Wellbeing @ OLM
Years 11 and 12
As part of our wellbeing curriculum, students have recently engaged in a series of thoughtfully designed activities aimed at supporting their future planning. These sessions encouraged exploration of both tertiary education options and potential career pathways.
Students participated in two informative guest speaker presentations—one from Western Sydney University and another from the University of Technology Sydney (UTS). These sessions provided valuable insights into higher education opportunities, including university course offerings, admission requirements, early entry programs, scholarships, and campus life. Hearing directly from university representatives allowed students to gain a clearer understanding of the academic journeys available to them beyond high school.
In a subsequent session, the focus shifted to behaviour expectations within tertiary education settings and future workplace environments. As our students approach significant life transitions, whether entering university, vocational training, or the workforce, it is essential that they are equipped not only with academic knowledge but also with the soft skills and professional conduct necessary for success.
These lessons and guest speaker engagements were designed to bridge the gap between school and post-school life, offering practical insights and fostering a proactive mindset. Our aim is to ensure students understand that their behaviour, attitude, and professionalism are integral to their future achievements.
Ellouise Bernie, Instructional Leader of Wellbeing (Stage 6)
Year 10
As we move further into the school year, your daughters are continuing to engage with a wide range of important topics, both academically and in terms of their personal development. Here’s a brief overview of some key areas we’ve been focusing on in Year 10.
A significant part of the Year 10 pastoral care program this term has been dedicated to anti-bullying education. We’ve engaged students in open discussions about what constitutes bullying. Our aim is to empower students to recognise bullying behavior, understand its impact on individuals and the school community, and equip them with strategies to respond effectively. We emphasise the importance of empathy, respect, and the role of bystanders in preventing and addressing bullying. A particularly impactful aspect of our anti-bullying efforts involves our Year 10 girls actively supporting younger students. We strongly believe in the power of peer mentoring and positive role models particularly in our vertical homeroom system. We encourage students to report any incidents they witness or experience, reinforcing that our school is a safe space where all concerns are taken seriously.
We have also been focusing on strategies for managing stress during exam periods. We understand that this can be a challenging time for many students, and we aim to equip them with effective coping mechanisms. Our discussions have covered the importance of effective study techniques, time management, and creating a balanced study schedule as well as giving students quiet time to study before their exams.
We believe that by addressing these crucial areas, we are not only supporting your daughters academic growth but also nurturing their social and emotional wellbeing. We encourage you to continue these conversations at home, reinforcing the values of respect, resilience, and responsible citizenship.
Courtney Kramer, Instructional Leader of Wellbeing (Year 10)
Year 9
This term, Year 9 students have been exploring themes to help them navigate relationships and challenges both in and out of school alongside what it means to be a part of an anti-bullying community. They’ve learned to distinguish between everyday conflict, where disagreements can be resolved respectfully and bullying, which involves repeated, targeted behaviour intended to harm. Year 9 have also discussed cyberbullying and how digital platforms can amplify harm, often in hidden ways. Students examined behaviours, such as exclusion, gossip, and manipulation, and how it impacts peer dynamics. Most importantly, they’ve been encouraged to seek support when needed and to recognise that asking for help is a sign of strength, not weakness. Through these lessons, students are building the confidence and strategies to support themselves and others in creating a safe, respectful school environment here at OLM.
Christopher Shelston, Instructional Leader of Wellbeing (Year 9)
Year 8
Throughout the term Year 8 have explored what it means to be an anti-bullying community at OLM. We have affirmed our commitment to work together to ensure students feel supported and to foster a sense of belonging in our school.
To begin this process we examined the foundational definitions of bullying and created a common understanding of appropriate and inappropriate behaviours. Then we considered strategies we can use to help deal with and end bullying. The girls were able to discuss these topics in a variety of contexts and there was a real sense of gaining student voice about how bullying can impact an individual. The conversations felt productive and affirming as we were able to agree about safe, compassionate and effective ways to communicate and build relationships.
Finally Year 8 took part in an exploration of what it means to be safe online. The concepts of cyber safety and a digital footprint were discussed. Once again the girls were given strategies about how to seek help and to support one another in the event of unwanted attention online.
Reece Bailey, Instructional Leader of Wellbeing (Year 8)
Year 7
This term, the Year 7 Wellbeing Program centred on fostering an anti-bullying community with a whole school approach ensuring that every student here at OLM feels supported, safe and valued. Students engaged in discussions around the definition of bullying, with a particular emphasis on the impacts and consequences of online bullying.
A key component of the program was an exploration of our digital footprint. Students learned how their online behaviours, including comments and shared content, contribute to a permanent digital presence. The program underscored how these actions can influence the way others perceive them and may have lasting implications in their personal lives. The students were guided by both the Year 7 team and our local Police Liaison officer and given practical strategies for responding to persistent bullying and supporting peers who may be experiencing similar challenges.
Furthermore, we introduced the topic of Respectful Relationships, where students examined the foundations of healthy relationships. Emphasis was placed on the importance of mutual respect, empathy, and the guiding principles that underpin positive and supportive friendships.
Throughout these discussions, we referred back to what it means to be an Upstander both in the online and offline world further highlighting the importance of the role they play in creating a safe and welcoming environment here at OLM.
Maria Biala, Instructional Leader of Wellbeing (Year 7)