Student Wellbeing

Student Wellbeing at Redlands is the embodiment of our ethos, values and mission. It is being committed to fostering a learning environment which is safe, supportive and caring and promotes social and emotional wellbeing and learning – an environment in which each student is known and valued. 

We aim to ensure that school life is a positive, meaningful and rewarding experience and direct the energies of the School towards the holistic development of each student. We recognise that students bring with them a wide range of interests, strengths and talents and we work with students and parents to explore and expand these, to support the growth and development of skills and to build a strong sense of compassion and empathy within our school community.

We consider that every teacher at Redlands is a “Teacher of Wellbeing” – that this sense of pastoral care is not limited to specific staff. Raising capable, confident young people takes a partnership between home and school, and that responsibility at school is shared by all our teaching staff and leadership teams.

Our Student Wellbeing program is a structured age- and stage-appropriate program delivered by Class Teachers and Year Coordinators in the Preparatory and Junior Schools, and by Tutors, Year Advisors and the Dean of Students in the Secondary School. They are assisted by three School Counsellors, one in each section of the School, and two Chaplains, one on each campus, to ensure the wellbeing of each student. 

Throughout their whole Redlands journey, the Circle Time program fosters resilience in students through proactive restorative practice. 

The effectiveness of our Student Wellbeing program is characterised by:

  • the notion of partnership underpinning all school relationships, with students of all ages working towards independence;
  • students developing resilience, self-confidence, a growth mindset and a commitment to personal excellence based on a positive set of values and respect for the values of others;
  • students developing a strong sense of responsibility both to self and to the wider community; and
  • students taking increasing personal responsibility for their actions, developing skills for managing their lives and possessing a high level of social competence that enhances the quality of their lives and the lives of others.