* Creating safe and predictable learning environments
* Supporting the wellbeing and engagement of every student
* Building strong, respectful relationships across our community
* Ensuring students develop the skills they need for lifelong success

Trauma‑Informed Practice at Sunbury Heights Primary School

At Sunbury Heights Primary School, student wellbeing sits at the heart of everything we do. We proudly embed the “Berry Street Trauma‑Informed Education Model” across our school to ensure all students feel safe, supported, engaged, and ready to learn.

This approach recognises that positive relationships, emotional regulation, and a strong sense of belonging are essential foundations for successful learning.

Whole‑School Implementation of Berry Street Education Model (BSEM)

All classrooms at Sunbury Heights PS consistently implement “Berry Street Education Model” (BSEM) strategies to create predictable, inclusive, and supportive learning environments.

Key practices include:

Welcome Circles
Used daily to build connection, strengthen relationships, and create a sense of belonging for every student.

Ready to Learn Scales and Plans
Students are supported to identify their emotional state and develop personalised strategies to help them self‑regulate and engage positively in learning.

Mindfulness Practices
Regular mindfulness activities support students to develop focus, emotional awareness, and calmness.

Brain Breaks
Purposeful movement and regulation breaks are embedded throughout the day to support concentration, reduce stress, and enhance learning readiness.

Through these consistent practices, students develop self‑awareness, resilience, and the skills needed to manage challenges both in and out of the classroom.

Seamless Integration with Wellbeing and Engagement Programs

Our trauma‑informed approach is fully integrated with other key student wellbeing and engagement practices, ensuring a cohesive and consistent experience across the school.

This includes:

School‑Wide Positive Behaviour Support (SWPBS)
Clear expectations, positive reinforcement, and restorative approaches align strongly with trauma‑informed principles, supporting positive behaviour and strong relationships.

Respectful Relationships Curriculum
BSEM practices complement the Respectful Relationships curriculum by strengthening students’ emotional literacy, empathy, and understanding of themselves and others.

Together, these approaches promote a culture of **safety, respect, resilience, and inclusion**, enabling every child to thrive socially, emotionally, and academically.