellbeing survey and co-ordinating, sourcing and exploring funding options for new and innovative incursion programs based on the most up-to-date information for our children.
  • Working very closely with our whole school staff to discuss any of their wellbeing concerns about their students and discussing whether any further follow up would be helpful. Each year level in our school meet on a weekly basis to discuss their grades and wellbeing is discussed as a matter of priority at these weekly meetings.
  • Continuing to stay up to date with the latest DET directives and Wellbeing Updates from the Department of Education and Training (DET) and disseminating to the school community.
  • The Wellbeing Officer has prioritised looking after the wellbeing being of our more vulnerable students during COVID remote learning and she works in close contact with the teachers to do so.
  • Provide support to individual children who have had a tough morning and arrive at school distressed or upset or who become distressed or upset. This may involve a walk or check-in chat with the child or their class teacher.
  • Supporting our hard working staff with their own mental health and wellbeing is an important part of the work that the Wellbeing Officer does.
  • Supporting the parent community by providing resources, webinars, tip sheets and workshops via Compass and the School Newsletter.
  • Liaising with external agencies, including Bayside Council, Kingston Council, SYFS.
  • The Wellbeing Officer meets regularly with the Leadership Team, and more specifically the Principal Mrs Duffy and Assistant Principals, to discuss the wellbeing needs of students in the school to ensure a whole school collaborative approach is maintained.

Be You Team

Be You

Jessica Patane, our Wellbeing Officer, leads the Be You Team. Our Be You Team includes a representative from each year level in the school, our specialist program and our education support staff. We also have a Parent Representative, Tully Reynolds. Our Year 6 Wellbeing Captains ensure there is a student voice aspect of our team and met regularly with the Wellbeing Officer. We recognise and acknowledge that the current situation has increased mental health concerns for many as well as parental interest in assisting and supporting the future needs of our children.

What the role of Be You Team is:

  • Working closely with our Leadership Team on Child Safety policies, reviews and implementation
  • Encouraging and promoting the delivery of the whole school wellbeing program – The Resilience Project
  • Attending Professional Development provided by a range of external agencies (e.g. Be You Initiative, Resilience Project, Department of Education)
  • Promote and provide Lunch Time Clubs (previously this has included Mandala, drawing, building and library sessions)
  • Liaising with the Wellbeing Captains to gain Student Voice about ideas and initiatives which will promote Student Engagement and Wellbeing
  • Discussing the best way to communicate wellbeing concerns between classroom teachers and relevant staff to ensure various supports are in place across all areas of the school for specific children
  • Providing special event days which promote positivity, engagement and connection (e.g. themed wellbeing weeks)
  • Providing information evenings on a variety of mental health, wellbeing and safety topics for parents
  • Using the School Newsletter and Compass to provide relevant articles and tip sheets to support parents with the wellbeing of their child
  • Liaising with a Parent Representative who will enable the team to promote greater communication between the needs of parents within our community.

KidsMatter has become Be You

Building on the work of KidsMatter, the Be You initiative is growing a mentally healthy generation.

At Beaumaris North Primary School, we have always had a strong focus on student, staff, parent and community wellbeing. In 2011, we began the journey of becoming an accredited KidsMatter School. This process involved a full review of how our school welcomes, includes and supports families and students. The staff engaged in regular professional development and gained strategies and skills to support the development of social and emotional development and preventative strategies in our students.

The KidsMatter Primary Initiative (now replaced by BeYou) was a mental health and wellbeing initiative for Australian primary schools. It provided proven methods, resources and support to identify and implement whole-school strategies to improve student mental health and wellbeing. As a result of our KidsMatter Parent Survey in 2014 we began the inclusion of broader parent communication and engagement. In 2018, we began implementing The Resilience Project student program to promote the key principles of Gratitude, Empathy and Mindfulness in our schools.

The Resilience Project


Beaumaris North Primary School promotes student wellbeing through the delivery of lessons from The Resilience Project Program.

For more information, visit

What is the Resilience Project?

The Resilience Project delivers emotionally engaging programs to schools, sports clubs and businesses, providing practical, evidence-based, positive mental health strategies to build resilience and happiness.

Mission: To teach positive mental health strategies to help people become more happy and to build resilience.

The Resilience Project focuses on four key strategies: Gratitude, Empathy, Mindfulness (GEM) and Emotional Literacy.


Paying attention to the things that we have right now, and not worrying about what we don’t have. We practise this by noticing the positives that exist around us.


Putting ourselves in the shoes of others to feel and see what they do. We practice this through being kind and compassionate towards other people.


Our ability to be calm and present at any given moment. We practice this through slowing down and concentrating on one thing at a time. This could be our breathing, completing a colouring sheet or noticing the noises we can hear.

Emotional Literacy

Our ability to label our emotions as we experience them. Labelling our emotions helps us to manage our emotions (soften negative emotions and find positive emotions). We practice this by labelling our emotions as we experience different parts of our day.

For more information on wellbeing at Beaumaris North Primary School, please refer to our Wellbeing Resources page.