How we approach pastoral care in the Elementary School

By Brian Webb Assistant Principal, Elementary School

When children make poor choices, it’s generally not because they are trying to harm or disrupt the wellbeing of others or because they are “bad kids,” but because they are simply trying to meet a personal need, albeit in a negative way. “Children’s behaviors are determined, for the most part, by how they feel about the current state of their physical and psychosocial needs.” (Haiman, 1998).

Research shows that because children often don’t know how to ask for help or have not developed positive strategies to fulfill their needs, they can turn to negative behaviors. Therefore, along with supporting a child’s academic growth, we aim to educate the whole child by also focusing on helping them grow socially and emotionally. We understand that emotions can be very powerful, and when an upsetting situation occurs, learning is halted until the issue is resolved.

Many incidents of misbehavior are signs of children trying to meet their own needs or trying to attract the attention of an adult. To this end, because we believe school is an environment where it is OK to make mistakes, we aim to equip students with tools to help them manage the intense and challenging experience of making mistakes. The most common? Verbal and/or physical incidents in younger children at recess, which is a time of heightened creativity and energy!

To best support our students, we provide a variety of structures to help them 1) understand and develop positive life habits and 2) recognize how sometimes their choices can negatively affect others.

More specifically, here are some overarching ideals and practices we believe provide our students with opportunities for social and emotional growth and development:

• Connect the SFS Christ-Like Attitudes and the PYP learner profile (aspirational positive characteristics)

• Support and provide a comprehensive and socially responsible curriculum

• Model positive behaviors

• Use Restorative practice to support student behavior

• Believe in dialogue to support students in understanding how their actions impact others

• Provide a framework that encourages supportive and healthy relationships with students, teachers and parents.

• Provide flexible structures that are responsive to the needs and well-being of the school community

• Create an environment in which people interact with each other in a manner that recognizes each person's self-worth and promotes a sense of belonging and well-being

• Foster high-quality interpersonal relationships among teachers, parents, students and other members of the school community.

• Work with students, parents and teachers in partnership to resolve conflict situations

• Use natural consequences where appropriate when students are not being responsible, respectful or safe

What we don't do is use a punitive approach.

We recognize some students may need individualized support to assist them in becoming positive members of the class and help them in dealing with individual challenges. This support may need to be ongoing and be designed to meet agreed-upon goals. Here are four structures we have in place to help develop our students’ understanding and practice of being a positive contributor to their school/class community:

Structure #1- Christ-Like Attitudes and the PYP learner profile

Each month, we deepen our understanding of one Christ-Like

Attitude by exploring its meaning through reading, discussion, curricular connections and a monthly Chapel (assembly) led by a grade level.

Additionally, the PYP learner profile is applied throughout the school in Pre-K 2 to Grade 5 homerooms and specialist classrooms. We continually create a bridge between the Christ-Like Attitudes, the PYP learner profile and how we apply ourselves as positive contributors to our community (home, school, sport, arts, etc.)

Structure #2- The 3 Bs

The Elementary School has guidelines in place for student behavior expectations in and around the school. The poster at right is visible using the QR code on the right.

Structure #3- Social-emotional Learning (SEL) curriculum

Along with supporting students with academic context and expectations for developing skills and understanding, it is vital that students also develop the skills they need to thrive in school and in life. Studies show social-emotional skills can help improve academic performance, reduce negative social behaviors, such as bullying, and create more positive classroom and school climates. Through SEL, students can build their competence and confidence to take on learning challenges, make good decisions, manage strong emotions, and get along with others.

The Elementary School counselors deliver a social-emotional learning curriculum to students in Kindergarten through Grade 5 called Second Step. The program includes four units with five lessons per unit, for a total of 20 lessons per grade. The unit themes are consistent across all grades and the content evolves to align with students’ developmental stages.

• Unit 1: Growth Mindset & Goal-Setting

• Unit 2: Emotion Management

• Unit 3: Empathy & Kindness

• Unit 4: Problem-Solving

• The K-5 scope and sequence can be reviewed using the QR code on the right.

Structure #4- Restorative practice approach

It is important to understand conflict is an inevitable part of life. How we work to resolve conflict impacts a school’s climate and culture and ultimately students’ social and academic outcomes. Schools need to be safe places where young people can learn and thrive in a supportive, enriching environment.

Restorative practice is a teaching and learning approach that promotes self-regulation and encourages behavior that is supportive and respectful. It puts the onus on individuals to be truly accountable for their behavior and to repair any harm caused to others as a result of their actions. The process involves thoughtful listening by all involved along with a series of thoughtprovoking questions by adults.

It’s more than a series of questions, though. It is a nonpunitive approach that accepts that we all make mistakes and have the ability to ‘fix’ the problem together and learn from our experiences. Restorative practice is inclusive and concerned with maintaining and building connectedness between students, parents, teachers and the community. It is an essential component of well-being.

When schools are restorative they:

• Value quality relationships

• Model empathy and respectful relationships

• Value student voice and utilize collaborative problem-solving

• View inappropriate behaviors as opportunities for learning

• Apply procedural fairness

• Recognize the importance of repairing damaged relationships

• Separate the ‘deed’ from the ‘doer’

• Use active listening and positive language and tone

• Avoid scolding, judging, lecturing or blaming

• Foster self-awareness in the student

• Implement consequences that are proportional and fair

• Remain future-focused

While upholding participants’ dignity and addressing human needs, the restorative practice process encourages and empowers participants to discuss their experiences openly and honestly and to collaboratively determine what needs to be repaired. The principles of restorative practice are:

• Respect- shared/given to all participants involved in a restorative practice process

• Inclusiveness- consensus and full participation of those affected by the incident

• Cooperation- working together towards a common goal/ resolution

• Responsibility- the person responsible for the harm takes responsibility for his/her behavior

Restorative practice, with an emphasis on respect and relationships, can help young people learn positive strategies for dealing with conflict while understanding and taking responsibility for the impact their negative behaviors have had on those around them. 19 12