When St Theresa’s Primary School was introduced to the Living Ripples program through Family School Partnerships representative, Greg Woolford, the leadership team was seeking new ways to strengthen student voice and leadership across the school. In 2024, the school set out to provide meaningful opportunities for students to take on leadership roles that went beyond special events, helping them make a positive impact throughout the school year.
After exploring several initiatives, St Theresa’s found that Living Ripples offered a strong alignment with its vision – nurturing confident, capable learners who take ownership of their school environment. The program provided a structured process for building leadership and wellbeing initiatives that are both student-driven and sustainable.
“We wanted our student leadership programs to create real impact and connection, not just on special occasions,” Erin Panagiotou, Mental Health and Wellbeing Leader shared. “Living Ripples gave us a clear framework to strengthen student agency in everyday school life.”
Student wellbeing and mental health remain central priorities at St Theresa’s. The Living Ripples process has helped the school approach these areas with greater intentionality – combining evidence-based practices with creative, community-building activities that promote belonging and engagement.
Through the process, students have developed practical skills in communication, decision-making, conflict resolution, and collaboration. The program’s flexible structure has allowed the school to adapt sessions and strategies to suit its unique community and timetable, ensuring all students have opportunities to participate and contribute.
Participation in Living Ripples directly supports St Theresa’s School Improvement Plan, which emphasises student voice, agency, and connectedness. Data from student and staff surveys highlighted the need for more authentic leadership experiences – and Living Ripples provided a framework to respond to that feedback.
“Living Ripples has helped us turn feedback into action,” the team explained. “It’s provided structure, resources, and support to translate our goals for student agency into everyday practice.”
Living Ripples has also strengthened the sense of community across year levels. Students are now engaging in activities that promote positive relationships, fair play, and shared responsibility for wellbeing. Initiatives developed through the program have helped reduce playground issues and encouraged more supportive peer interactions.
Teachers have observed that the values and skills developed through Living Ripples extend into the classroom – from how students collaborate on projects to how they solve conflicts respectfully.
A key feature of Living Ripples at St Theresa’s is its sustainability. The program is designed to evolve with each cohort, allowing current student leaders to mentor and pass on skills to the next group. Grade 5 students are already being supported by Grade 6 leaders to prepare for their leadership roles in 2026, ensuring a continuous cycle of learning, reflection, and growth.
“Our goal is for students to see themselves as leaders in all spaces – in the classroom, in the yard, and within their friendships,” the team said. “Living Ripples has given us the tools to embed that vision in a lasting way.”
Through Living Ripples, St Theresa’s Primary School has strengthened its culture of student leadership, belonging, and wellbeing – creating a ripple effect that continues to shape a more connected and empowered school community.
