• Developing Resilience
• Support and Repair
• Child Protection and Student Welfare
• Bullying and Harrassment Policy

Pastoral Care at MLC

Pastoral Care is based on MLC School’s core values of diversity, integrity, international citizenship, connectedness, wholeness, excellence and recognises the need to address the social and emotional wellbeing of young people. The promotion of wellbeing is integral to young people’s schooling outcomes, their social development and their capacity to contribute to the workforce and the community. Enhancing young people’s well-being by engaging them in others’ interests as well as their own, offers a journey toward a collective rather than individualistic end. It promotes the idea that by using their strengths and skills, young people can make a difference in the world.

Transforming Learning seeks to provide opportunities for participation, communication and engagement that can increase student’s self esteem and build a protective connectedness to the school community.

Academic Care

Research shows a strong need for all teachers to better understand their pastoral role and its impact on student learning and well-being. At MLC this is reflected in our Academic Care Policy. Academic Care provides opportunities to develop an understanding of the strong links between learning, wellbeing and resilience, to monitor student connectedness to the learning environment and to provide learning opportunities that are relevant to students’ lives. Programs in the classroom and in House time are in direct response to student needs and enable students to select the learning outcomes they wish to explore and enhance.

Human Skills Program

In the Junior School, the class teachers are primarily responsible for the Pastoral Care of the girls. Each teacher deals with individual issues as they arise and is supported in this as necessary by the Coordinator of Pastoral Care, Coordinator of PK-2/Coordinator 3-5 and the Head of Junior School. In addition to this needs based Pastoral Care, each Year group undertakes two human skills focus areas, the teaching of which is integrated into the programs of other KLAs. The focus areas covered by each Year group show how Human Skills–

• such as independence, developing meaningful relationships with others, collaboration and cooperation, respect for those whose culture, religious beliefs and views differ from ours, taking risks, making decisions, accepting responsibility for our words and actions and leadership
• develop and are extended as girls progress from Pre-Kindergarten to Year 5. Learning indicators were devised for each Year group in order to assess the development of Human Skills covered at each Year level and these are included and commented on in the end of year report.

The MLC bullying policy, Respecting Difference, is addressed throughout the year. In the Junior School the girls use the term unacceptable behaviour rather than bullying. They explore what is meant by unacceptable behaviour and investigate strategies, for dealing with difficulties in interpersonal relationships. Support and Repair (restorative justice) is an integral part of the Respecting Difference program.

In Middle and Senior School, the Human Skills Program, Making Leadership Count, is explicitly implemented during House Time in Years 10-12 and Mentor Time for Years 6-9, as well as through the academic program of every student. The program is constantly reviewed and, in conjunction with additional programs such as Self-Protection, Drug Education,
Body image, Self-Esteem, FRIENDS for Youth, Leadership and Social Justice, aims for the best possible emotional competency outcomes for our students. It also provides the students with a framework to work with beyond school where they may face challenges and obstacles in work settings, university or other.

The primary responsibility of the Head of House, House Tutors and Mentors is to have an in-depth understanding of each student and to encourage her along a positive path to achieve the best possible learning outcomes. Fostering a sense of belonging for each girl as a member of a tight-knit family group involves the Big Sister – Little Sister program, celebrating student achievements and birthdays and acknowledging the contribution of all members of the House.

Developing Resilience

Research tells us clearly that students with effective psycho-social skills are those best able to adapt, relate to change and move on from the school environment to take up the challenges of becoming an adult.

Increasingly we understand and recognize that it is 'the way we do things' here at MLC and not 'the things we do' that ultimately make the difference for MLC girls.

Developing emotional competencies that will be with our girls throughout their working and personal lives will be one of our most important challenges.

The Director of Pastoral Care, Mrs Barbara Rumble, is responsible for the development of the systems of pastoral care and discipline within the School. In this leadership position Mrs Rumble works with all areas of the School to build a community at MLC that is collaborative, harmonious and co-operative.

Through an integrated system of pastoral care, where every girl and every staff member have a sense of belonging to the School, throughout all levels of the School; where explicit programs and policies communicate clearly an effective pastoral care system, MLC is able to best support student development spiritually, emotionally, and intellectually from Pre-Kinder to Year 12.

Support and Repair

After a year of research and consulting with students and teachers, MLC now has a different Student Code of Conduct. This Code aims to be constructive, positive and to address individual’s actions in ways that emphasise repair and support. It aims to assist students to learn from their behaviour.

Recently the SRC girls have been celebrating their work in 'Support and Repair' changing the mindset that says punishment and negative experiences make people do the right thing. Instead at MLC the girls have been emphasising that to repair some of the damage done when people choose to do the wrong thing is a much more "firm, fair and effective" message to all.

Child Protection and Student Welfare

Cyberspace bullying and harassment is increasingly taking over from name calling, gossiping and the ‘dirty looks’ of the past. Implementing a change in culture can be a lengthy process. However, with continued focus on the electronic ‘Bullybox’, Student Mediation Services, Student Improvement Programs (as part of our policy of Support and Repair) and feedback from surveys such as
that conducted in conjunction with The University of Sydney, we aim to break the ‘code of silence’ that exists in our Australian culture.

MLC School believes that children have the right to develop physically, mentally, spiritually and socially in an environment free from any form of abuse or harassment. The girls' welfare and interests are of paramount consideration. Bullying and harassment is unacceptable and will not be tolerated at MLC School under any circumstances. Pastoral Care policies and programs are developed and implemented throughout the School to ensure the girls are aware of welfare and safety issues. These include the School's discipline policy, the Bullying and Harrrassment Policy, Child Protection, RTA Safety Programs for pedestrians, drivers and passengers, self-defence, the 'Friends' Program in Year 7 and Student Mediation Services (SMS).