Words for Wellbeing - Edition 3 - March 15, 2021

Welcome to Words for Wellbeing

Welcome to your fortnightly Wellbeing newsletter. You’ll find new information to enhance your health and wellness to keep you Fit4Life. These will include shining a spotlight on signature character strengths; top tips from the science of wellbeing; Conversations on the Couch with our Emmanuel family; and, loads more. We hope you enjoy them and we’re happy to take requests if there’s something in the wellbeing realm you’d love to learn more about.

It seems our new fortnightly Schoolzine format means that our newsletters are on steroids, so strap yourself in! This fortnight we highlight National Day Against Bullying and Violence. We begin addressing the all-important topics of teenage sexuality and consent. There’s an International Women’s Day Wrap Up after our incredible Girls Got Talent event. Dietician Ruth Walker introduces us to goal setting - a topic we’ll discuss many times this year. We have another incredible Conversation on the Couch with our own Rachele Sloane. There’s Neurodiversity Celebration Week; Earth Hour; Jump for DIabetes Month; Brophy Yumcha events…even a special article from the LRC’s Mrs Sinnott and Wellbeing’s Jodie Fleming (that’s me) plus so much more!

To get you started with a smile, please enjoy this video of the Dominican nuns from Trujillo, Spain, as the sisters perform the Jerusalema dance challenge, a viral phenomenon which is now shared to spread joy, and as a wonderful way to pray and connect with the worldwide community.

So sit back and relax as you take in everything on offer in this edition of Words for Wellbeing.

National Day of Action Against Bullying & Violence

"Let us take one day only in hands at a time. Resolve to do good today and better tomorrow." Catherine McAuley

At Emmanuel College we have a zero policy against any form of bullying, a topic we have explored in several past editions of Words for Wellbeing, and a topic we will keep coming back to. Today though, we highlight the National Day of Action against Bullying and Violence.

The National Day of Action against Bullying and Violence is an important day in our school calendar to join with other schools across Australia to say ‘Bullying. No Way!’ 

We’re joining the nationwide movement with schools across Australia to Take Action Together against bullying on Friday 19 March 2021. 

We’re proud to be an NDA school! We’re proud to say ‘Bullying. No Way!’ 

At our school, we encourage students to take hold of the issue and talk about what works. Let’s support our students to drive powerful messages and take action to prevent bullying. 

The NDA promotes school, parent and community partnerships to build supportive learning environments and find workable solutions to address bullying. 

Together we can make change. Everyone has a role to play in supporting young people in dealing with bullying and helping to energise positive discussions about the issue. 

Students have a voice in talking about bullying on the NDA 2021. It’s important we include them in finding solutions. 

The theme for the NDA 2021 is Take Action Together so let’s elevate student voices and empower students to join the national conversation. 

Casual Clothes Day Friday March 19th

Help our school community deliver a powerful message that bullying and violence are never okay by wearing a touch of orange for our casual clothes day on Friday, March 19th, gold coin donations will go directly to Caritas Australia for Project Compassion.

What is Bullying? 

Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. 

It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening. Bullying can happen in person or online, via various digital platforms and devices, and it can be obvious (overt) or hidden (covert). 

Bullying behaviour is repeated, or has the potential to be repeated, over time (for example, through sharing of digital records). Bullying of any form or for any reason can have immediate, medium and long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying.

Tips for Students 

If it happens in person, try these: 
• Ignore them. Try not to show any reaction. 
• Tell them to stop and walk away. 
• Pretend you don’t care. 
• Go somewhere safe. 
• Get support from your friends. 

If it happens online, try these ideas: 
• Avoid responding to the bullying. 
• Report and block anyone who is bullying online. 
• Protect yourself online using privacy settings and keep records. 

If you see someone being bullied: 
• Leave negative conversations. Don’t join in. 
• Support others being bullied. 

If it doesn’t stop: 
• Talk to an adult (parent/carer/teacher) who can help stop the bullying. 
• Keep asking for support until the bullying stops. 

Tips for Parents

If your child talks to you about bullying: 
1. Listen calmly and get the whole story. 
2. Reassure your child that they are not to blame. 
3. Ask your child what they want you to do about it and how you can help. 
4. Visit www.bullyingnoway.gov.au to find strategies. 
5. Don’t forget to check in regularly with your child.

Teenage Sexuality & Consent

Adolescent development can be at once simple and complex. In this article, we begin to explore the develomental milestones related to sexuality and gender identity, and later, go into depth about the importance of learning how to give and receive consent. Before we delve in, let's simplify matters with this wonderful cup of tea metaphor to help us understand consent a little better, from Legal Aid Victoria.

Adolescent development involves an intense period of change, socially, emotionally, physically, cognitively and sexually. It’s a stage of life where individual identities are formed and it involves much experimentation in order to discover who we are.

Sexuality is a part of who your child is and who they’ll become. Sexuality develops and changes throughout your child’s life. Feeling comfortable with their sexuality and sexual identity is essential to your child’s healthy development.

Sexuality isn’t just about sex. It’s also about how your child:

• feels about their developing body
• makes healthy decisions and choices about their own body
• understands and expresses feelings of intimacy, attraction and affection for others develops and maintains respectful relationships.

Your child’s beliefs and expectations about sex and sexuality are influenced by their personal experiences, upbringing and cultural background.

And you are your child’s most important role model. You can help your child by modelling and reinforcing values and beliefs about safety, responsibility, honest communication and respect in relationships by treating your partner with respect and talking about how to show respect within relationships, and sadly, about how to stay safe.

Most teenagers will experiment with sexual behaviour at some stage – this is a normal, natural and powerful urge in these years. But not all teenage relationships include sex.

Teenagers are also maturing emotionally and socially. They might want romantic intimacy and ways to express love and affection. And they might be curious and want to explore adult behaviours.

Some teenagers are sexually attracted to people of the opposite gender, some are attracted to people of the same sex, and some are bisexual.

Sexual attraction and sexual identity aren’t the same. Young people who are same-sex attracted might or might not identify as gay, lesbian or bisexual. They might identify as heterosexual. Sexual attraction is also different to their gender identity, which is a person’s sense of who they are – male, female, both or neither.

Your child’s sexuality might be different from yours or from your expectations. But if you can accept your child’s sexuality, it’s good for your child’s healthy development – and for your relationship with your child.

Promoting open communication about teenage sexuality

Your child will learn about sexuality at school, talk about it with friends, and get information about it online and through social media. But young people do trust the information they get from their parents.

If you talk about sex and sexuality with your child, it will help them sort through the many messages they get about sexuality. These conversations might not feel comfortable at first, but you can make them easier by:

• using everyday opportunities to talk about sexuality – for example, when you hear something on the radio together, or see something relevant on TV
• letting your child know that you’re interested in seeing things from their perspective – for example, asking them what they think about sexual identity
• being ready to talk about issues or concerns when your child raises them, and assuring your child that they don’t need to feel embarrassed
• being honest if you don’t know the answer to a question – you could suggest that you look for the answer together
• asking your child what they already know, then adding new information and clearing up any misconceptions
• using active listening skills.

It’s normal for you and your child to feel awkward when you’re talking about sex and sexuality. Next edition, we’ll include an article on handling difficult conversations and in particular, about giving and receiving consent.

Talking with your child about sexuality

Here are some ideas and strategies to make it easier to talk with your child about sexuality.

• Start conversations early: There’s no perfect time to start talking about sexuality, but conversations from a young age can help your child understand that sex and sexuality are a normal, healthy part of life. Early conversations can help make later ones easier.
  
• Be prepared: Your child might ask you all sorts of questions, so it’s good to check your understanding of puberty, periods, contraception, wet dreams, masturbation and more. It might also help to think in advance about your values and beliefs so you can be clear and consistent with your child. For example, if your child feels confused about their feelings for someone and asks you about same-sex attraction, responding positively and non-judgmentally is a good first step. So sorting out your own feelings about this issue in advance is a good idea.
• Talk about the really important stuff

There are some things it’s really important for every young person to understand:

• Your child has the right to say ‘no’. All young people have the right to control what happens to their bodies, and your child should never feel pressured into doing anything that doesn’t feel right. Talk with your child about recognising what feels comfortable and safe, rather than doing what their friends are doing.
• ‘Safe sex’ means protecting against pregnancy and sexually transmitted infections. Your child can do this by using condoms if they’re sexually active.
• If your child is sexually active, it’s important to be tested for chlamydia – this condition is usually symptomless and is very common in young people of both sexes.
• Your child can get advice about sexuality and sexual health from several places, including their GP. You can also tell your child that they can ask you anything he wants.

What is Consent?

Consent is important for any sexual activity. But what exactly does it mean?

Consent is an agreement between people to engage in a sexual activity. Consent means freely choosing to say ‘yes’ to a sexual activity.

• It’s needed for any kind of sexual activity, from touching or kissing to intercourse.
• It’s always clearly communicated - there should be no mystery or doubt.
• There are laws around who can consent and who can't.
• Without consent, any sexual activity is against the law and can be harmful.
• Only yes, means yes!
  

Silence or lack of resistance does NOT equal consent.

What consent sounds like…

Consent should be clear, enthusiastic and certain. Remember, if it’s not a yes, then it’s a no!

Consent sounds something like:

"YES!"

"Yassssss"

"Absolutely"

"That sounds great"

"That feels awesome"

"Let's do that more"

"I'd like to..."

"Would you please..."

"I want to keep doing this"

"I'm enjoying this"

"Can we..."

What consent DOESN'T sound like…

"No"

"Stop"

"Maybe"

"I'm not sure"

"I don't want to"

"I don't think I'm ready"

"Can we slow things down"

Pulling away or resisting

Being silent or not responding

Agreeing to go on a date

Showing interest in you

Consent and the law

If you don’t have consent, it's an offence.

It’s against the law to do sexual things (even kissing or touching) to someone if they have NOT given or are UNABLE to give consent. This is called sexual assault and it’s a crime.

The law also says that there are some situations where it is NEVER ok for someone to do sexual things with you, even if you consent! These are:

If you’re under the age of consent. The legal age for consensual sex varies across each state and territory. To find out more, visit the lawstuff website.
If the other person holds a position of authority, power or trust over you (such as a parent, family member, teacher, carer, support worker).

There are also laws about who can consent and who can’t

You can’t give consent if you are:

• Under the legal age of consent
• Severely affected by drugs or alcohol
• In a vulnerable position (the other person has power or trust over you)
• Being forced or afraid that someone will use force
• Tricked into thinking the person is someone else
• Under the belief that you can’'tor have no right to say no
• Mistaken or tricked about what you're consenting to
• Asleep or passed out
• Semi-conscious or unconscious
• Afraid you or someone else will be harmed ("If you don't, then I will…")
• Made to feel too scared to say no
• Pressured, bullied, manipulated or threatened
• Not able to understand what you're consenting to
• Prevented from leaving - locked in a room or car
  

How to get consent…

Asking for consent doesn’t have to be awkward! If done right, it can be flirty and respectful.

Here are some ways you might ask if you’re in the heat of the moment:

"Can I..?"

"Do you want me to..?"

"Want to try..?"

"Can we..?"

"Are you ready to..?"

"Do you like this?"

"Do you want to..?"

"Is this ok?"

"What do you want to do?"

"Do you want to stop?"

"Would you like to..?"

"Are you happy to go further?"

"How do you feel about?"

"How are you feeling?"

"Do you want to slow down?"

"Are you comfortable?"

Next week, we have an article for parents on how to discuss consent with your young people, but we hope the information provided today is a helpful start.

Here are some useful numbers in this space:

Centre Against Sexual Assault: 
24-hour counselling for victims/survivors of sexual assault, 1800 806 292.

Victoria Legal Aid: 
Free legal help, 1300 792 387.

Youthlaw: 
Legal services for people 25 and under 9611 2412.

Follow these links to some related articles: 

Girls Got Talent - IWD Wrap Up

"There was a time when women activists asked men to stand up for their rights. But this time we will do it by ourselves." Malala Yousafzai

Without a doubt, International Women’s Day and Girls Got Talent on March 9th will long be remembered as a day of celebration, inspiration, talent and inclusivity at Emmanuel College.

Special guests including, Mayor Vicki Jellie, Mr & Mrs Morgan, Sister Marie Mansbridge and Sister Kathlyn O’Brien, along with our student leaders and our larger school community witnessed an incredible Welcome to Country by our own Year 11 student, Amelia Bell followed by some inspiring words about women in leadership from our Mayor, Vicki Jellie AM.

Grace Kenny got the party started dancing to Fall Out Boy’s My Songs Know What You Did in the Dark, and our collective breath was taken away by Year 8’s Amelia McLeod singing Amy Winehouse’s Valerie. Our Rostrom award-winning Year 11 student Louise Tamer then took to the stage with a moving speech reminding us of the importance of the generosity of strangers and to close the show (almost), we had a. Then almost specially formed band of performers, including:

On the drums Paige Armitstead, on the guitar Mina Gagniere, on the bass Jenna Winnen and on vocals, Monique Brown, Kate Partridge, Akira Fish-Laird, Wrae Kitto, Emma Gass, Bridie Mason, Mia Hynes, Layla Kermond, Miss Carras-Kerr & Miss Oswin.

At the end, a sneaky surprise performance of Rossini’s Duet for Two Cats by Miss Carras Kerr and Miss Oswin closed the show.

We were able to share a lovely afternoon tea with our special guests with much talk already about how we might celebrate next year’s International Women’s Day. Big, big thanks must go to Peter Sassmanhausen for all of his supreme skills in all things audiovisual; to Rachele Sloane for her incredible videos capturing the spirit of the women of and inspiring Emmanuel; to all of our special guests; to all of our performers; to Amelia Bell for her artwork and Welcome to Country; to our school leaders, especially Ashley Evans for her MC'ing skills; and to everyone who came to celebrate our girls.

Girls Got Talent

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Free Workshop

eSafety believes all women have a right to be safe online. Join our free webinar Empowering women to be safer online being held in the same week as International Women's Day. The 45 minute session is designed to empower women with online safety knowledge and skills, and find support if they need it.

https://www.esafety.gov.au/about-us/events/international-womens-day

Conversation on the Couch with Rachele Sloane

After introducing you to our two newest Fit4Life Wellbeing team members over the past two editions of Words for Wellbeing, it’s now time to re-introduce to our incredible Wellbeing Coordinator, Rachele Sloane. 

Rach truly is the Yoda to our Luke Skywalker. She’s worked in her role for an entire generation and luckily for us, is a sponge for information with a thirst for knowledge that is insatiable. This year Rach has started her professional doctorate of education and we couldn’t be prouder as we supply her with coffee, tonnes of coffee! No matter how many crises she’s juggling, and she can juggle a lot, Rach always does it with a smile. She’s truly unflappable, the ultimate professional and is funnier than {insert your favourite comedian here}.

Please enjoy getting to know Rach even more, with her latest Conversation on the Couch. I know you’ll walk away with a gem or two.

What would you do differently if you knew no one would judge you?

I actually don’t think I’d do much differently because I’m very conscious of choosing to challenge myself as a personal value and ongoing goal, however, I think I’d experience more joy and fulfillment if I could think and feel differently about judgement. I also think this might start with challenging my own self criticism and comparison - I’m pretty sure our judging ourselves is actually the worst sort of judgement we face. So the thing I would do differently? Spend less time worrying over what I’ve said or done or felt and just enjoy the moments. 

Which is worse - failing or never trying?

I love this question. Fear of failure (or of looking silly, or making a mistake, or being laughed at…) is such a massive barrier to growth, learning and just enjoyment and something we really need to be talking about more. I, like many of the other conversationalists, definitely agree it’s better to try and fail than never try, but I also know that failing, being embarrassed and hurt is super uncomfortable!! Maybe the next part of the question is - what strategies do you use to manage that discomfort?  Naming/taking through the error, humour and working out how to “do it better next time” are big ones for me. My work colleagues know I love a meme and the words “well that didn't work - LOL”. 

If happiness was the national currency what kind of work would make you rich?

I feel like my answer to this is overly simple and basically encompasses anything that would allow me to travel, spend time in nature, be with great people, eat good food and read lots of books. I have a caveat to this though in that “happy” is not my number one core desired feeling (year 11’s will know what I’m talking about here). Not that I don’t want to feel happy - just that I think it's not the only goal. Personally I love awe, so taking the time to fully engage in experiences that result in awe - that’s my favourite :)

What are my favourite things right now?

Colour: Green in all its shades and hues for sure! I am writing this from Forrest where I have been walking and mountain biking through the beautiful Otways and its just sooooo good for the soul. Jodie will tell you I also have a house full of indoor plants and just love to be surrounded by nature.
* I can definitely confirm - crazy plant lady in the building! Jodie

Song: Better Than - John Butler Trio. JBT really highlights just how powerful and important mindful and intentional gratitude is to our wellbeing.

Books: The Dry - Jane Harper. Fantastic Australian fiction that takes you on a journey through time and rural culture. And The Ecology of Human Development - Urie Bronfenbrenner. Not fiction obviously and a little obscure for most people but totally my jam right now. 

Goal Setting by Ruth Walker, Dietician

You may have already heard of the term ‘SMART Goals’. SMART goals are used to support people to make changes to their lifestyle. If you set a goal that is SMART, you are more likely to achieve it. When you know you have achieved a goal, you are more motivated to set other.

So what are SMART goals?

SMART goals are:
S: Specific – clear and not confusing
M: Measurable – so you know exactly what you need to achieve
A: Action-oriented – based on something you can do
R: Realistic – meaning it is achievable
T: Time-based – achieved in a set timeframe

If I set the goal, “I am going to get a gym membership and go to the gym every day,” I am at risk of not achieving my goal. It is not a SMART goal. What am I going to do at the gym? Is it realistic to go to the gym every day? Gym memberships are expensive. Can I even afford a gym membership?

A good example of a SMART goal is:

“I am going to go for a 30 minute walk, 3 times this week.”

This goal is specific and not confusing - I know exactly what I need to do.
This goal is measurable – I know how much exercise I will be doing - 30 minutes, 3 times per week.
This goal is action-oriented – I am walking.
This goal is relevant – I currently don’t do any planned exercise. I want to get fitter so this goal will help. 
This goal is time-based. I will know whether I have achieved this goal after a week…

Now I am feeling proud and confident because I have achieved my goal – I might set a new one!
So make sure any goal you set around food and lifestyle is SMART. If you are not sure about how to do this, you can ask a teacher, wellbeing representative or a friend.

In the next Words of Wellbeing newsletter you will be given information of how you can use food and lifestyle to live well and stay healthy. You may choose to set a SMART goal after reading… Stay tuned.

Words for Wellbeing in Warrnambool

Margaret Sinnott, Learning Resource Centre Coordinator, and Dr Jodie Fleming, our School Psychologist, were excited to be published in this month’s FYI magazine, the quarterly print publication from the School Library Association of Victoria. We’re happy to share the article with you here. 

At Emmanuel College Warrnambool, we work together to create a culture and environment that values and promotes all aspects of health and wellbeing, where students are nurtured to develop the skills and capabilities they need to flourish and be Fit4Life. 

Not only is our Fit4Life wellbeing approach embedded across our curriculum, it is also explicitly embedded throughout our Learning Resource Centre (LRC). Key to this approach are the relationships fostered between our LRC and Wellbeing team, as well as persistently working towards ongoing promotion and development of a safe and inclusive environment and positive culture that supports individuals and the community to flourish. 

The LRC is a place where students can study, relax, take time out, meet friends, in a supportive environment, which is consistently staffed at all times, fostering supportive and meaningful relationships between staff and students. It’s open from 8am to 5pm each week day (closing at 4pm on Fridays).  

Incorporated into the design of our LRC is a conscious awareness of the developmental stages of our students, in particular the need to facilitate their social and emotional needs. As such, we have specifically incorporated spaces designed to encourage the development of and building upon social interactions as well as quiet, private sanctuaries where students can retreat in isolation. 

Resources such as card games, chess and other games are available for students to use before, during and after school. The collection is up-to-date and includes a variety of resources, catering for different reading abilities and interests.  Books published with a dyslexic-friendly font are provided for both the set English texts and for leisure reading.

Other resources include Lego and mindfulness tools which are continually available to students. Often our Health and Physical Education classes access these social tools as well. 

During this year the College has begun a process of redevelopment of the library.  This includes gaining some additional space, providing learning and study areas for extra students who will relocate from another campus in 2021. 

The design of the new library has given us the opportunity to reflect on the need for both public and private zones, allowing students to work and relax individually or to collaborate and meet with others in private meeting/learning locations.  

The furniture chosen for the spaces also reflects this - space to be on your own and with others.  It will include areas where a quiet spot is to be found, where a door can be closed for private and quiet conversations but where students and staff are still visible.  The new design will also see library staff being deployed in the public spaces, offering more interaction and ability to assist those who require it. 

In working with Library Consultant, Kevin Hennah, the library staff have rearranged the fiction books to be in different tenancies. Our fiction collection will be arranged on shelves allowing students to browse a collection of books that suits their interests.  We have decided on ten different tenancies including the Relationships tenancy featuring the genres of Family, Friendship, Love and Teenage stories.

Students will be able to search the catalogue for the Relationship books or any of the genres that sit in that collection. The new shelving for the books will be installed with wheels to allow movement of the shelves and the chance to create small areas or hubs where students can gather or where they can be on their own.  

At the commencement of the refurbishment, students who would ordinarily seek respite in the safety of their quiet place within the LRC, those who could find company at the chess board or a comrade at the Lego table, all of a sudden found themselves at a loss for where to recharge their batteries. In addition, the increase in presentations to our Wellbeing office at this time, provided clear evidence of the uptake and value the LRC contributes to student wellbeing.

For many years the LRC has liaised with the Wellbeing Team to assist in the cross promotion of special days and weeks such as Mental Health Week and Cyber-Safety Week, providing resource materials or showing a short film clip or having a special event in the library space to further the promotion of an idea or theme.

LRC staff have been integral in sourcing and acquiring a series of wellbeing themed books and other resources which are especially on display within the Wellbeing offices and available for borrowing directly by staff and students alike. Reciprocal referrals between the two teams have benefitted our students significantly, with open communication of observations facilitating the meeting of individual student needs and the optimisation of their wellbeing outcomes.

As in the rest of the world, COVID19 restrictions changed everything for our college but there are always silver linings.

Remote learning provided us with an opportunity to create new ways to connect with our community. For example, our Wellbeing newsletter, Words for Wellbeing, was born and as a result, an already strong collaborative relationship was strengthened between the LRC and the Wellbeing teams. LRC staff regularly contribute content to the newsletter, as well as cataloguing the newsletters both digitally and as hard copies for students to search specific topics and access them from the LRC. 

Forced to become creative with how we remained connected, our two existing Book Clubs continued to provide students and adults alike, interested in reading, an opportunity to be with like-minded people to discuss books and the joys of reading, albeit virtually.  

We are so proud of our conscious effort to embed our Fit4Life principles into our LRC and look forward to the unveiling of our new improved home in early 2021 where our Emmanuel community, staff and students can continue to enjoy all of the benefits to their wellbeing that it provides.

Yumcha LGBTIQA+

Yumcha is an LGBTIQA+ diversity group for young people, their friends and allies under the age of 18 who want to connect and meet others in a safe and welcoming space.
 
Check out the images below for information about Yumcha’s regularly catch ups to stay SAFE in the South West in their incredible LGBTIQA+ Youth Spaces. Click to enlarge.

Brophy Family & Youth Services:
210 Timor St. Opposite South West TAFE

Neurodiversity Celebration Week

At least one in ten people are neurodivergent.

“Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?”

— Harvey Blume, The Atlantic, 1998

Although there is broad diversity across the population, some individuals have neurological variations that make it particularly challenging for their communication, self-expression and interactions with others.

Neurodiversity is a broad umbrella that includes autism, Asperger's, ADHD, dyslexia, dyspraxia, dyscalculia, dysgraphia and tics. However, Judy Singer, who coined the term, proposes that we are ALL neurodiverse because no two humans on the planet are exactly the same.

There are many negative stereotypes and misconceptions about students who have specialeducational needs (SEN). Although SEN students have many strengths and talents, their school day can often be negative and demoralising. Most neurodivergent students work very hard to overcome the challenges and obstacles caused by their learning differences. However, their effort and dedication are often overlooked. 

Focusing on their weaknesses while ignoring their strengths can affect their confidence, self-esteem, and mental health. 

At Emmanuel, we want to challenge and change this by participating in Neurodiversity Celebration Week,a week during which schools recognise and celebrate the many strengths, talents, and advantages of being neurodivergent. 

We want to flip the narrative so that our entire community recognises and celebrates the many strengths of our neurodivergent students.

Please join us in creating a more inclusive, supportive, and understanding school environment for SEN students this Neurodiversity Celebration Week 2021, taking place on 15 March to 21 March, 2021 and then every week after that.

Jump to Cure Diabetes Month

2021 marks the 100th Year of Insulin, the only treatment for Type 1 Diabetes.

What is Type 1 Diabetes?

Type 1 Diabetes (T1D) is an autoimmune disease destroying our body’s ability to process sugar by attacking the beta cells in our pancreas that produce the hormone insulin. Insulin helps convert sugar into the fuel our bodies need. Without insulin, sugar builds up in our bloodstream in life-threatening amounts. Multiple times each day insulin needs to be injected into the body of someone living with T1D.

Living with T1D

At a time of life when fitting in with their peers is paramount, managing diabetes as a teenager can bring with it a unique set of issues, as it can be seen as a difference. 

The constant need to monitor blood glucose, multiple times a day, coupled with the need to administer insulin around every meal… Planning the day around food intake, counting calories, estimating physical activity and metabolism… the list goes on and it’s a lifelong job.

People living with diabetes are at higher risk of developing depression and anxiety, and can experience something known as diabetes burnout, which happens merely because of the chronicity of the disorder.

The strengths

Having worked with many young people living with T1D, one thing is for sure. You will never meet a more resilient, more courageous, more emotionally intelligent, empathic person. Ever.

Facing adversity of any kind can lead to incredible personal growth and the development of some incredible lifelong active, approach coping styles.

We want to give a massive shout out to our students, staff and families living with diabetes. 

You inspire us, and we support you. This month and every month.

For more information, go to:

https://jdrf.org.au/

Earth Hour, March 27th, 8.30pm

Earth Hour has always been for everyone. Every year, the hour of no power turns individuals, schools, businesses and communities into a millions-strong movement, and it's never been a more important time to make the switch.

This Earth Hour, we’re encouraging people everywhere to make the #SwitchforNature to support Australia’s switch to a renewables-based economy.

Simple switches you make in your daily life can help our planet. You could:

- Switch to solar power.

- Switch your ride

- Or just #SwitchOff your lights for Earth Hour to show your support for Australia becoming a renewables powerhouse. 

Skodel Check-ins

At Emmanuel College we are committed to our student’s wellbeing. As part of this commitment, we encourage our students to check in fortnightly on Skodel.

Skodel Check-Ins are short and engaging surveys that give students a friendly outlet to voice their wellbeing and help schools gain timely visibility on the areas that matter. We prompt our students to submit a brief response to a question – this may be a general wellbeing question or a specific question regarding community or world events; and how it affects their emotions and thoughts.   By giving our students the opportunity to express vulnerabilities, gratitude, or simply share a story with us we aim to achieve the following:

1.Build Stronger Relationships: By driving more meaningful conversations in our school community, we can build stronger relationships with students, families and our School's values and culture.

2.Identify Students That Need Support: It can be hard for students going through a challenging time to speak out. Our aim is to give students a medium they feel comfortable opening up on so we can best support them.

3.Encourage Self-Expression: We want to give students a voice and encourage them to use it. This helps students discover themselves and gives our teaching community a chance to get to know them on a deeper level so we can better support them through the tough times and share in the moments of joy and achievement.

To find out more, watch this introductory video below and if you have any questions, please contact yours or your child's homeroom teacher.

Mindfulness

Fit4Life, Wellbeing @ Emmanuel College

Your 2021 Fit4Life Wellbeing Team are, from left to right, Jodie Fleming (School Psychologist), Rachele Sloane (Wellbeing coordinator), Claire Wrigley (Assistant Principal Students Wellbeing), Tracey van Rooy (Student Wellbeing Intake Officer). You can look forward to meeting us all through the Conversations on the Couch in coming editions, or, in person anytime!

We have moved but we are still located on McAuley campus. You’ll now find us upstairs in the Convent, at the end of the Year 7 corridor, directly above the Heritage room.

Can’t follow my instructions? Here are some videos coming from The Stage, the front office, and from the Year 7 corridor. Simply click on the links for a speedy tour.

We also have spaces on Rice and Goold campuses. Teachers, parents and guardians and students are all able to refer students to us. If you'd like to catch up, simply email us at wellbeing@emmanuel.vic.edu.au

Fit Bits

Our weekly Fit Bits links are designed to energise, motivate and encourage us to take brain breaks and mindful moments throughout each day for our minds and our bodies.

ENERGISER

BRAIN BREAK

MINDFUL MOMENT

MOTIVATIONAL MUSIC

We hope you’ve found something useful in this edition of Words for Wellbeing.

Our past editions of Words for Wellbeing contain useful reminders about how to cope with the changes that stage three lockdown brings. You’ll find all of our past editions online - just follow this link and enter Words for Wellbeing in the search bar: 

Stay tuned for our next edition of Words for Wellbeing!

In the meantime, if you need to contact Wellbeing, please email us at wellbeing@emmanuel.vic.edu.au to organise a catch up or just to check in or offer us any suggestions or feedback on our Words for Wellbeing.

Stay safe and well everyone.

Love from your Wellbeing Team