Wellbeing Support

Our highly-qualified wellbeing coordinators–David Snaddon and Nicole Neale–support student wellbeing needs and 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 considered dialogue and accountability for action and a focus on responsibility for doing the right thing and for encouraging each other to do the right thing. Student Management Leaders 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 harm. Student accountability for action or inaction is maximised and any resolution tends to bring about sustainable long-term changes in approach and attitude.

Of the six methods of intervention outlined by the Victorian Department of Education and Training, restorative practice is Coburg High School’s preferred method. While there is, at times, scope for the traditional disciplinary approach of sanctions and punishments, it is our belief that this method seldom encourages self-reflection, and sometimes aims for compliance, rather than a change in the underlying attitude or an increase in self-responsibility. A calm and orderly classroom is critical for student learning, and all 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 free from distraction or interruption. Behaviour which infringes these rights will be dealt with seriously.

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, but aren’t limited to, Integration Aides for students who are eligible for and receive PSDMS (Program for Students with Disabilities Management System) funding, and educational psychologists.


It is not acceptable to be away. Students are expected to be at school. When away, you 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. Attendance data can be viewed on Compass as well.


If late to school, you must check in at Reception. You can use your Student ID to check in at the Compass kiosk.

It is not acceptable to be late to class without a reason. Every time a student is late to class, they interrupt the learning of others. Consequences will be given by classroom teachers for repeated lateness.

Early Pick Up

If a parent/carer needs to collect you early, they need to do so from reception.