Our highly-qualified wellbeing staff–Nicole Neale and Tina Le–support our student wellbeing needs and in conjunction with our Sub School Leaders develop and deliver responsive programs across the year levels on topics such as restorative practices, cyber-bullying, teen mental health and positive relationships.
We are proud that we have established a learning environment where students feel safe. Our students are respectful, engaged and proactive learners.
The school has always had a strong commitment to the concept of advocacy where student issues are resolved through dialogue and accountability for action and a focus on responsibility for doing the right thing. There are two Student Support Leaders at each year level and they maintain a close partnership with families and ensure that we have a safe, orderly and respectful learning environment. We build the resilience of students and empower our students to navigate the challenges and demands of life with a positive mindset, a healthy perspective and inner confidence.
Our wellbeing model is supported by a ‘restorative practice’ approach. When problems arise, a balanced conversation occurs which identifies the issue, who has been harmed and what steps are required to repair the harm.
A calm and orderly classroom is critical for student learning, and all staff and students are expected to take responsibility for their part in helping create an environment where teachers are able to teach and students able to learn without distraction or interruption.
We offer a comprehensive range of co-curricular programs to cultivate student talents and interests, and we have developed a whole-school House program with ongoing activities and carnivals to foster student engagement and a strong sense of belonging.
We have developed and embedded comprehensive processes for supporting and monitoring the wellbeing of all students individually and collectively and we have developed targeted interventions and holistic wellbeing programs that involve community agencies and wellbeing specialists as needed. We have a strong Home Group program that is an integrated and whole-school program focussed on developing the social, emotional and cognitive skills of students, on building healthy lifestyles, and on fostering an inclusive learning environment.
Additional Learning Needs
Coburg High School has access to a range of staff and programs designed to assist students who have additional learning needs. These include Integration Aides for students who are eligible for and receive PSDMS (Program for Students with Disabilities Management System) funding and educational psychologists.
Students are expected to be at school and it is not acceptable to miss school. When absent from school, students miss the opportunity to contribute, to increase knowledge, skills and understanding.
Parents and guardians are expected to record reasons for their child’s absence on Compass and can keep up to date with their child’s attendance patterns through the Compass portal.
If late to school, students must check in at reception, using their Student ID at the Compass kiosk.
School Medical Officer
At Coburg High School we have a School Medical Officer, Ashlea Christenson, available between 9am and 3pm. Ashlea is Paramedicine trained and has been at CHS since 2019. She is able to assist students with the assessment and management of health concerns, first aid incidents, medication administration and health advice.
Anaphylaxis is a severe allergic reaction and anyone who has an anaphylactic reaction will require urgent medical attention. Different people have different triggers. For some it is specific food, for others it is something in the environment. We have students at Coburg High School who are anaphylactic and staff are regularly trained in anaphylactic practices and Level 2 First Aid.
Parents/Guardians of children who have allergies or are anaphylactic must provide the school with the relevant action plan that. Action plans need to be reviewed by a doctor annually, with a copy given to Reception with an up to date and labeled epipen and any other medication as appropriate to the students.
Asthma is another serious medical condition that may require urgent medical attention. It is a government requirement that every student diagnosed with asthma (no matter the severity) must have an up to date Asthma Action Plan. The plan must outline the student’s known triggers and the emergency procedures to be taken in the event of an asthma flare-up or attack.
The Asthma Action Plan for Victorian Schools should be completed/reviewed annually for each student with asthma. This plan needs to be completed and signed by a doctor.
It is also recommended that a spacer and Ventolin is brought to be kept in the First Aid room and/or in the student’s bag.
Students who are feeling unwell at school may come to First Aid and report to the School Medical Officer. The School Medical Officer will then make contact with the family if necessary to make further arrangements. Students are not to contact parents via their mobile phones if they need to be collected from school due to an illness.
Absences need to be recorded on Compass by parents/guardians and on return to school, medical certificates should be brought to Reception.
Students Requiring Medications
All medication, prescription and non prescription, are to be administered by school personnel following the processes and protocols set out in the Medication Management Procedures of the school. Medication will only be administered with explicit written consent from a parent/guardian or approved person, or in the case of an emergency, with permission of a medical practitioner.
When administering prescription medication the written dosage advice must be on the original medication bottle or container, such as that on the pharmacists label, noting the name of the student, dosage, and time to be administered.