Social and Emotional Learning (SEL) is defined as an integral part of education and human development. SEL is the process through which young people can attain, develop and apply the knowledge, attitudes and skills necessary to manage their emotions, understand and show empathy for others, set and achieve goals, establish and maintain positive and respectful relations and make responsible decisions. School are one of the primary places where students learn social and emotional skills and through our embedded SEL approach students have a more positive attitude towards themselves and others, students demonstrates enhanced self-efficacy and confidence and students display a strong sense of commitment to school and an elevated sense of purpose.

SEL is woven into the fabric of our school curriculum to support learning and wellbeing through teaching and modelling social and emotion skills and providing opportunities for students to practice and apply the skills of SEL in a variety of situations. SEL focuses on 5 key areas which include:

1. Self-awareness involves understanding one's own emotions, personal goals, and values. This includes accurately assessing one's strengths and limitations, having positive mindsets, and possessing a well-grounded sense of self-efficacy and optimism. High levels of self-awareness require the ability to recognise how thoughts, feelings, and actions are interconnected.
2. Self-management requires skills and attitudes that facilitate the ability to regulate one's own emotions and behaviours. This includes the ability to delay gratification, manage stress, control impulses, and persevere through challenges in order to achieve personal and educational goals.
3. Social awareness involves the ability to understand, empathise, and feel compassion for those with different backgrounds or cultures. It also involves understanding social norms for behaviour and recognizing family, school, and community resources and supports.
4. Relationship skills help students establish and maintain healthy and rewarding relationships, and to act in accordance with social norms. These skills involve communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking help when it is needed.
5. Responsible decision making involves learning how to make constructive choices about personal behaviour and social interactions across diverse settings. It requires the ability to consider ethical standards, safety concerns, accurate behavioural norms for risky behaviours, the health and well-being of self and others, and to make realistic evaluation of various actions' consequences.

Mindfulness is the ability to be fully present with curiosity and awareness in a non-judgmental way. It is practiced by purposefully bringing our attention to the present moment by focusing on our breathing. Practiced daily mindfulness can help with reducing stress and worry and brings a sense of calm and peace during our busy days. The students at St ¹û¶³APP practice mindfulness daily at the beginning of Period 5.

The College Psychologist continues to develop a collection of resources for teachers to use to assist students in practicing daily mindfulness. These consist of a range of brief videos guiding students through mindfulness meditation, including Leaves on a Stream, Imagery, 5 Senses, and Body Scan, with the aims to bring about a calm for students to assist them to centre themselves and increase their focus following lunch.

Wellbeing Wednesdays came about as a weekly brief morning video presented by our College Psychologist, to offer additional support during remote learning in 2020. Since then, it has remained in place on a fortnightly basis offering general wellbeing tips for students on a range of topics, including study habits, dealing with procrastination, sleep hygiene, stress management, and so much more. These videos have served as a regular reminder to students on how to support their mental health and wellbeing.

The topics of these videos reflect what is going on in the lives of our students at that particular time, and they are designed to acknowledge, support and, in keeping with the broader wellbeing ethos of the school, equip students with the resources and tools they will need to develop into resilient young adults.