Pastoral Care & Wellbeing

St Michael’s supports students as they chart their own educational paths while exploring their interests and passions. We do this through the lens of DRCC (Dignity, Respect, Care and Compassion), coupled with an understanding of how these values in action translate into the five core areas of Learning, Diversity, Relationships, Integrity and Autonomy.

As students journey through St Michael’s, they gain the necessary skills to engage fully with their lives, respect and show compassion for themselves and others, care for their physical and emotional health, and connect socially and spiritually.

Students at St Michael’s move through four key learning stages: Learning to be at School (K–1), Learning to be a Student (2–5), Learning to be an Adolescent (6–9), and Learning to be an Adult (10–12). The Wellbeing curriculum supports students as they transition across these four stages.

House System

The House system is central to Pastoral Care at St Michael’s, providing students with a strong sense of community and the opportunity to build positive relationships. Staff members belong to a specific House throughout their time at the School, which enables them to build up a sense of familiarity with students in their group.

The classroom teacher is the student’s primary carer in the junior years, while the Head of House fills this role in the senior years. Each student belongs to a House tutorial group overseen by House Tutors or Learning Mentors, and each House is led by two Co-Heads of House (Years 6–9 and Years 10–12).

In Preparatory to Year 6, the four Houses and their colours are:

In Years 7–12, the five Houses and their colours are:

Students participate in many House activities, including Drama, Music, Debating, Aerobics, Swimming, Cross Country and Athletics.

In addition to the House System, several other wellbeing services are provided by St Michael’s.

Wellbeing Curriculum

‘Happiness, flow, meaning, love, gratitude, accomplishment, growth, better relationships constitute human flourishing.’
– Dr Martin Seligman, American psychologist, educator and author.

Wellbeing occurs when an individual has the resilience to encounter setbacks with perseverance and optimism. Our Wellbeing curriculum is informed by our school values of dignity, respect, care and compassion, and reflects our intention to provide a safe learning environment where students can grow into autonomous, continuous, flexible, resilient, creative and collaborative learners.

The Wellbeing curriculum, overseen by the Head of Wellbeing K–12, is embedded in the School’s core academic and co-curricular programs, as well as taught explicitly. Explicit learning is supported by five pillars: Respectful Relationships, Contributing Citizenship, Positive Learning, Health, and Spirituality.

For more information, contact Dr Amanda Samson, Head of Wellbeing K–12, at

Additional Learning Needs

A commitment to students’ learning is central to our thinking and planning. The Additional Learning Needs team assists teaching staff in catering for students’ strengths and needs, and provides a supportive, friendly environment in which students may learn.

For students requiring extra support, class teachers work with our team of specialist support staff to assess learning progress and develop suitable curriculum modifications and teaching strategies.

We also offer more intensive assistance through Language Experience (LEX) classes in Years 7–10. Offered in place of a Language for those students with diagnosed literacy difficulties, LEX focuses on developing key skills of reading comprehension, spelling and writing. Year 11 and 12 students are offered additional support individually or in small groups.

For more information, contact Ms Kate Hopkins at (K–6), or Ms Sarah Nathan at (7–12).

School Psychology Service

St Michael’s has a team of psychologists who offer a range of services including observation, consulting, counselling, referral to external specialists, program development and professional learning for staff and parents. All Psychologists are registered with the Australian Health Practitioners Registration Authority (AHPRA), and bound by the Australian Psychological Society’s professional code of ethics.

We have a philosophy that every St Michael’s student has an opportunity to access the School Psychology Service. To this end, we have endeavoured to create a service that is responsive to students’ needs and utilises our network of internal and external professionals. From K–6, this occurs through the classroom teacher and Directors of Learning. In the upper years, students may access the service via their Heads of House or self-referral.

The St Michael’s School Psychology team are constantly updating their knowledge to ensure it is current and relevant. This, and their extensive experience working in a school environment, ensures they are able to provide a comprehensive range of services to students, parents, families and staff in a confidential setting and appropriate referral to external specialists as required.


The Health and Wellbeing Centre is a welcoming place for students who feel unwell, are injured, or require emotional support. The centre is staffed by both Nurses and accredited Level 1 first aid assistants, with training in asthma and anaphylaxis management. Staff communicate regularly with families to ensure that each student’s medical needs are documented and supported.

The Health and Wellbeing Manager manages the Centre and ensures best-practice provision of health and wellbeing to students and their families. The position is held by a registered nurse experienced in clinical practice, encompassing all aspects of child and adolescent health and development. The Manager works closely with other Pastoral Care staff to initiate health and wellbeing programs, and promote awareness of health issues among the School community.

For more information, contact Mrs Jill Brennan at


The Chaplains share in providing for the pastoral wellbeing of students. They also lead regular worship, provide Christian spiritual leadership, and assist in the teaching of Religious Education curriculum. Opportunities such as Eucharist/Calm Space provide students with the time and space for contemplative thinking.

While St Michael’s is firmly grounded in the Anglican tradition and the values of the Community of the Sisters of the Church, it is a diverse and inclusive community. The Chaplains are also available to members of the St Michael’s community (including families and Old Michaelians) to assist in pastoral care matters, leading rites of passage and family celebrations.

For more information, contact Father Kenyon McKie at