Student Wellbeing

Casey Grammar School - Student Wellbeing

A place where everyone is welcome and valued.

Guided by our Christian heritage and values of respect, excellence, inclusion, respect, and integrity, we strive to be a learning community where everyone feels welcome and valued for their uniqueness. People learn best and can flourish when they feel physically, emotionally, and psychologically safe and in the context of genuine trusting relationships. We not only encourage respect for diversity; we celebrate the diversity of our community as a strength.

PROSPER Wellbeing Framework

Underpinning our wellbeing programs at Casey Grammar School is the PROSPER Wellbeing Framework. Based on the principles of Positive Psychology, PROSPER articulates seven areas that contribute to wellbeing and human flourishing.

P - Purpose

R - Relationship

O - Positive Outcome

S - Strengths

P - Positive Emotions

E - Engagement

R - Resilience

Student Wellbeing Programs

The main objectives of the Student Wellbeing Program are to develop knowledge and skills to:

  • build relationships and connections with others in the community,
  • support mental health and personal growth,
  • develop emotional regulation and resilience,
  • develop awareness of personal strengths and values and how these can be deployed in the service of others.

Student well-being is nurtured and encouraged by well-being teachers, classroom teachers, mentors, year-level coordinators/heads of house, chaplains, psychologists, and counsellors. We seek to support students and their families in dealing with difficulties that may arise in their lives. We actively promote respectful and kind interactions between students and deal with harassment in any form. We use the Resilience, Rights and Respectful Relationships Program throughout the school and take a positive-change approach to behaviour management and ownership.

The House System

Casey Grammar School’s House system delivers our Student Wellbeing Program in Senior School, and students are assigned to one of four Houses when they join the school. All family members are assigned to the same House. Each house is overseen by a house coordinator/head of house who, together with the classroom teacher/wellbeing mentor, is responsible for supporting the wellbeing of each student in the house and nurturing their academic, emotional, social, and spiritual development. The House system forms the basis for friendly, intra-school competition for sports days and other activities. Each House holds regular meetings where students of all ages interact. Each House elects House Captains who take on positions of responsibility within the House and the wider School. Houses also organise community service activities and fundraising projects, involving families in many activities.

Student Leadership

Students are given a range of opportunities for leadership in Junior School and Senior School. In these roles, students learn about service to their fellow students, the school, and the wider community while developing their strengths and abilities. Student leaders are trained, mentored, and encouraged by staff as they learn about leadership and bring the critical student perspective to the school. We believe that listening to the student perspective through our student leaders is an important step to ensure that our programs continue to meet the needs of our students.


Dr Robert Jacob – Deputy Principal & Head of Wellbeing