Pastoral Care at St Edward’s College is about creating a safe and caring environment for each student.     

At St Edward's, student wellbeing takes center stage in our commitment to providing a nurturing educational environment. We understand that for families, the wellbeing of their children is paramount when choosing a school. At St Edward’s, we go beyond academics to prioritise the overall wellness of each student. Our dedicated spaces, experienced teachers, and tailored programs are designed to ensure that every boy feels safe, happy, and included throughout their educational journey. Recognising the challenges that adolescents face in today's world, we are committed to supporting families in raising resilient and well-rounded young men. To further assist our St Edward’s community, we offer resources for families, providing valuable insights and tools to navigate the complexities of adolescence. Members of our Pastoral Team, which includes our experienced counsellors and Pastoral Leaders, actively contribute to this support system. Through guidance and resources, we aim to empower families as they guide their sons through the high school experience. Together, we foster an environment where each student can thrive academically, socially, and emotionally.   [caption id="attachment_49501" align="alignleft" width="150"] Central Coast Resource List[/caption] [caption id="attachment_49836" align="alignleft" width="150"] Online Safety[/caption] [caption id="attachment_49874" align="alignleft" width="150"] Hold onto Kids - in the Digital Age[/caption] [caption id="attachment_50114" align="alignleft" width="150"] Justice, Peace and Advocacy[/caption] [caption id="attachment_50181" align="alignleft" width="150"] The Secret of Parenting[/caption] [caption id="attachment_50730" align="alignleft" width="150"] Zero Discrimination Day[/caption] [caption id="attachment_50814" align="alignleft" width="150"] Screens, Teens and Mental Health[/caption] [caption id="attachment_51526" align="alignleft" width="150"] Neurodiversity Week[/caption] [caption id="attachment_51631" align="alignleft" width="150"] Unhappy Young People - Why[/caption] [caption id="attachment_51835" align="alignleft" width="150"] Dysregulated and Dangerous[/caption] [caption id="attachment_51908" align="alignleft" width="150"] Difficulty Adjusting to Teachers[/caption]  

Located within the Well-being Centre, there are Counsellors available for consultation with students and their parents/caregivers.  The Counsellors have undergraduate and postgraduate qualifications and many years experience working in schools and in private practice with adolescents and other age groups.  They are  accredited members of professional bodies and adhere to professional ethical standards. Holistic Approach The College Charter has themes of education as being a liberating force in raising awareness of self and others in the world. Other themes include the theme of being an inclusive community, spirituality as fostering compassion, justice and peace and standing together in solidarity on issues that are committed to the universal good of our planet.  The College Counsellors are also committed to the values in the Charter and consider the social, cultural, environmental, emotional, physical and psychological aspects of each individual student in the development of their sense of self, resilience, and sense of self-control. [caption id="attachment_5731" align="alignright" width="180"] Terase Killin[/caption] How To Access the Counsellors Students can make an appointment with a Counsellor through Pastoral Care reception, via their Pastoral Leader, parents, or their friends. Students are also able to self-refer by emailing the Counsellors indicating when they are available for an appointment during school hours. Counsellors’ monitor emails during the school terms. During holiday periods, if a student needs to access a Counsellor, it would be best to see a General Practitioner and attain a Mental Health Care Plan. Your General Practitioner would then be able to refer to an appropriate external counsellor. After school hours or during school holidays if in an urgent situation, triple zero (000) should be called to access an ambulance. There is also phone access to The Mental Health Line, 1800 011 511 which is a 24 hour crisis line. Why Talk to a Counsellor [caption id="attachment_23878" align="alignright" width="180"] Marcus Missio-Spiteri[/caption] Everyone faces challenges, predicaments and worries throughout their lives and may feel the need to express their concerns in a private and non-judgemental environment in which they feel empowered, validated and respected.  Sometimes a student may only feel that one or two sessions is enough to address an issue and sometimes it may be longer. Both the St Edward's College Counsellors have vast knowledge and experience with a number of therapies, strategies and counselling practices that deal with a wide range of issues faced by secondary students and their families/caregivers.  Counselling is seen as an integral part of school life and every student has the opportunity to access counselling and support when needed, whether short or long term. When to Talk to a Counsellor It is a good idea to have a chat with a Counsellor when you know you are not functioning like you  usually do.  That is, when you feel overwhelmed that things are piling up on top of you and you start to: Want to stay in bed all day/don’t want to go out of your bedroom Have disruptive sleep patterns…wake up for no reason for hours during the night Can’t get to sleep Isolate from friends Lose your appetite Feeling like having a shower is just so hard Fun seems like a remote idea Generally feel low/depressed Is Counselling Private and Confidential The sessions between a Counsellor and a student is private and confidential.  The only information that must be passed on, according to the Law, is information about a student who has been harmed or who expresses an intention to harm himself or someone else.  If it is OK with the student to let his teachers know of his present circumstances, the Counsellors may act as Advocates for the student and work closely with teachers to support the student. Common Issues Some of the common issues dealt with in counselling include: Mental Health concerns:  e.g. anxiety, depression Friendship/relationship stresses and/or skill building Family illness/disruption/relationship stress Grief and Loss Adjustment to High School Bullying – restorative justice sessions/working with the Year Co-ordinator Anger – constructive vs destructive Trauma counselling Life coaching for older students   Parent Support Line The Support Line allows parents to book a phone consultation with one of the College Counsellors, it is a safe place that provides support for parents regarding issues they may be experiencing themselves or with their son/s. Parents are encouraged to reach out and know that support is readily available to them. Click the help image below to book a suitable time for a College Counsellor to call you.

St Edward’s College adopted the theme “Where Young Men Achieve” under the guidance of the then Principal, Br Peter Hester. The six tiered formation process is designed to give substance to this theme. The formation process links, from year to year, the development and growth of the students in our care at the College. They enter as boys, fresh from seven years of primary education, and leave six years later as educated young men who are ready to be active within the wider community, displaying a strong sense of purpose. The six themes are based around concepts of growth and awareness so students appreciate that they belong to a community which is rich in history and strong in values. Ultimately, when students finish their six years at the College, they are prepared academically and socially to enter the workforce as young men who are willing to contribute to the community. The formation process has the following themes: Year 7 – Belonging Year 8 – Values and Service Year 9 – Men of Honour Year 10 – Leadership and Involvement Year 11 – Owning the Responsibility Year 12 – Young Men with Purpose Year 7 welcomes the students into the community of St Edward’s.  It is based around the recognition of belonging to the College community.  It incorporates teaching the students the history of Edmund Rice and the story of the Christian Brothers. It is here that we introduce the touchstones which are integral to all EREA schools in our region.  We also recognise the St Edward’s College ‘Code for Learning’ which incorporates the everyday activities of our College. Year 8 introduces the Waterford Project which instills values of service and acceptance. Bullying issues within school and the wider community are presented in classes, and educating boys in ‘right versus wrong’ is incorporated into daily teaching. Year 9 promotes the idea of being gentlemen within society. Boys have a strong sense of justice at this age, however we encourage them to extend their horizons beyond their own personal space. Standing up for injustice, recognizing cultural diversity and acknowledging the equality of the sexes in our society are major issues that will be profiled. Year 10 introduces the leadership program and highlights the transition into the senior school. Involvement in Leadership Prefect portfolios is encouraged and leadership is acknowledged through the badging of College Leaders in second semester. Involvement will be mandatory for those students who have ambitions of being a Prefect in their final years. Leadership is seen both in and out of the classroom and involvement in all facets of College life can be developed weekly. Year 11 focusses on owning the responsibility of the senior years at the College. The process of goal setting for individual pathways is closely linked to leadership.  Boys are encouraged to set personal standards in behaviour and a strong presence around the College is expected. Owning responsibility and consequences that come with emerging self-identity are developed.  Academic and career choices will be the focus, as will continued involvement in Prefect Leadership Portfolios. Year 12 is the final step in our formation process. Leadership can be handed over and focus can be on individual pathways and academia. Young Men with Purpose is the theme for Year 12 and purpose is defined as “with intention and determination”. All facets of College life are undertaken with intention and determination. It is here the boys graduate as young men who have achieved to the best of their ability during their time at the College. Statement of Intent Recent testimonies by young women have raised awareness of the prevalence of sexual assault and sexual violence among children and young people. This requires a coordinated and collaborative community-wide response in which schools have an important role. Many young people have called for better consent education at school. The NSW curriculum currently includes age-appropriate relationship and consent education from the early years of schooling, but more needs to be done.  Please see the link below for the full Cross Sectoral Statement of Intent. Cross Sectoral Statement of Intent  

At St Edward’s College, we work together as a school community to ensure each individual conducts themselves with the highest standards of behaviour. Effective learning can only occur in a secure environment where the dignity, rights and responsibilities of others are known and respected and where standards and rules are fairly and consistently applied. The Student Code of Conduct has been developed to clearly set out standards of behaviour that students are expected to abide by. Please see the link below to view the full Student Code of Conduct.     Student Code of Conduct    

"If students are feeling well, if they are functioning well, if they are coping well with the stresses that are around them; they’re better able to take on new information and obviously achieve well in school." Professor Donna Cross is Foundation Professor of Child and Adolescent Health at the Child Health Promotion Research Centre, University of Western Australia. The following list is drawn from the experiences of many teenagers and young adults who have worked with counsellors in a variety of situations – schools, TAFE colleges, community health centres, telephone help lines and internet youth counselling services. It covers some of the worries that young people have from time to time. Behaviour at school Behaviour at home Making and keeping friends; friendship groups Boy/girl relationships Family relationships (communication, trust, separation, divorce) Progress at school; changing schools, leaving school Loss and bereavement Inappropriate use of drugs, including tobacco and alcohol Physical changes of puberty Emotional issues (anger, anxiety, loneliness, depression) If these are some of the things that worry you from time to time, or if you have other concerns, it would be a good idea to talk them over on a one-to-one basis with a trusted adult. That person could be a parent, relative, sports coach, teacher or counsellor. The College counsellors are available to you during school hours and may be able to help you work through your worries before they become major problems. Support Information Lifeline (24 hrs) – Ph: 13 11 14 www.lifeline.org.au Kids Helpline (24 hrs) – Ph: 1800 551 800 www.kidshelp.com.au Youth Beyond Blue – Ph: 1300 22 4636 www.youthbeyondblue.com Reach Out Australia – www.reachout.com Beyond Blue – 1300 224 636 www.beyondblue.org.au Black Dog Institute - (02) 9382 4530 www.blackdoginstitute.org.au eHeadspace – 11800 650 890 www.eheadspace.org.au [Suicide in Schools Parent Information]

Senior students as older members of the College have increased freedoms but also increased responsibilities. All senior students are expected to be appropriate role models for younger students. There are a number of different opportunities for senior students to demonstrate leadership. This might be as a designated College Leader, a member of a Prefect portfolio or as a College Prefect. All senior leadership roles have as their basis the following: The appropriate wearing of the College uniform, at school, travelling to and from school, in public places and for school events; Modelling of appropriate behaviour at school and travelling to and from school; Demonstrating an appropriate work ethic and application to their studies; An ongoing commitment to the College’s justice and peace program; Active supervision of younger students when travelling; A commitment to meeting the expectations of the role description for their leadership position. Student Leadership Team All Year 8 to 11 students are entitled to apply for this position if they feel they can fulfil the requirements of the role description. In addition to the above they are expected to assist the Home Room Teacher in the administrative duties and pastoral care of younger students. This could take the form of mentoring younger students in the Home Room class. Prefect Prefects undertake to show leadership in a particular area of College life. Typically these could be: Sport; Liturgies and Assemblies; Social Justice; the Environment; Technology; Publicity; Creative Arts and Social Activities. Each area might have two or three Prefects taking a leadership role. Prefects also represent the College in the public arena where they may attend events like Citizenship Ceremonies. The College Captain and Vice Captain(s) are chosen from the Prefect group. The prefect group is normally about fourteen students.

7St Edward’s maintains as a fundamental responsibility, the care, safety and well-being of children and young people. Central to the mission of the College is an absolute commitment to fostering the dignity, self-esteem and integrity of children and young people entrusted to our care.   Creating a safe and supportive learning environment in which students are challenged, nurtured and inspired to reach their potential, spiritually, physically, intellectually, emotionally and socially is paramount.  We are committed to embedding an organisational structure of child safety, continuously reviewing and improving our child protection policies and procedures. The College’s child safety policies and procedures complements the EREA Code of Conduct which details, clarifies and affirms the standards of behaviour expected for members of the Edmund Rice Education Australia community, including members of the College community. The College's Child Safety Officer is the Director of Pastoral Care. The College's expectations in relation to child safety are contained in the following documents: EREA Code of Conduct   EREA Commitment Statement to Child Safety   EREA - Child Safeguarding Standards Framework   Pastoral Care Policy   Mandatory Reporting Of Abuse and Neglect   Procedures for Managing Allegations of Staff Misconduct and Reportable Conduct   Procedures for Managing Child Safety Incidents or Concerns at or Involving St Edward's    

St Edward’s College is committed to the promotion of the values that underpin the EREA Touchstone of Inclusive Community. We are a welcoming community that is accepting of others and is dedicated to fostering respectful relationships. The 'Hands Off’ Policy at St Edward’s College is designed to preserve the dignity, safety and wellbeing of all members of our community. The policy requires students to refrain from physically touching another student and/or their property. Appropriate physical greetings are not included in this rule. The College will not condone any form of violence. Students who are found to be engaging in any physical conflict will be suspended from classes until the matter is investigated and resolved. Please see the link below to read the full Hands Off Policy.   Hands Off Policy  

St Edward’s College is committed to creating engaging and effective classrooms, and an inclusive and safe school community for all. Students and staff have the right and responsibility to engage in positive and respectful relationships based on valuing the interests, abilities, and diversity of others. All school community members have the right to be treated fairly and with dignity in an environment free from intimidation, harassment, victimisation, discrimination and continued disruption.  See the link below to view the full Discipline Procedure.     Discipline Procedure  

Procedures Students are permitted to bring their mobile device to school. Students bringing their mobile device to school, do so at their own risk. The College will not be responsible for lost or damaged devices, however the Pastoral Leader will assist in identifying if a phone has been stolen, with appropriate action following. Students must adhere to the rules outlined below in relation to the use of mobile devices. Mobile devices must not be used to by-pass school procedures in relation to school/parent contact. Boys are not permitted to contact their parents directly from their mobile phone throughout the day without the express permission of their Pastoral Leader. Parents are encouraged to support this, by not attempting to contact your son on his device throughout the day. In situations where contact with your son is required, we ask that you do so via the College Office on 4321 6400 Students can use their devices, appropriately, before 8:45 am and after the final bell at 3:02 pm. Inappropriate Use: - Mobile devices must not be used to invade the privacy of others or breach the law. - Students who use a mobile device either by a direct phone call, text message or other function to: bully, harass, threaten, abuse, vilify or embarrass other students or staff, will face disciplinary action which may lead to police involvement. - Taking pictures or videos of someone else without their permission is illegal. Students are required to keep devices in their lockers between 8:45am and 3:02pm. Students must have their mobile devices switched to silent during the school hours At times mobile devices can be used for educational purposes, but students may only use their devices in classrooms under the direct instruction of a teacher (eg: elective music, multi-media et al). Procedures for Non-Compliance to the Policy First Occurrence: Student hands device in to the office staff who place in an envelope, which will be securely stored until collected by the student at the end of the day. Second Occurrence: Student hands device in to the office staff who place in an envelope, which will be securely stored until collected by the student at the end of the day. Parents/ carers will be notified by the appropriate Pastoral Leader that it is the second occurrence. Third Occurrence: Student hands device in to the office staff and parents/carers are contacted with a request to collect the device from the office. Student and parents/carers will be asked to meet with the Pastoral Care Coordinator to discuss their refusal to comply with the College’s Policy. Refusal to hand in device to office: Student and parents/carers will be asked to meet with the Pastoral Care Coordinator to discuss their refusal to comply with this College Policy.

Bullying is defined as “any action or implied action, such as threats of violence, intended to cause fear or distress”. In the words of students at St Edward’s College “it is giving someone a hard time for no specific or apparent reason”. Such bullying can be emotional, verbal and/or physical. It can be subtle or obvious, and can occur once or over a period of time. Whatever form the bullying takes it utilises the illegitimate use of power in order to hurt others. Examples of bullying are threats of violence, actual physical violence or intimidation, verbal malice, exclusion of the victim and harassment (including sexual or racial). Students may be skilled in bullying behaviours such as fighting, manipulating or intimidating. Others may be skilled in those behaviours associated with being a victim, such as attention seeking, over sensitivity and the inability to have their needs met. In both categories students are often inadequate in the socially desirable behaviours, such as negotiating differences, dealing with conflict, responding to failure, responding appropriately to stressful situations, to rejection, peer pressure and anger. This policy is designed in response to the understanding that bullying has painful consequences for the victim and also subsequently for the classroom environment and the College’s learning culture. This is because a student’s feeling of safety and their ability to learn is affected by the power struggles within the school environment. This policy acknowledges that early intervention to address bullying behaviours may reduce the incidence of anti-social behaviours in adulthood. Research has shown that taking two important steps can reduce bullying: Creating an active, practical policy; Openly discussing bullying (silence and secrecy nurture bullying). To find out more download the Safe School Procedure Flowchart | PDF 16KB The Proactive Process Staff will actively supervise students in all school activities. The College’s attitude to bullies will be communicated to boys’ on a regular basis through College Assemblies. The rights and responsibilities of the College Community are published and supported. Students are urged to report bullying to the appropriate people. This can be verbal or by using the College email The College also surveys various year groups regarding bullying throughout the year. Reporting Bullying Behaviour Students report the behaviour to the Home Room teacher, another teacher, directly to a member of the Pastoral Care Team or through the Student Portal. When bullying is reported the following may occur: Peer conferencing between the victim, support person/s, the bully/bullies and supporting teacher Follow up by the supporting teacher Contact with the parents of the victim and the bully If the bullying is repeated, intervention by the Pastoral Care Coordinator   Click Here to Report Bullying     Clink Here for the Link to the Anti-Bullying Policy and Procedures