On Friday, 31st August, we had our school closure day.
This allowed our whole staff to participate in a full day of Professional Learning together.
Along with the staff from St. Joseph’s, Elsternwick, St. Anthony’s, Glenhuntly and Trinity, Richmond we were privileged to learn about the Berry Street Educational Model.
The Berry Street Education Model
provides schools with the training, curriculum and strategies to engage challenging students. It is unique because it equips schools to promote cognitive and behavioural change, thereby engaging the young person in learning and progressing their academic achievements.
In today’s changing and complex world, many primary and secondary school students face daily adversity including chronic and traumatic stressors, lack of environmental supports, and other barriers to their own learning success. The Berry Street Education Model supports schools to increase engagement with struggling students and successfully address student healing, growth, and achievement.
How has the Berry Street Education Model been developed?
The Berry Street Education Model has been developed and applied at the three campuses of the Berry Street School. The model combines Berry Street’s approaches to welfare, wellbeing, and academic learning for individuals whose trauma or experiences of chronic stress has impacted their neurodevelopment. The model has made possible significant academic growth in some of Victoria’s most vulnerable students. The success of their model is measured by the Berry Street School students averaging 1.8 years learning in one academic year.
What will we learn through a Berry Street Education Model course?
Participants learn classroom and whole school strategies to promote an understanding of the five domains of the Berry Street Education Model:
• BODY: Building school-wide rhythms and body regulation through a focus on physical and emotional regulation of the stress response, de-escalation in school and classroom contexts, and mindfulness opportunities throughout the school day
• RELATIONSHIP: Increasing relational capacities in staff and students through attachment and attunement principles with specific relationship strategies with difficult to engage young people
• STAMINA: Creating a strong culture of independence for academic tasks by nurturing resilience, emotional intelligence and a growth mindset
• ENGAGEMENT: Employing engagement strategies that build willingness in struggling students
• CHARACTER: Harnessing a values and character strengths approach to enable successful student self-knowledge which leads to empowered future pathways Through these healing and growth lenses, participants will learn personal strategies, pedagogical connections to the National Curriculum, and whole-school practices for healing and growth.
Last Friday, we concentrated on the first domain: BODY and are now beginning to use the language recommended, having Brain Breaks throughout the day to keep the students alert and focussed and using Mindfulness techniques e.g. belly breathing to prepare them for learning.
For more information:
E: [email protected]
T: (03) 9429 9266
Please contact me if you would like any further discussion on this program.
Student Wellbeing /Student Services Leader
email: [email protected]