At the beginning of last year, Heathmont East Primary School joined the Living Ripples network, already familiar with the program through their own research. Endorsed by the school leadership, they began the process of listening to student voices and turning the findings into action.
The first student survey brought some surprising insights. While behavioural outbursts were relatively low, the data highlighted more internalised struggles – particularly around depression levels and hopefulness among Year 3 girls. The leadership team, together with wellbeing leader Kim Holmes, quickly developed an action plan to respond.
Kim worked closely with teachers, many of whom were not fully aware of the extend of these challenges. Through professional learning sessions, staff were supported to better recognise and respond to students’ needs. Kim also began running small social groups, creating safe spaces where students could talk openly.
The results have been encouraging. Students in the social groups, particularly Year 3 and 4 girls set weekly goals, practiced them in class, and shared progress with teachers and parents. These goals often came directly from the children’s ideas, such as learning to put their hand up more in class or finding ways to manage anxiety when working with friends. Teachers received regular updates, helping them better support the student’s day to day.
Over time, the school saw significant improvements in student wellbeing. Interestingly, while Year 3 girls made strong gains, the data also showed that boys in the same year group had gone backwards in some areas. The leadership team has used this as a learning opportunity, adapting strategies to ensure that all students benefit.
Importantly, the survey findings didn’t just inform small group work, they shaped whole-school practice. Staff professional development sessions included sharing the data from both the initial and follow-up surveys, allowing teachers to reflect on the progress made and the challenges still to address. A key learning was the importance of providing context, as data shared without explanation could lead to assumptions, while thoughtful discussion helped translate numbers into meaningful action.
Students themselves played a central role in the process. The surveys were anonymous, which encouraged honest responses, and students understood the purpose – this wasn’t a test, but a tool to help improve their school experience. The regular discussions and follow-ups have also helped reduce initial denial or defensiveness, making mental health conversations part of everyday school life.
Looking ahead, the school plans to share results with parents, highlighting the progress made and celebrating the improvements in student resilience and wellbeing.
At Heathmont East, the Living Ripples process has not only provided valuable data – but it has also empowered students, staff, and families to work together for stronger mental health outcomes across the whole school.
