At Oakleigh Grammar student wellbeing is of utmost importance.

At Oakleigh Grammar we take a wholistic approach to pastoral care and wellbeing, in tandem with our academic and co-curricular programs, as we endeavour to create and maintain a safe, nurturing and educational community where students can thrive. We recognise the importance of working closely with our families and that all members of the community share in the responsibility for pastoral care and wellbeing. We seek to ensure that our students graduate understanding the importance of kindness, respect, gratitude and humility, whilst maintaining a zest for life.

The Oakleigh Grammar Pastoral Care and Wellbeing Framework centres on 7 Core Pillars which are used as a foundation on which student wellbeing is intertwined through the whole school.  All pillars have equal value in importance as they meet the needs of students and are contemporary in approach whilst remaining reflective of our Vision and Values.

Oakleigh Grammar Wellbeing Diagram

For the purposes of a more in-depth understanding and to allow the development of an appropriate scope and sequence, each of the core pillars includes, at the next level down, a description of the key elements or focus of each pillar which also identifies some of the content. We believe that these important elements ensure that our students are provided with the skills and knowledge to thrive.

As a School we will continue to work on enhancing our scope and sequencing to see where our gaps may be whilst remaining open to new ideas and developments. Like all rich curriculum content, this is also ever evolving. The strength of our model is only as good as the living organism beneath it and how each person can help bring it to fruition.

Core Pillars

Year 4 Camp 2023 Pd (65)

Character Development and Growth

Building a positive sense of self and personal accountability

Celebrating me!

Sense of self; enhancing self-esteem and a positive purpose; identifying personal strengths; building resilience, perseverance and adaptability through a growth mindset

Managing myself

Personal organisation, accountability, and making responsible decisions

Undertaking healthy practices

Understanding the importance of sleep, nutrition, balanced diet, exercise, wellbeing health, mindfulness; and managing risk taking behaviours (alcohol, drugs, vaping, safe partying etc)

230829 Gblue Z9 7196 Lge

Child and Youth Safety

Behaving in ways that protect the self and others

Having the right to feel safe and empowered to speak up

  •      Protective Behaviours
  •      Consent
  •      Implementation of Child Safe Standards
Img 1796

Christian Life

Meaning and purpose

Moral and ethical leadership

Underpinned by Orthodox Christian values and beliefs

Img 0113

Digital Connectedness

Engaging purposefully, creatively and safely

Impacting consciousness

  • Cyber safety – eSmart
  • Use of Social Media and socialisation online
  • ICT Acceptable Use and Social Media Policy

Positive Community Engagement

Going beyond myself to serve others

Acting to support others, our community and the environment through compassion, empathy, humility, gratitude and kindness

230830 Gblue Z9 0249 Lge

Relationship Building

Respecting and relating to others

Valuing the importance of connecting with and supporting others

Ensuring everyone is seen, respected and valued for who they are

  •      Social skills and team building
  •      Respecting everyone’s story equally
  •      Conflict resolution through restorative practices
  •      Consent

Building a sense of belonging and connectedness to others, their House and School; and the importance of generating School Spirit


Student Agency

Advocating for self and others for a positive impact

Authentic student participation

Leadership of self, of others and through service

Explicit student involvement in key decision making

  •      Formal leadership positions and leadership training
  •      The Leader in Me
  •      Designated leadership training for all at key stages (Year 5 and Year 8)
230829 Gblue Z9 6664 Lge

Identifying needs and ongoing monitoring: As part of our Pastoral Care and Wellbeing Model, significant emphasis is placed on identifying needs, implementing strategies of support for individuals, small groups and/or year levels, and monitoring students.  Aspects include, but not limited to:

  • Student wellbeing meetings and “traffic lights” reviews
  • Interventions through a triage approach and targeted support
  • Regular Pulse Surveys
  • First Aid visitation and behaviour incident tracking

Positive Learning Environment: Providing a positive learning environment is very important and there are several aspects of our framework that support positive behaviours.  These include, for example, our Behaviour Management Policy with various levels of responses, an emphasis on restorative practices and/or making green and red brain choices.

Rites of Passage and Transitions: Rites of passages, both significant and subtle, play an important role in shaping wellbeing. They serve as compass points, guiding students through school life and make the path memorable. These traditions and rituals all help to build a sense of belonging and connectedness to their school and each other. There is a key focus on the transitions into Oakleigh Grammar, from ELC to Prep, Junior School to Middle School, Middle School to Senior School. Key events – that help shape our School’s identity and help our students to make a connection to their school and each other also celebrated.

The following are recognised within the broader umbrella of pastoral care and wellbeing:

  • Pastoral Care curriculum
  • Health & Physical Education curriculum
  • Orthodox Christian Studies curriculum
  • Other subjects where links are made
  • Outdoor Education programs
  • Church Services, Assemblies and House events
  • Student Leadership Program
  • MYP IB Learner Profile & The Leader in Me
  • Our Legislative requirements
Pastoral and Wellbeing Team

Oversight of the Pastoral Care and Wellbeing Framework is undertaken by the School’s Pastoral and Wellbeing Team, chaired by the Deputy Principal – Student Wellbeing and Operations.  There is a strong two-way connection between the Wellbeing Committee and other key staff in the School.  We recognise all staff have a responsibility for student wellbeing.

House System

Our house system provides a sense of belonging and promotes cross-year friendships and collaboration. We have three houses named after prominent Australian sports people.

Rose – red house is named after Lionel Rose, the first Indigenous Australian to win a World Boxing title.

Fraser – blue house is named after Dawn Frazer, the first woman swimmer to win gold medals in three consecutive Olympic Games (winning eight overall)

Bradman – green house is named after arguably the greatest cricketer, Sir Donald Bradman.

New Bradman 2
New Fraser 2
New Rose 2

Other support

Counselling & Emotional Support

Oakleigh Grammar is committed to the pastoral care of our students offering personalised counselling with our Student Counsellors. Counselling provides an opportunity for students to confidentially discuss challenges which may be interfering with their learning and general wellbeing. Counselling is also available to parents, for matters relating to their children. Through counselling students gain perspective, identify their inherent strengths to overcome challenges, learn to find solutions to problems and build resilience skills, essential for their on-going well-being.

Students from Year 6 to Year 12 are able to self-refer by emailing They may also be referred by a teacher, through a Year Level Leader or Head of Learning Enhancement. Students from Prep to Year 5 are required to gain parent permission, then referred by the class teacher, Deputy Principal – Professional Culture and Junior School, or parent.

Parents of any student can email or call the school to arrange bookings for themselves. The sessions are free and continue for as many weeks as required. Occasionally, the Counsellor will refer students to an external provider for further care, which is organised in consultation with the parent. As counselling is confidential, information is only passed on to parents or teachers if the student requests, or if it falls within counselling mandatory reporting requirements. Parents of younger students will be emailed after the initial session and thereafter as required.

Medical Assistance

The School First Aid Officer is available to deal with health issues or minor accidents.