SC Term 1 Week 9

Is it typical preschool-age behaviour, or ADHD?

This is a common question we are often asked by parents.  In this week’s ADDitude update there was an interesting piece exploring the early signs of ADHD in preschoolers and the importance of early identification and intervention.  Below is an excerpt from the article which you may like read in full (please go to the article for helpful strategies around how to help your preschooler).

Preschool-aged children are rambunctious, curious, and sometimes mischievous. Rarely are they consistently attentive, regulated, and cooperative. So how do we differentiate typical developmental behaviours from possible symptoms of hyperactivity, impulsivity, and inattention that characterize ADHD?

Is it ADHD or Typical Preschool Behaviour?

The preschool years are an exciting time of cognitive, physical, social, and emotional growth that bridges the gap between toddlerhood and the school-aged years. Common behaviours that mark the preschool years include the following:

  • eagerness to participate in group activities
  • curiosity and affection
  • a budding sense of humour
  • easily encouraged and discouraged
  • intense feelings
  • high energy
  • showing off or demanding attention
  • difficulty following adult-led activities for long periods of time
  • emerging executive function skills

A wide range of behaviours is considered developmentally appropriate in preschool-age children. The following milestones, which focus on inhibition, a developing sense of danger, and awareness of social expectations, are particularly important:

  • By age 3: avoids touching hot objects, like a stove, when warned
  • By age 4: avoids danger (e.g., not jumping from tall heights at the playground); changes behaviour based on the situation
  • By age 5: follows rules and takes turns when playing games with other children; pays attention for 5 to 10 minutes during a screen-free activity

The milestones above reflect the expected achievements of at least 75% of children in each age range. Similarly, common behavioural red flags that may indicate ADHD include the following:

  • difficulty attending to a non-screen task for 5 to 10 minutes by age 5
  • excessive climbing and jumping (like over furniture) when the behavior might not be expected or appropriate
  • moving quickly from toy to toy or having difficulty playing with toys at all
  • difficulty waiting; impatience
  • frequently interrupting adults (during phone calls, in-person conversations)
  • acting or moving in unsafe ways (e.g., bolting across the street despite being told to hold an adult’s hand, unbuckling their seat belt when the car is in motion, reaching for a piping hot dish)
  • difficulty following instructions and adhering to routines
  • excessive talking and noise making while doing activities (like homework)
  • constantly on the go and “bouncing off the walls”; difficulty calming the body
  • high reactivity
  • social difficulties

It’s true that many preschool-age children will experience ADHD-like symptoms. Of these children, a small percentage will go on to develop ADHD that may impair day-to-day functioning if left untreated.

If you have haven’t already, please check out the TCSO / UniSQ Healthy Minds Happy Hearts project that MDPS families can access, via https://healthymindshappyhearts.unisq.edu.au and enter Mater Dei Primary School’s access code: LJLM to participate. 

SC Term 1 Week 7

PEERS Social Skills Program for Preschoolers in Toowoomba

Exciting news that this evidence based program is now being offered in Toowoomba, through Fiona Goodall’s Making Connections Toowoomba organisation.  Please contact them directly if you think your little person could benefit from some social skill experiential learning in a local small group.

More information HERE

SC Term 1 Week 5

Reminder about Healthy Minds Happy Hearts

Dear Parents and Carers

Hopefully at the MDPS open afternoon you received a flyer inviting you to participate in the University of Southern Queensland’s Healthy Minds Happy Hearts research project. This project is testing an innovative online mental health screening and support program for primary school students aged 4-12 years and comparing it to standard care options. Schools have been randomly allocated to either the Healthy Minds Happy Hearts group or the Standard Care group.

We would like to remind you that this opportunity is still available to your family and offer a heartfelt thank-you to those parents and children who have already agreed to participate!

What does participation involve in each group?
•    A 10-20 minute online mental health screening survey for parents and children.
•    Two follow-up surveys, 6 and 12 weeks later.

Participants in the Healthy Minds Happy Hearts Group receive: Access to the full program, including a comprehensive screening assessment, a personalised feedback report, tailored support recommendations, and immediate access to the Healthy Minds Happy Hearts information website. 

Participant in the Standard Care Group receive: A brief screening assessment and a personalised feedback report, and then access to the full Healthy Minds Happy Hearts program (as described above) at the end of the trial (after 12 weeks).

All participating families will also be entered into a raffle to win one of five $50 gift cards.

Please note that your child does not need to be experiencing emotional or behavioural difficulties to participate. The screening results will provide valuable insights for every family, highlighting areas where your child is thriving as well as areas where they may benefit from additional support.

To participate or learn more please visit https://healthymindshappyhearts.unisq.edu.au and enter Mater Dei Primary School’s access code: LJLM to begin the screening assessment.

If you have any questions, feel free to contact the research team at healthymindshappyhearts@unisq.edu.au.

Thank you for supporting this important research!

Your Healthy Minds Happy Hearts Research Team: 
Dr Kirsty Zieschank, Ms Hannah Matthews, Prof Sonja March & Dr Arlen Rowe

Centre for Health Research | Springfield Campus B310 
University of Southern Queensland | Springfield Central, Queensland | 4300 | Australia
This is research project is funded by Australian Rotary Health

Term 1 Week 3

Dear Parents and Carers
You can choose your own adventure to learn about an exciting opportunity this term, supporting families to have healthy minds and happy hearts – either watch this 2.5 minute video, or read the article below, or view the project flyer.

This term, researchers from the University of Southern Queensland’s Centre for Health Research invite your family to participate in the Healthy Minds Happy Hearts research project.

What is Healthy Minds Happy Hearts? This innovative program will help you learn if your child may be experiencing emotional or behavioural difficulties. It provides a screening assessment with measures used by psychologists, personalised feedback reports and recommendations for support, as well as access to a comprehensive information website all about child mental health. 

Healthy Minds Happy Hearts is designed to support all children and families – your child does not need to be experiencing any difficulties to take part. 

As a research project, families will be randomly allocated to one of two groups:
•    Healthy Minds Happy Hearts Group: Access to the full program, including a comprehensive screening assessment, a personalised feedback report, tailored support recommendations, and immediate access to the Healthy Minds Happy Hearts information website.
·    Standard Care Group: A brief screening assessment and a personalised feedback report and then access to the full Healthy Minds Happy Hearts program (as described above) at the end of the trial (after 12 weeks).

What does participation involve in both groups?
•    A 10-20 minute online mental health screening survey for parents and children.
•    Two follow-up surveys, 6 and 12 weeks later.

Participating families will also be entered into a raffle to win one of five $50 gift cards.
To participate in this project or find out more, please visit https://healthymindshappyhearts.unisq.edu.au/, or see the project flyer. You will need to enter your school’s unique access code to begin the screening assessment.

Mater Dei Primary School’s access code is LJLM

If you have any questions, please contact the research team at healthymindshappyhearts@unisq.edu.au 

Thank you for supporting this important research!
Your Healthy Minds Happy Hearts Research Team: 
Dr Kirsty Zieschank, Ms Hannah Matthews, Prof Sonja March & Dr Arlen Rowe

2025 Term 1 Week 1

Illuminating the School Counsellor (SC) Possibilities

Welcome new and returning families to Mater Dei Primary School (MDPS), it’s great to have the students back onsite ready for another year of possibilities to be illuminated.

SC Days
For those that haven’t needed to know yet, now is a great time to introduce myself and the part time SC role here at MDPS.  The students can call me Ms Karen, and I am onsite in the School Counsellor role every Thursday and Friday, and alternative Wednesdays (in the even numbered weeks of the term). Most children will get to meet me as I spend time in classes during Disposition Lessons over the term or greeting them at other school events, like assemblies.  Hopefully then I am not a total stranger if they are referred to see me.

SC Role / Focus
SCs in Toowoomba Catholic Schools provide a specific education focussed support service that enables student learning and quality teaching, in a variety of ways. 

The main scope of the SC role is to focus on supporting the wellbeing of the students to engage in their learning at school, by providing short term, brief, solutions-focussed interventions.  
While providing this support to students, additional interventions may also be provided to parents and staff (depending on the situation), to assist them to support the young person illuminate and engage with their learning possibilities.  This may also involve discussions around external support options where the situation / needs are outside the focus and scope of the SC role. 

Processes & Referrals
We ask that parents speak with the class teacher initially if they have wellbeing concerns, to explore possible classroom / playground support options and processes first. If there are ongoing concerns, then the next step may be a discussion and review of further support options at the regular Student Support Committee meeting, which may lead to a School Counsellor referral (and some consent paperwork to complete!).

I look forward to supporting and getting to know more of our vibrant MDPS community in 2025.

Term 4 Week 9

Holiday Wellbeing 

While school holidays are a welcome break from the busyness of school routines, there is never a break from parenting.  The following tips from Parent Line NSW will help you have fun and connect with your kids so hopefully you can make the most of the school holidays:

1. Plan
•    Get your kids involved in making a list of activities that they would like to do
•    Plan for good and bad weather
•    Schedule downtime and time-out as well as time for one-on-one and family group activities
2. The best things in life are free
•    Make sure the list includes plenty of free activities such as picnics, bike rides, trips to the beach, the local library and the great outdoors
3. Boredom is good
•    Unstructured time and time away from electronic devices is good for young minds
4. Use opportunities to teach new skills and self-reliance
•    Not having the pressure to rush out the door in the morning can allow for kids to develop new skills such as getting their own breakfast and lunch, taking the dog for a walk or going to the shops by themselves.
5. Ask for help
•    Don’t be afraid to ask for help to share the load. For example, asking friends or family to help care for children or to provide assistance in other ways.
6. Accept that things may not always go to plan
•    Even the best made plans may need to be discarded at the last minute due to unforeseen events such as weather, illness or accidents. Whilst stressful, these unforeseen events often teach us and our kids valuable life lessons and may even become the source of family bonding or stories down the track.
7. Don’t forget self-care
•    Look after yourself and take time out to relax, even if it’s half an hour whilst you have a cuppa and read a book. Remember, happy and relaxed parents make for happy children.
8. Support and company
•    Having a support system can be crucial to any parent. It also gives parents the opportunity to interact with other parents whilst giving the kids a bit of play time.
9. Consider your child’s mental health and wellbeing
•    Whilst it may be a family tradition to go on an annual family holiday or attend a family dinner. Consider if it’s really worth maintaining the tradition when it may be at the cost of mental health and wellbeing.
10. Holiday connections help us the rest of the year
•    School holidays provide unique opportunities to connect with, listen to and get to know your kids. Use the time to spend one-on-one time with each family member.
If things get tough, Parent Line Qld 1300 30 1300 can also provide over the phone support throughout the holiday period if you need some extra help. Their counsellors are available seven days a week, 8am to 9pm (webchat) or until 10pm (phone lines). 

If the struggle is real for you and you’re asking yourself - how do I stay calm when faced with the inevitable challenges of parenting? This insightful webinar offering from the SC Parental Stress Centre may also help.   
 
What you’ll discover on this webinar:
•    Find out what's really triggering you to feel angry, impatient or irritable. Or causing you to fly off the handle at the smallest thing.
•    How to avoid training your body to be addicted to your emotions.
•    Learn the only two ways your brain is able to undo a well-practiced habit of getting angry.
•    Master three in the moment tools for staying calm in a challenging situation.
•    Get three tools for reducing your child's anger both in the moment and in the long term. 

And remember… in approximately 9 weeks’ time they will be 
 

I sincerely hope you get to enjoy some quality family time over the holidays, see you in 2025.

Term 4 Week 7

Activate Embrace Kids – Sport Participation and Body Image Free Webinar 

Join Georgie Trickett from Play On Media and Sportish, alongside Dr. Zali Yager, Co-Executive Director of The Embrace Collective for an insightful and transformative free webinar which will delve into the critical role that body image plays in encouraging young people (and especially, girls and women) to participate in sports and physical activities.

Young people tell us that the pressure around their appearance in terms of the ‘ideal’ body for their sport, and comments from peers, parents, and coaches can make them avoid certain sports, or drop out of their sport. Our expert speakers will explore the intersection of body image and physical activity engagement, providing valuable insights on how we can create more inclusive and supportive environments for all.
 
You’ll learn:
•    The impact of body image on participation in sports among young people
•    Why this is a particular issue for girls and women
•    Strategies for creating club cultures that are safe and welcoming for all    young people
•    Real-life stories and case studies that highlight successful initiatives
•    Practical tips for coaches, educators, and parents

Whether you’re a coach, educator, parent, or advocate for women in sports, this webinar is designed for you! 
Date: Tuesday 19th November
Time: 11am ACST (10.30am BNE, 11.30am SYD/MEL)

Don’t miss this opportunity to be part of a vital conversation about how we can work together to empower the next generation of athletes and shift the focus from appearance to performance.

But…if you do have to miss it, please register and we will send you the recording!

Term 4 Week 5

 - MDPS Courageous Characters – our Growing Gilberts –

How amazing was the School Musical?  A huge CONGRATULATIONS to all the cast, crew, and other students, parents and staff involved, well done on that intergalactic team effort for the show to go on.

For some people their role in the show may have been right in their happy place, but for others they may have really needed to embrace their Growing Gilbert, with a growth mindset and step outside of their comfort zone, and others still may not be there yet, and that is ok – we are all growing, at different speeds and in different ways and attempt bravery when we feel like we can.  It is important to remember that courage is not the absence of fear, it’s feeling the fear and doing it anyway, stepping into our brave, in whatever way we can.

The arts are another opportunity for children to grow and can be a wonderful celebration of other talents that aren’t academic or sporting achievements and can have a significant impact on wellbeing.  If anyone is still struggling with some post-performance blues (it is a real phenomenon), here are some tips for navigating the rollercoaster ride ending and the reduction of dopamine and endorphins.

  • Acknowledge the feelings, whatever they are, it’s ok to feel blue post the show, stay out of judgement, allow yourself to feel but don’t dwell on it too long.
  • Practice gratitude - focus on the feeling of gratitude for the opportunity to perform / be involved, for the beyond comfort zone learning (about yourself and others), your perseverance and the support you experienced.
  • Continue the learning – seek constructive feedback from a trusted person (friend, teacher, parent, mentor) on ways to improve / hone your skills / talent / craft for next time!
  • Practice makes Progress (not Perfection) – performances really are about the journey of continual improvement (it doesn’t have to be perfect), enjoy the ride and celebrate your learning (and successes).

Term 4 Week 3

 - Parenting with Connection among the Distractions–

"Distracted with Angela Lockwood”, an OT and author, is a podcast with practical brain-boosting strategies, expert insights, and real-life stories to help busy brains thrive in the age of distraction.  In this episode she interviews Michelle Mitchell, a leading expert in supporting children and families, Educator and Author of "Tweens".

They discuss parenting in the modern age and how to make connection with kids (from tweens to teens) in the midst of the many distractions of life. Michelle shares how parents can build resilience in children and through leading by example our kids can learn the ways to navigate the complexities of teen life and parent and child relationships. This is an important conversation if you are a busy parent looking for ways to connect with your child and build your confidence as a parent to focus on the things that matter to you and to your child.

✨Parenting in the modern age requires strategies to balance work and family life and ensure kids are not overly influenced by online and social media.

✨Helping children find their strengths and passions is important for their development and future success.

✨Building a strong connection with kids is crucial, and parents should make an effort to be interesting and engaged in their own lives.

✨Parents should set boundaries and limits around technology use, and find ways to connect with their kids in the online world.

✨Resilience is about helping kids tolerate discomfort and adversity, and parents should be their resilience coaches, supporting them through challenges.


Term 4 Week 1

Endings and new beginnings

Welcome back and how incredible is it that we’re already on the downhill run for the school year, and the last term for our Year 6 students in Primary School with more events, traditions and rites of passage to experience, honour and celebrate their time at MDPS.  It can be a time of big, often mixed, feelings as they continue their preparation to transition to High School, but a positive start can make a significant difference to their wellbeing and learning.

It can also be new ground for parents too if this is their eldest child.  Both Be You and the Raising Children Network, have some helpful information around common feelings, changes, behaviours, concerns and some tips for parents to support their young person (and yourself) practically and emotionally during this transition.  

             Speaking of preparation, is it too early to mention…

Term 3 Week 9

Thank you and reminders

Thanks to everyone who was able to come along last night to the screening of the Embrace Kids film.  I sincerely hope there was something you have taken away from the many positive messages and may feel inspired to incorporate some positive actions into your circle of influence.

For those unable to join us, the film is also available to watch on Binge and Foxtel, and to rent or buy on Apple TV, Amazon Prime Video and Google Play.

I’ve placed below some positive body image messages (sourced online) that you may like to print and share with your children (if age appropriate) as reminders that your worth is defined by so much more than what you look like.

Term 3 Week 7

Promoting Positive Body Image

Please RSVP and join us for the Embrace Kids film screening and feel free to share with your personal and professional networks (there is now an MDPS Facebook post that can be shared, with the image of this promotional poster and further details). 

In case the film screening and posters spark any questions / discussions around body image with your young people, the books pictured are available from our library.

In the meantime...

(source: The Embrace Hub – for parents)

Hope to see you in the William Morris Centre on Thursday 5th September, 5.30pm for a 6pm start

RSVP by Tuesday 3rd September (via the QR code or https://forms.office.com/r/wS039tW5nG)

For further film information, please visit:

Term 3 Week 5 - Embrace Kids Film Event

Please join us to celebrate diversity, inclusivity and positive body image at the

FREE Community Screening of the

2023 Australian of the Year

Taryn Brumfitt’s film ‘Embrace Kids’

hosted by Mater Dei Primary School (MDPS) Toowoomba during Body Image & Eating Disorder Awareness Week (BIEDAW) 2024

“Full of child-friendly and often funny messages about being yourself and loving your body, this 79-minute movie helps children learn how to say no to body-shaming, bullying and stereotypes in the media”*

Who:          All parents and carers welcome, along with children aged 9y/o+ (not restricted to MDPS families)              

When:         Thursday 5th September 2024

                      5.30pm for a 6pm start, followed by a brief Q & A

Where         MDPS William Morris Centre

                      53 Curzon St, Toowoomba

                      (closest parking on Curzon or Campbell Streets, Toowoomba)         

RSVP:           Wednesday 3rd September 2024

                      (via QR code or https://forms.office.com/r/wS039tW5nG)

For further film information, please visit:

*      the movie review on Raising Children Network (“Highly Recommended”)

School contact: Karen Fernie, MDPS School Counsellor (Thurs/Fri, ph: 4637 6100)

Let’s spark the conversation that will transform the way young people think about their bodies and empower them to create change, in themselves and for others.

Term 3 Week 1 - eSafety & Safe on Social

eSafety – most of us will have heard of it, and have varying levels of knowledge and experience with it... but how well do we actually ‘do’ eSafety and manage to keep across the continual developments in technology so we can keep children safe on socials?                                    

Screens, devices and socials can be a controversial issue.  Regardless of our personal or professional values, beliefs and opinions, we do need to acknowledge the reality that they are a part of our world (and can also have both positive and negative impacts) and here to stay. 

As caregivers, we need to make informed choices in the best interests of the children we care for, until they are old enough and able to appropriately manage these choices themselves.  From that perspective, I have shared links from 2 (of the many possible) quality options for enhancing our knowledge and competencies on how to navigate this technology adventure ride with our young people.

The eSafety Commissioner website is a treasure trove of information and resources from online safety basic strategies and screen time, to Family Tech Agreements (5-8 y/o), online gaming considerations and parent webinars, to parental controls.

Following the recent joint statement from the Premier and several Ministers, for parents to balance social media impact on young Queenslanders under 14,  another useful resource to explore is Safe on Social.  They offer a range of relevant podcasts and low cost parent webinars to empower parents, tweens and teens, as well individual online programs for purchase, like eReady Kids (aimed at under 12 y/o). 


It’s pretty amazing how far we’ve come –

but let’s use our tech power for good....

Term 2 Week 9

Parenting Challenges Support

Parenting is a big job, and it can sometimes feel hard. You may want to improve your child’s behaviour, grow closer and nurture their learning, development and wellbeing. 

With free online support from the Triple P – Positive Parenting Program, you’ll learn proven, practical strategies to raise happy, healthy, confident kids through every age and stage.

Whether you’re adjusting to life with a new baby, raising a growing child, concerned about anxiety, or dealing with changes in your family. There’s a free online program to make parenting less stressful and more rewarding.

Three free programs include:

  •      Fear-less Triple P Online (for parents of anxious kids, ages 6+)
  •      Teen Triple P Online (ages 10+, free only in QLD)
  •      Family Transitions Triple P Online (for divorced/separated families)

These three programs tackle themes of resilience and positive / helpful social behaviour to increase harmony at home and in the classroom.

Backed by research, proven by parents. Funded by the Australian Government. Get started now! triplep-parenting.net.au


Term 2 Week 7

 Wholehearted School Counselling Resource - Reminders for Hard Days

As we head into the downhill run of Term 2, life can be getting (if not already) hectic, and we can be juggling lots of balls in the air between parenting, working, friends, family, extracurricular activities, and the little people in our community may be struggling to cope.

Below is a great poster you can share with your children around some simple positive, reframing / coping strategies they can try to help get them through the hard days (it might help some of the big kids too).

Term 2 Week 5 - ADHD & Boys' Social Skills

A FREE webinar in May (you can register and receive the replay to watch later) on The Social Reboot: Helping Tween and Teen Boys with ADHD Make Friends:

Many boys with ADHD struggle to cultivate and sustain in-person friendships. What is often referred to as “difficulty reading social cues” is the result of lagging social executive function skills, the set of tools we use when sharing space with others. Many boys feel ashamed of their social struggles and retreat into a virtual world of gaming that often intensifies feelings of social isolation from peers at school and in the community.

While many boys seem content to socialize through gaming and other forms of online communication, it doesn’t create the close connection made when boys spend time together and in person. In fact, research findings report higher rates of loneliness and depression among tween and teen boys today than in the past.

In this webinar, evidence-based strategies will be explained to help tween and teen boys build the social executive function skills needed to connect with peers and develop real-life friendships.

In this webinar, caregivers will learn:

  • How lagging social executive function skills and social anxiety present in tween and teen boys with ADHD
  • How educators can work with caregivers to help tween and teen boys struggling with social disconnectedness
  • How to support boys who are resistant to help and those who solely socialize through video games

Term 1 Week 9

From the School Counsellor - This week, some Honouring Otis Observations around Anxiety and School Related Anxiety (with links to further information and parent / carer tips and support strategies).

Honouring Otis Observations 

– Helping young people to adapt and respond,  

to be resilient to difficulties and self-regulate (learnt first through co-regulation) - 

Anxiety is a word I hear regularly these days, we can all experience it, at various levels and it can affect us in different ways.  A small amount of anxiety can be helpful with motivating us to achieve tasks (especially when there’s a deadline!), but for others it can take a hold and interfere with our daily living. There is a difference between experiencing occasional feelings of anxiety (along with its support crew of stress, worry, fear, shame... to name a few) versus struggling with problem anxiety (and possibly an Anxiety Disorder).   

The biology of anxiety is intricate, with many brain systems involved. It is important to know that avoidance of the things that make us anxious can be like adding petrol to a bonfire. Whilst avoidance is an adaptive protective response to something we fear, like a threat (whether perceived or real), it can fuel feelings of anxiety, causing it to grow and feel overwhelming.  When we are supported to face our fears and be brave (with a gradual, stepped approach), it allows our brain to switch out of survival mode and learn that we can feel both anxious and still be ok (even though it may be difficult and uncomfortable). 

Some children experience anxiety (for many different reasons) related to attending school or returning to school after holiday breaks (only 6 more sleeps, where did this term go?).  These links have some information regarding possible signs and support strategies / tips for parents / carers  to help manage school related anxiety.  Awareness of, and early intervention, are the best preventative strategies before it escalates to a school refusal situation, so please reach out to your class teacher if you have concerns.  This helps us to be Together Terrys providing an Inclusive Iggy supportive response to our amazing Growing Gilbert MDPS students.  

Week 7 - Illuminating the School Counsellor (SC) Possibilities

With the start of a new year, I thought it would be timely to illuminate the SC role, sharing some general purpose information about the TCS service delivery model that underpins the scope and purpose of the role, as well as some practical information about the SC role possibilities here in the MDPS community. 

TCS SC Role / Purpose - in terms of individual sessions with students, the scope of the SC role is to focus on supporting the wellbeing of the students to engage in their learning at school, by providing short term, brief, solutions-focussed interventions.  If there are challenges needing long term / ongoing therapeutic support for students, then parents and students can be supported by the SC to navigate pathways and systems for a variety of external providers.   Supporting the wellbeing of students to engage in their learning has many possibilities, including supporting the staff and parents to support the students in a variety of ways across the 3 tiers outlined below. 

TCS service delivery is based on a Multi-Tiered System of Support (MTSS) with 3 tiers.  Essentially, Tier 1 is universal intervention / prevention ('to the many').  This support is often provided by our dedicated Class Teachers (ensuring it happens in the moment, on the day, multiple times), and through the important friendship / social skills / problem solving / wellbeing strategies that are taught during the Disposition Lessons on Friday mornings every week. These lessons can be adjusted, and tailored to current / ongoing situations, to provide a Tier 2 level targeted support for the whole class / group learning (once the teacher is informed of a need). These classroom interventions require time to take place, for discussions to occur and learning applied before Tier 3 (intensive 1:1) individualised interventions are provided. If Tier 2 strategies are not effective over time, then Tier 3 support (e.g. individual sessions with the SC) may be needed / provided.

 Referrals to the SC: There are a few referral pathways depending on the situation, the 'how', and the 'what' needs have been identified.  Typically though, if parents or carers have concerns about a child's ability to engage in learning at school, the first step is to liaise with the class teacher, so the Tier 1 and/or Tier 2 interventions can be initiated, and monitored over time to see if they've been effective.  If the need continues, there is a Student Support Committee Review process that allows the complexity of a student's needs to be addressed and subsequent support provided to teachers, parents / carers and possibly directly with students.  The class teacher will liaise with parents / carers around this process, and possible options / actions available (including the SC consent and referral paperwork if that is an outcome). The next step would be a meeting with parents / carers to find out the important background information, and ensure the student is a willing participant prior to sessions beginning.  Alternatively, support meetings may also happen just with teachers, and/or parents / carers, without a student referral eventuating.   

In school availability: While I work full time for TCS, the MDPS SC position is part time, working during the school term every Thursday and Friday and alternate Wednesdays (even numbered term weeks) in the school.  The students know me as Ms Karen and are likely to see me visit their classrooms throughout the year, mostly during Disposition Lessons, or at the WMC entry for Assemblies (please say hi if you are attending too), or of course one on one (if they have been referred). Professionally, I work from a non-judgemental BioPsychoSocialEducational framework, (being curious about all of those possible sources of contributing factors), understanding that behaviour is communication (often about an unmet need or not yet developed skill) and appreciate Ross Greene's philosophy of "children do well if they can".

To infinity and beyond... We have some exciting exploration possibilities happening in the wellbeing space at MDPS this year, which I am sure Michael will illuminate in the near future.  So, stay tuned for that whole of school process, and some regular latest news contributions from myself as well.  I look forward to supporting and getting to know more of our MDPS community in 2024.