Student Wellbeing
We believe that every person is a loved child of God, that He created each of us in His image, and that He has a purpose for every life.
So God created man in His own image, in the image of God He created him; male and female He created them.
Genesis 1:27
We also believe that we are called to live in community.
For just as each of us has one body with many members, and these members do not all have the same function, so in Christ we, though many, form one body, and each member belongs to all the others.
Romans 12:4-5
The first and most important relationship is with our Heavenly Father, which is made possible through Jesus Christ.
He has saved us and called us to a holy life - not because of anything we have done but because of His own purpose and grace. This grace was given us in Christ Jesus before the beginning of time.
2 Timothy 1:9
For our CCC community to function well, we need to treat one another with Christian love (Matt. 22:37-39). Our approach to pastoral care and wellbeing at CCC is underpinned by our Biblical worldview and is summed up in the scripture:
He has shown you, O mortal, what is good. And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God.
Micah 6:8
Dr Bill Anderson put it this way: “Justice without love leads to a stern security; love without justice leads to a weak warmth; justice and love lead to an authentic atmosphere.”
We strive for CCC to be known by:
• respect for the dignity of each person
• justice and forgiveness
• the acceptance and celebration of differences and gifts
• respect and care for God’s creation
At CCC we want every student to feel safe and cared for. We strive to provide a learning environment that supports each student in their studies, with the aim of helping everyone reach their full potential. We also recognise that schools need to provide for the whole child, including social/emotional needs, physical development, online safety and spiritual needs.
Our College has many policy and procedural documents covering areas such as anti-discrimination, cyber safety, disabilities, student self-harm, student protection, wellbeing, bullying, chaplaincy, and more. Therefore, this resource is not a policy document, but rather seeks to identify many of our services, programs and resources so that parents and students have a clear understanding of what CCC offers and how to access support at any stage.
Ross Waltisbuhl Principal
Meet the Wellbeing Team
Ross Waltisbuhl Principal
ross.waltisbuhl@ccc.qld.edu.au
Jendy Smith
Years 7 & 10 Coordinator
jendy.smith@ccc.qld.edu.au
Jacinta Cooke
Enrichment Coordinator Secondary jacinta.cooke@ccc.qld.edu.au
Todd Vogler Deputy Principal Secondary
todd.vogler@ccc.qld.edu.au
Blaine Packer Senior Phase Coordinator
blaine.packer@ccc.qld.edu.au
Natalie Cocks Deputy Principal Primary natalie.cocks@ccc.qld.edu.au
Sarah Edwards Learning Support Coordinator Primary
sarah.edwards@ccc.qld.edu.au
Narelle Collins & Tammy Shelley
Ready to Learn Room Team
narelle.collins@ccc.qld.edu.au tammy.shelley@ccc.qld.edu.au
Linda Whysall Chaplain
linda.whysall@ccc.qld.edu.au
Other Members of the Wellbeing Team
Student Protection Officers Narelle Collins, Linda Whysall
Our Pastoral Care Model
Biblical Worldview
The head knowledge aspect of Pastoral Care begins with a biblical understanding that explains creation, fall, redemption and restoration. Matthew 7:24 tells us that this understanding is what we should build our life on.
Acts of Service
The natural response to this life in Christ is to love Him and love others (Matthew 22:37-39). This love is made visible in our acts of service. Students are taught the biblical basis for service, the right attitude and motivation and the value it brings. In service we are able to use our gifts, abilities and knowledge for God’s glory and His purpose.
Christian Life
With the leading of the Holy Spirit, student head knowledge leads to a heart response. When students respond to the gospel, they receive life in its full measure (John 10:10). In living this life, we seek to become more Christ-like in our character and behaviours (e.g. What would Jesus do?).
Community
As part of a Christian community, all staff, students and families have responsibilities (Ephesians 4:2-6). Our pastoral care program unpacks this in terms of behavioural expectations, stewardship of God’s creation, Godly relationships, etc.
Pastoral Care Program
Prep - Year 6
We have developed programs that cover a multitude of topics designed for Prep to Year 6. Our Pastoral Care (PC) team selects from these modules depending on the needs of students.
We use the My Life Rulz and UR Strong materials, well as programs that focus on character development and biblical knowledge.
My Life Rulz is a surefire way to identify problematic thinking in children and teens, providing powerful insights and truth to help guide them toward strong, resilient futures.
The UR Strong program is a whole-school friendship strategy that empowers children with the skills needed to navigate friendships and flourish socially. Teachers engage students in daily devotions, and our Chapel Pastors speak with these topics in mind.
The BEAR Support program compliments these other initiatives by providing intentional strategies that support student social-emotional wellbeing and self-regulation.
Chapel
On Friday mornings, our Primary and Secondary students attend Chapel in place of PC lessons.
Primary Chapel - 8:55am
Secondary Chapel - 10:15am
Year 7 - 12
Secondary Pastoral Care lessons are organised into the following categories:
1. Skills. These lessons will cover a variety of age appropriate and relevant topics to help equip students for life - study skills, organisational skills, healthy lifestyle, academic integrity, internet safety and Godly character.
2. Wellbeing. Topics covered here may include mental health, diet, sleep, exercise, bullying, resilience, conflict resolution and emotional intelligence.
3. Realtalk Australia. Students from Year 7 to 12 will engage in Realtalk presentations and lessons to help provide them the skills and knowledge required to flourish in today’s world. Age appropriate conversations around real topics such as relationships, personal identity etc.
4. Careers & Futures. Students explore personal interests, skills and career pathways, career tools modules and job readiness, in preparing for the future.
Where to find support
Pastoral Care Teachers
Secondary students meet with their Pastoral Care (PC) teacher during designated lessons 3 times per week. Primary class teachers will spend time each day checking in with their class for devotions and prayer.
Deputy Principal
Primary & Secondary
The Deputy Principals have oversight for Prep to Year 12 wellbeing. The Deputy Principals will be notified when support meetings take place and will often attend these if other support strategies don’t seem to be helping.
Year Level Coordinator (Secondary)
Coordinators have responsibility to assist PC and class teachers to support students where an issue starts to impact learning or wellbeing. They may also wish to discuss behavioural matters including uniform issues, homework or classroom disruptions. If an issue comes to the attention of the Coordinators they will contact the parents so that they can work together to understand, consider support strategies and discuss future options.
Student Protection Officers (SPO)
Our College has two Student Protection Officers (see page 7). These speciallytrained staff will introduce themselves to all students early each year. They are available to talk about serious issues including selfharm, neglect, abuse or any other potentially harmful circumstances. If an issue is raised with an SPO, they are required to follow specific protocols depending on the nature of the issue, always with the student’s wellbeing as the key objective.
Learning Support & Enrichment Team
At CCC we believe every child is created in the image of God and has been specially gifted with unique strengths and abilities. Where it is identified that a student could benefit from additional support to reach their potential in social-emotional, behavioural or learning development, our Learning Support & Enrichment Team will often be called upon to develop and deliver programs or assistance. We also have regular visits from professionals including our speech pathologist and occupational therapist.
Chaplain
Both Primary and Secondary students can make appointments at any time with our Chaplain and can talk about anything that is worrying them. Our Chaplain attends many of our camps and excursions, which is a great way to get to know students away from the normal classroom setting. Parents can also contact our Chaplain via administration or supportservices@ccc.qld.edu.au if they want to make an appointment.
Student Protection Policy
The College has a current Student Protection Policy which provides written processes that address the protection of students. The Policy details:
(a) how the school will respond to harm, or allegations of harm, to students; and
(b) the appropriate conduct of the school’s staff and students.
A copy of this policy is located on our website: www.ccc.qld.edu.au/policies-reports/
PULSE Check (Secondary)
Pulse supports student wellbeing through weekly 60-second Pastoral Care checkins, giving students a voice to share how they’re feeling and request timely support from trusted staff in the Support Services team.
External Referrals
OUR ASSOCIATED CHURCHES
Mary Valley Wesleyan Methodist Church
Pastor Brendan Edwards Office: 5484 3687 Mobile: 0417 757 397
Gympie Baptist Church
Pastor Russell Kernick Mobile: 0493 609 997
Gympie Presbyterian Church
Reverend Daniel Saunders Mobile: 0409 574 938
Gympie Wesleyan Methodist Church
Reverend Gary McClintock Office: 5482 3618 Mobile: 0412 688 353
Gympie Church of Christ
Pastor Kevin Dunn Mobile: 0452 282 931
If students or parents would like access to other services, we can provide contact details for:
• Clinical Psychology Services
• Christian counselling
• Associated Pastors & Youth Leaders
Beyond Blue: www.beyondblue.com.au
Kids Help Line: www.kidshelpline.com.au 1800 55 1800
Headspace: www.headspace.org.au
Family Connect: 13 22 64
Office of the Australian Information Commissioner (OAIC) for reporting online behaviour
URSTRONG
URSTRONG is a proactive program that is all about empowering kids with friendship skills!
The URSTRONG program is a whole-school friendship strategy because we know, that at the heart of student wellbeing and learning are strong, healthy friendships. URSTRONG’s approach, underpinned by the Friendology curriculum equips students with the essential skills to build and maintain positive relationships.
Why friendships matter:
Research shows that healthy relationships are the #1 predictor of happiness and success. Strong friendships also serve as a key protective factor against mental health conditions and loneliness.
Explicitly teaching friendship skills:
Friendships are the most important relationship in a child’s life, and just like any other skill, they can (and must) be taught. URSTRONG provides a common language of friendship in schools, empowering students to navigate social dynamics with confidence.
Practical tools for real-life friendships:
Using kid-friendly language and engaging visual tools, URSTRONG helps students understand and manage common friendship challenges. They’ll learn:
• How to make friends and foster healthy connections.
• Emotional regulation strategies and conflict resolution skills.
• The difference between normal friendship conflicts (Friendship Fires®) and Mean-on-Purpose behaviour.
A progressive learning model:
Friendology builds on friendship skills year after year, growing alongside students as they develop socially and emotionally. Through engaging lessons, updated illustrations, and age-appropriate strategies, students gain the tools they need to create and maintain feel-good friendships that help them thrive!
By embedding URSTRONG’s approach school-wide at CCC, we create a positive, connected community where every child can flourish.
My Life Rulz Program
My Life Rulz builds emotional resilience in children and teens through teaching foundational beliefs/rules that help to protect their thoughts and mental health from anxiety, depression and hopelessness.
BULLYING & PREVENTION
Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening. https://bullyingnoway.gov.au/
Behaviours that still need to be addressed and resolved, but do not constitute bullying include:
• mutual arguments and disagreements (where there is no power imbalance);
• not liking someone or a single act of social rejection;
• one-off acts of meanness or spite (except online behaviour);
• isolated incidents of aggression, intimidation or violence.
Bullying can occur in person or online. Cyberbullying may involve platforms like email, social media, texting, or chatrooms, and even a single incident can qualify. In-person bullying can be overt or covert and is typically repeated or likely to be repeated over time. It can have short-, medium-, and long-term effects on everyone involved, including bystanders. Conflicts or fights between equals are not considered bullying, except in cases of online behaviour where one incident counts.
CCC staff recognise the harm bullying can cause and take all reports seriously. Our goal is to restore a positive learning environment, using strategies tailored to each situation to rebuild relationships, support those affected, and prevent recurrence.
HOW TO REPORT
Reporting Steps
Understand what bullying is; Remove yourself and report to a trusted staff member, friend, or parent; Record details (behaviour, witnesses, time, location); Keep a diary if helpful.
Cyber-Bullying
Take screen shots and lock the perpetrator; Change your security settings (social media); Report the incident to your parents and/or the school.
We regularly conduct a bullying survey (with Year 4 to 12 students) to determine where, how and why students might experience bullying and, using this data, we strive to improve what we do as a whole community.
Violence (Verbal or Physical)
Our College does not tolerate violence of any kind. Our expectations for staff, students and visitors are clear: show respect and kindness in all interactions. If a student experiences violence, they should report it immediately to the Class Teacher and Coordinator.
Depending on the situation and findings of any investigation, parents will be contacted the same day and it is possible that the perpetrator will be removed from their classes/playground until the matter is fully investigated and managed.
Grievance Policy and Procedure
If you feel that a situation has not been handled well, parents and students can make a formal complaint via the CCC website: www.ccc.qld.edu.au
Our Behaviour Education is guided by Bernii Godwin’s Loving Our Students on Purpose (LOSOP), which underspins all that we do. LOSOP recognises that love is the primary driver of learning, growth, problem-solving, and achievement. This relational approach to behaviour management focuses on understanding each student, building positive relationships through genuine connection, and responding with care and consistency rather than punishment. By modelling respect, empathy, and accountability, staff support students to develop self-discipline, responsibility, and a strong sense of belonging in a safe and nurturing learning environment.
Our amazing Ready to Learn team has a raft of Pastoral Care options for supporting students’ social/emotional and wellbeing needs, including the award-winning BEAR program, Responsible Thinking Program (RTP) and Restorative Practice.
Responsible Thinking Process (RTP)
The Responsible Thinking Process (RTP) recognises that all teachers have the right to teach and all students have the right to learn. When a student chooses to behave in a way that impedes effective teaching and learning (or if they are causing danger to self or others), staff will turn to RTP.
By asking students questions about their choices, they are encouraged to understand that they are part of a learning community and that their choices are having an impact (natural consequences) on others. Sometimes students will be referred to the Ready to Learn Room, where a staff member will work with them one-on-one to help them understand the impact of their choices and to unpack the motivation behind it.
School Refusal
School refusal is when a child gets extremely upset at the idea of going to school, or often misses some or all of the school day, and this distress doesn’t go away.
School refusal can mean that children have trouble going to school – or that they don’t go to school at all. Children who refuse to go to school usually spend the day at home with their parents’ knowledge, even though their parents try really hard to get them to go. It might start gradually, as parents find it harder and harder to get their child to go to school. Or refusal might happen suddenly, such as at the start of school term or after a physical illness.
For more information about school refusal, including how to talk with your child, strategies, and getting help, refer to the School Refusal booklet available on Parent Lounge.
PRIMARY
We are COURAGEOUS when we can admit that we have made a mistake or hurt someone. We are LEARNERS when we actively participate and listen to the viewpoints of others. We are EXCELLENT when we seek to promote healing and change within our relationships. We are ACCOUNTABLE when we accept responsibility for causing harm, show remorse, make reparation if necessary, and seek forgiveness. We are RESPECTFUL when we speak to and treat others with kindness and understanding, and when we acknowledge their worth.
LUNCHTIME CLUBS AND ACTIVITIES
THE BEAR SUPPORT PROGRAM
Co-created by Alan Bowmaker (Guidance Officer) & Selina Taggart (Chaplain) from Bundaberg North State School after the 2013 floods, the BEAR Support Program (Breathe, Exit, Ask, Relax) is a 4-part strategy designed to help students with social-emotional learning by assisting the development of self-regulation through emotions management. This program is the 2014 State & National Resilient Australia Award winner and the 2016 QLD Child Protection Award winner.
CCC BUDDY BENCH
If a student is struggling to make friends, they can head to the Buddy Bench. Here, our Year 6 leaders will help them find a friend and join a game at break times.
The best way to avoid arguments in the playground is to have a range of activities to engage in. CCC staff and students provide plenty of options for little kids and big kids. Check out the complete list in the Parent Lounge and Student Café.
PRIMARY STUDENT SUPPORT
In Primary, we take a proactive approach to student support, teaching and modelling strategies that equip students for life. Support is tailored to individual needs and may include Chappy check-ins, wellbeing coaching, friendship groups, structured lunch support, behaviour support plans, BEAR sessions and more. Our focus is on building strong relationships with students so we can support them in the most meaningful and effective way.
SECONDARY
The After-School Support Class is part of CCC’s commitment to a safe, caring and effective learning environment. Students who struggle to meet expectations or disrupt learning may be required to attend.
The class runs Mondays, 3:05–4:00pm in the Library. It supports students to reflect on their behaviour, meet with staff, and plan strategies to improve learning and wellbeing. Parents will be notified at least one week in advance to arrange late pick-up, and are invited to meet with staff in the final 10 minutes.
This is not detention—it focuses on reflection, discussion, and support to meet College expectations.
Valid absences will be rescheduled. Unexplained nonattendance may affect enrolment. Repeated referrals may lead to a meeting with the Deputy Principal to review support strategies.
Therefore, if you are offering your gift at the altar and there remember that your brother or sister has something against you, leave your gift there in front of the altar. First go and be reconciled to them; then come and offer your gift.
Matthew 5:23-24
Restorative Practice helps repair relationships that have been harmed, including through bullying. It supports students to take responsibility, show remorse, and work towards restoring trust, with forgiveness where possible.
This approach may be used when both parties are willing, and is often guided by the Wellbeing Team, sometimes instead of the usual RTP process. Staff follow a structured process to support open, respectful conversations.
Through these discussions, students can better understand what happened, take steps to make things right, and rebuild positive relationships.
Quick Questions
1
What if a student or parent has a concern regarding learning or assessment?
Step 1: You should start by approaching the class teacher either by email or by appointment. Hopefully they can resolve it at this level.
Step 2: If the class teacher cannot resolve/ address the issue, they may choose to involve the coordinator.
Step 3: If it is still not resolved then it can be taken to the relevant Deputy Principal.
3
What if a student or parent has a concern about a referral to the Ready to Learn Room?
NOTE: Students and parents are asked not to directly approach the Ready to Learn Room staff as they are simply processing the referral and cannot comment on the situation that lead to the referral.
Step 1: You should start by emailing or making an appointment with the referring teacher if it was a class matter.
Step 2: If not resolved, set up an appointment with the Deputy Principal or Coordinator.
2
What if a parent or student has a concern about an incident or behaviour that impacts wellbeing or a class incident?
Step 1: Start by speaking to the class teacher in Primary or PC teacher in Secondary.
Step 2: If the class teacher cannot resolve/ address the issue, they may choose to involve the coordinator.
Step 3: If not resolved, make an appointment to see the Deputy Principal.
4
What if my child is physically or verbally assaulted?
Step 1: We encourage students to report these incidents immediately to Administration or to a staff member. This helps us to act immediately and respond to any of their needs.
Step 2: If your child comes home describing this kind of event and hasn’t reported it to the school, please contact us as soon as possible.
Step 3: If this is an ongoing issue which has developed into a bullying situation, please follow the steps outlined in the Bullying section of this booklet (pp. 17).
OUR GRADUATES
Cooloola Christian College provides a safe, caring learning community, through a Christ-centred and biblically-based curriculum and co-curricular activities. We strive to develop students’ God-given talents and character so that our Graduates are enabled to:
• respond to the Gospel of Jesus Christ;
• be critical and creative thinkers and collaborative learners;
• be compassionate servants contributing positively to their community;
• act ethically in decision making, demonstrating good character;
• be informed and responsible global citizens;
• live healthy and fulfilling lives.
