Student Wellbeing Hub

Student Wellbeing includes the physical, intellectual, emotional and social wellbeing of all students.  While parents and families have prime responsibility for the welfare of their children, the whole school community shares this responsibility.


At Melrose High School, student wellbeing is enhanced by the work of the Student Engagement and Student Wellbeing Team, the Peer Support program, the Mentor program, House inclusion, and lunchtime activities.  Teachers across the school lead, manage and participate in these programs to support students’ wellbeing.


The concern for student welfare is not limited to that small percentage of students who seem to have greater difficulty in coping. Our Student Wellbeing programs are developmental and preventative, as well as remedial, in order to enhance the wellbeing of all students.


The ideal interaction between students and staff is of a more democratic nature where cooperation, participation and shared responsibilities are stressed. All members of the school community model mutual respect, e.g. no "put downs." 

Student Engagement

Melrose High School has implemented a system of Stage Agreements to assist a successful behaviour management structure. These agreements are graded into Stage 1, 2, and 3.


A Stage 1 Agreement is negotiated between a student and a classroom teacher if specific behaviour and attitude issues arise which require addressing. After a five-lesson cycle period such an agreement is reviewed and may be rescinded or upgraded to a Stage 2 Agreement if the student has not addressed the issues successfully. Parents/carers are informed if there are issues in the classroom.

A Stage 2 Agreement involves the Executive Teacher of the faculty. Parents/carers will be informed that there are ongoing concerns and it may be deemed advisable to have a meeting with the Executive Teacher, the classroom teacher, the parents/carers and the student so that everyone can discuss the concerns and feel that they are listened to. A Stage 2 Agreement is reviewed after five lessons.

A Stage 3 Agreement is negotiated with the Faculty Executive Teacher, Deputy Principal or Executive Teacher Student Services and the student. It lasts for 5–10 days (negotiable), during which period the student must demonstrate that s/he is able and willing to follow established school rules and routines at all times.

Students who have been suspended will attend a re-entry meeting with their parent/carers. Here individual student agreements may be negotiated with the Principal or Deputy Principal and the Executive Teacher from Student Services usually in the form of a Stage 3 Agreement. Parents/carers are part of these negotiations and are kept informed about the student’s progress.

Students on Stage 2, Stage 3 and Return from Suspension agreements may not permitted to represent the school or participate in extra curricula activities for the duration of the agreement.  

In the completion of all Stage Agreements students are assisted and supported by their teachers and parents/carers and are expected to view these agreements as an opportunity to reflect upon behaviour, practise positive behaviours and set a pattern of successful future-directed outcomes.  All these measures are designed to ensure that all students learn to respect others’ rights while practising their responsibilities in a supportive environment.

Student Wellbeing

Student wellbeing refers to education that students receive at school which takes into account their social and emotional wellbeing, rather than purely academic, needs.




Student Wellbeing at Melrose High School focuses on facilitating each student to: “develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively.Wellbeing caters for the special needs of individuals and groups of students, as well as providing programs that improve the general wellbeing of the whole Melrose High School student body.

Student Wellbeing programs provided by the school from year 7 to 10 include:

  • Year 6/7 Transition programs

  • Year 7 Peer Support Camp

  • Peer Support and Peer Mentoring Programs

  • Study Skills and Personal Organisation Programs

  • Values Education and Student Action initiatives

  • Girls and Boys Challenge and Personal Development groups

  • Anti-harassment and resilience training

  • Mind Matters mental health and wellbeing activities

  • Leadership groups – Peer Helpers, Community Service, Ambassadors

  • Anger Management programs


  • Rock and Water

While every teacher is a teacher for wellbeing at Melrose High School, the Pastoral Care team at Melrose consists of the following teachers:


The programs on offer are delivered via the school curriculum from year 7 to 10, as well as through roll groups, assemblies, targeted withdrawal groups, Flexible Learning Program FLPs and liaison with community access groups including The Woden Youth Centre, Youth connections, PCYC, Tuggeranong Arts and community Centre, Fusion, Lifeline, ACT Volunteers and Rotary.

-Deputy Principal

-The Wellbeing Executive Teacher

-The Student Engagement Executive Teachers

-The Year Advisors

-The Student Wellbeing Team members

-Roll Group Teachers

-The School Psychologist

-The Youth Worker

-The Aboriginal & Torres Strait Islander

  Education Office

-House Leaders

 The School Psychologist
Counselling and Support Services
 The School Health Nurse

Year Coordinators

Each year group has a member of staff designated to deal with students’ concerns and welfare. Parents may wish to contact these teachers with specific concerns regarding the schoolwork, attendance and health of their students.

There are a variety of counselling services available to students. Parents concerned about the educational, vocational, social or personal needs of their students may arrange interviews with these people directly.  There are a variety of contact people in the school to support students with their needs, but it is best to process these requests through the appropriate Year Coordinator or Student Wellbeing Executive teacher, to access the best support person. 

The Psychologist offers services in the broad areas of educational and personal counselling.  The Psychologist is a person with whom students and/or parents/carers can discuss, in absolute confidence, issues that cause them concern. The Psychologist is able to provide support and assistance and, if necessary, suggest other agencies outside the school for more specialised help. Executive staff in Student Wellbeing and teaching staff may also refer students to the Psychologist, as a part of our Student Wellbeing support programs.  Parents/carers are encouraged to contact their child’s Year Coordinator, should they have any concerns about their child and appropriate referrals can be made. 


Students wishing to see the Psychologist should make an appointment by going to the Psychologist's office before school, at recess or lunchtime. If the Psychologist's office is unattended, a message can be left with the staff in the Front Office (phone 62057588) or in the pocket placed on the Psychologist’s door. 


Melrose has a school health Nurse

She is available

to speak to students on issues around

Mental Health

personal and Family issues

Smoking, alcohol and other drugs

Sleep eating and healthy physical activity

Sexual Health and relationships

Adolescent health

The Nurse is available by appointment on Thursday and Fridays


Peer Support Program

The Peer Support program assists Year 7 students with their transition to Melrose High School. Students in the Year 10 Leadership class facilitate the Peer Support program.

These students prepare and deliver a series of Peer Support lessons to Year 7 students to help them become comfortable in their new school environment. Peer Support classes focus on the challenges faced by Year 7 students such as making friends, building self-esteem, goal setting and conflict resolution. This program is underpinned by the Year 7 Camp, vertical roll groups, school houses, house competitions and other activities run throughout the year. Year 10 students in the Peer Support program participate in an alternative Humanities and Social Sciences program exploring key leadership attributes by examining World War II history as it links to the requirements of the Year 10 Australian Curriculum.

All students in Year 9 participate in three days of student leadership training. During this leadership training, Year 9 students have the opportunity to submit a written application to become a Peer Support Leader. This process enables students to highlight their community involvement and leadership attributes, and to practice writing a resume. Approximately 50 students are selected by a panel of teachers to participate in the Peer Support program in Year 10.   

Safe Schools Policy


Bullying may also involve such unacceptable behaviours as demanding money, invasion of body space, name calling, staring with malicious intent, racist comments, and comments on physical appearance, rumour spreading, commenting on personal hygiene, malicious exclusion.


By implementing an anti-bullying policy at Melrose High School, staff, students and parents, demonstrate their commitment to the wellbeing of all members of the school community and ensure that everyone has the right to feel safe. Our school community will not tolerate bullying in any of its forms. A person is being bullied when he or she is being persecuted, oppressed or teased by others. Bullying can cause both physical and emotional damage.  Bullying may involve assault and therefore may be a criminal offence under ACT Law.


Suggestions for Students

Any student who is being bullied should report it to a member of the Student Services Team or any other staff member immediately. Any student who is a witness to bullying is encouraged to report the bullying in the ways outlined above.

Staff Responses

Staff will at all times model the behaviour expected of students in regard to bullying. Student welfare procedures are to be followed in dealing with bullying. Bullying is to be regarded in the same way as any other unacceptable behaviour. Violent incidents (physical and/or verbal) are to be handled by the Student Services Executive Staff and where sexual or racial harassment is involved, behaviour will be referred to an anti-sexual or anti-racism harassment officer for confidential counselling.

Bullying will not be tolerated in our school community as it causes the School to fall short of its stated goals. If we are to free our school from bullying, constant application of the School rules by all stakeholders is required.


Melrose High School is committed to provide all our students with opportunities to reach their potential in a wide range of academic, social and physical activities in a caring and safe environment. 

Methods for Dealing with Bullying

The prime objective in dealing with bullying is to assist both the victim and the bully in such a way as to prevent further incidents. Methods might include the no blame approach, peer mediation, interviews or diversionary counseling.    

Consequences are to be determined by the total context within which the bullying occurs. Consequences might include community service, detentions and time out from class or playground, loss of privileges or suspension.


Bullying behaviour needs to be seen as totally unacceptable, but there should be commitments to helping a student change his/her behaviour. Any solution needs to be addressed to both the bully and the victim.


Melrose High School also provides students with a number of Anti-Sexual Harassment Contact Officers. The Anti-Sexual Harassment Contact Officers are the first point of contact for students with sexual harassment concerns. Please contact the relevant Year Coordinators or the Administration staff at the Front Office for the names of the Anti-Sexual Harassment Contact Officers.

The school has several Anti-Racism Contact Officers who act as the first point of contact for students who have any queries or issues of racism within the school. Please contact the relevant Year Coordinators or the Administration staff at the Front Office for the names of these people.


Melrose High School’s Student Wellbeing Team encourage cooperation and regular communication with all students and parents/carers. Close working relationships ensure that information flows readily and issues are resolved speedily. If parents/guardians have any concerns about their child/ren the Year Advisor should be contacted and a solution will be sought as soon as possible. The Student Services Team values the input and feedback of the school community.

Safe and Supportive Schools Contact officers

Rosanna Thompson ARCO
Renu Narayan ASHCO
Robert Morris ARCO
Des Proctor ASHCO/ARCO
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