Student Wellbeing Pillars

Students’ sense of ability and achievement in their academic pursuits and the extent to which they find joy and purpose through learning.

Through strong pedagogical practices, students are inspired to learn, engaged with lesson content, and challenged to question their assumptions and world views.
Students engage with the principles of cognitive science and recognise metacognition and self-regulation as inherent in the learning process.
Student aspiration is nurtured through curriculum delivery that connects with students’ interests and supports them to make informed decisions about their futures

Students’ sense of being attuned to the needs of their bodies, and engagement with behaviours that promote physical health, vitality, and energy.

Students are empowered to make informed decisions about their health and wellbeing by engaging in sequential, specialist-led workshops relevant to their developmental stage.
Age appropriate learning experiences allow students to protect, enhance and advocate for their own and others’ health, safety and physical activity.

The strength of students’ spiritual identity, and their deep knowledge of and connection to the teachings of the Catholic faith.

Students are supported to nurture their personal relationship with God, and to recognise God’s loving care in the ordinary experience of life and in each human;
Students are immersed in the Catholic Social Teachings as a foundation for sustaining individual wellbeing and contributing to the wellbeing of others;
Students are engaged in learning about the story of Mary Ward, her values and the tradition of the Loreto sisters as examples of lives enriched through the practice of Ignatian spirituality;
Students participate in learning programs that engage the emotive and ethical, as well as the rational and empirical.

Students’ ability to foster healthy and just relationships with themselves, their peers, their family, and their community.

Students develop the skills to understand and manage themselves in relation to others, and improve their decision-making and problem-solving abilities;
Students are equipped with the skills necessary to navigate an evolving digital landscape, and to use technology to connect with others in responsible and just ways;
Students find belonging in an educational environment that is welcoming, safe and free from discrimination, stereotypes, and stigma;
Students are provided with opportunities to connect with their Loreto sisters through events that promote cross-cohort connection and a shared sense of purpose and belonging.

Students’ awareness, understanding, and acceptance of feelings and an ability to manage effectively through times of change or challenge.

Students build capacity to work through challenges and change, recognising these as fundamental tenets of the human experience.
Emphasis on emotional wellbeing encourages mindful attention toward, and responsibility for, one’s own emotional state and behaviour.