Eight years ago, St Albans Heights began to expand its wellbeing journey under the leadership of Principal Effie Sultana and Assistant Principal Glenn Groves and the dedicated Wellbeing Team. At the time, wellbeing efforts included proactive activities such as art therapy and individual counselling for students referred by teachers.
When Glenn and Christine Thewma from the Wellbeing Team took the lead, they saw an opportunity to strengthen outcomes. While Attitudes to School Survey (AtoSS) data showed positive improvements, they recognised the need for a more structured, evidence-based approach.
Discovering the Living Ripples framework gave the school a new way to collect and analyse student wellbeing data, helping shape initiatives that were more targeted and impactful. For instance, facilitators highlighted challenges among Grade 6 girls navigating friendships, which led to tailored support strategies while also addressing the needs of the wider cohort. Christine further enhanced this work by introducing qualitative observation data, offering deeper insights into student experiences and informing school-wide planning.
As a School-Wide Positive Behaviour Support (SWPBS) school, St Albans Heights Primary is committed to creating a positive, safe, and supportive learning culture. Through Living Ripples, the school was able to break down survey data, set clear priorities, and introduce the PLAY program with all Grade 5 students. The program was then extended with Grade 6 student leaders, who took on the responsibility of running sessions. Each year, a new group of 20–30 leaders is selected, provided with uniforms, and trained in leadership and responsibility. These initiatives have been key in strengthening student inclusion and fostering a greater sense of belonging across the school.
Teachers were actively involved in the process. They reviewed data as part of school improvement, comparing Living Ripples survey results with AtoSS findings to set priorities. For instance, when only 70% of students reported feeling connected, staff introduced new daily practices – such as greeting students with high fives or handshakes to build the relationship. After more than a year, teachers reported noticeable improvements in student connectedness.
Wellbeing data is now regularly integrated into school planning, aligned with both annual wellbeing goals and the school’s strategic plan. Weekly wellbeing meetings focus on reviewing data and monitoring interventions, ensuring that wellbeing remains a whole-school priority.
The school continues to trial and refine wellbeing programs based on facilitator input and data insights. A “Random Acts of Kindness” initiative, launched last year, was well received and will continue in a more sustainable, student-led format. Peer connection has also grown through the PLAY program, with students proactively supporting classmates who are alone or in need of a friend.
Connections with the community, such as Brimbank Council, have provided further opportunities by linking students with up to three free youth services per year, directly aligned with the survey results.
Before joining Living Ripples, wellbeing data was generalised – for example, identifying that a “child has behavioural issues.” Now, the school has experienced a significant shift toward detailed, actionable data that drives decision-making. This has led to a range of targeted lessons and programs. The PLAY program, introduced in 2024, has now been extended across all year levels. The Random Acts of Kindness initiative will continue into Term 1, 2026. Each year, students also participate in Help-Seeking Lessons, which guide them on who they can approach when feeling unwell or unsafe. The ongoing Bully Stoppers program has been updated regularly based on survey results, with different emphases for boys; focusing on the difference between “snitching” and being a good friend and for girls; focusing on treating others with respect. In addition, small group interventions have been developed for cohorts with specific needs identified through the data.
Through this ongoing work, the school has fostered stronger student agency, improved peer support, and built a positive culture of belonging and leadership. Living Ripples continues to be a central driver in shaping wellbeing initiatives and ensuring every student feels supported and connected.
