Social and Emotional Learning

The Personal and Social capability provides a foundation for young people to understand themselves and others, and navigate their relationships, lives, work, and learning. It supports young people to regulate their thoughts, emotions, and behaviours to manage themselves, relate to others, set goals and resolve conflict (ACARA v9.0). The Personal and Social capability is taught explicitly as well as weaved throughout our teaching and learning to support and deepen engagement.

The Zones of Regulation is a program used at The Sycamore School which provides a simple, common language to understand, talk about, and teach regulation. Through this program the young people learn how to organise feelings, state of alertness and energy levels into four coloured zones – Blue, Green, Yellow and Red (Zones reference). Our young people develop ways in which they can begin to self-regulate their own emotions, manage their sensory needs, and over time, improve their ability to problem solve with increasing independence. In addition, educators employ various strategies, such as sensory breaks, fidget tools, and sensory-friendly materials, to support regulation and ensure their optimal learning experiences. This may involve adjusting lighting, minimising noise, and providing sensory spaces to accommodate students with sensitivities.

Positive Behaviour Support (PBS) is a proactive approach aimed at promoting desirable behaviours and reducing challenging ones by creating a supportive environment and implementing strategies tailored to individual needs. At The Sycamore School this framework emphasises the use of positive reinforcement, clear expectations, and proactive interventions to foster a culture of respect, inclusion, and success.

Restorative Practices, at The Sycamore School, is an approach to fostering positive relationships, resolving conflicts, and nurturing a supportive learning environment. This approach offers a paradigm shift from punitive measures towards inclusive and restorative methods of addressing harm and conflict within our School. We believe that when individuals are provided with opportunities to engage in meaningful dialogue, express their perspectives, and take responsibility for their actions, they are more likely to develop empathy, resilience, and a sense of belonging.