Roma Mitchell Secondary School has been on a deliberate wellbeing journey, integrating insights from both the state-led wellbeing and engagement collection (WEC) and Living Ripples survey to analyse student data, ensuring interventions are evidence-informed. 

The school operates across four campuses, serving around 1,700 students. Each campus is led by a dedicated leadership team, including Colette Bos, Head of the Girls’ Campus, and a mix of middle, senior, and special education campuses. The student cohort is highly diverse, with many English learners and students speaking multiple dialects. 

Wellbeing is a core focus at Roma Mitchell. While academic achievement remains important, the school recognises that students cannot engage in learning if they are not feeling supported. A trauma-informed approach underpins their practice, acknowledging that many students do not receive this support at home. 

The school has developed a strong wellbeing infrastructure. This includes a student-led leadership program, which earlier this year engaged student leaders to analyse wellbeing surveys, WEC data, and Living Ripples insights. By doing so, students can see school data from their own perspective, complementing the adult view. 

Student voice and agency are central to the school’s agenda. This week, students are opting into councils focused on wellbeing, inclusion, and culture and belonging, working alongside staff to co-design initiatives. The wellbeing and engagement team includes student wellbeing leaders, culture and engagement staff, and campus leaders who oversee the learning and wellbeing of 6–8 classes each. Colette coordinates wellbeing across the college. 

The pastoral care program (Yungkurrinthi Marni) emphasises shared wellbeing. Students receive explicit teaching around wellbeing and work directly with leaders on a needs basis. The program is contextualised for the school environment, underpinned by five positive behaviours, with kindness as the foundation. 

Roma Mitchell uses a range of tools to support students, including individual support plans, “reset spaces” for those struggling with regulation, and targeted support for families in need. Data from the WEC and Living Ripples surveys informed the school’s wellbeing plan, highlighting areas of concern such as belonging and resilience. Growth points emerging from the surveys emphasise the importance of sitting with students, listening, and translating insights into actionable strategies. 

Consistency is key. The school focuses on predictable routines and pedagogical approaches, including resources and class profiles for relief teachers, ensuring continuity for students. 

To support student engagement with wellbeing data, staff use five open-ended questions: 

• What do you notice? 

• How does it make you feel? 

• What does it make you think? 

• What can we do? 

• What’s next? 

These questions help students articulate a wellbeing purpose statement, integrating their voice with staff guidance. 

This year, the school is consolidating its practices rather than introducing new initiatives, ensuring that student voice translates into tangible impact. For example, new Year 7 students are paired with trained Year 9 and 10 peer leaders to support their transition, though the school has identified a gap in Year 9 and 10 peer leadership engagement. Action plans are underway to strengthen these programs before the next survey cycle. 

At Roma Mitchell Secondary School, the focus remains clear: sit alongside students, listen deeply, and ensure their voice shapes the culture, belonging, and resilience of the whole school community.