Social-emotional learning (SEL) is a cornerstone of a DSM education as it equips students with essential skills for personal and interpersonal growth, which complement academic learning. Through SEL, students develop self-awareness, emotional regulation, empathy, and effective communication, all of which are critical for navigating complex social environments and building healthy relationships.
DENK-WEGE
We are currently implementing the social-emotional learning program DENK-WEGE - which translates to THINKING PATHS.
DENK-WEGE is a systematic, evidence-based prevention program designed to promote social-emotional, cognitive, and language skills in children of a primary school age. Originally developed at the University of Zurich under the name PFADE (Program for the Promotion of Alternative Thinking Strategies), the program aims to strengthen children's mental health, resilience, and willingness to learn. It generally supports the healthy and positive emotional and social development of children. It also provides a foundation for the prevention of bullying, disciplinary issues, and behavioural problems in schools.
The program covers seven core themes:
These themes are taught in weekly 45minute sessions over the course of a school year. It will be predominantly taught in the lesson called “Resiliency” but also sometimes overlaps with the Ethics curriculum.
By being integrated at a whole-school level, DENK-WEGE helps develop a healthy school culture, ensures consistency across teachers and year levels, and contributes to a positive and supportive school climate.
School Counsellor
Our school counsellor sees students who have been identified as needing individual support in one or more areas through consultation between parents and teachers. Read more.
Student Advocate
Our student advocate is a member of the teaching staff voted for by the students to represent them. They meet weekly with the Student Council, consisting of class representatives from Year 3 to Year 6. This ensures that students can participate in decision-making about topics that are important to them and impact them. Students can also come to the student advocate outside of this framework if they have any individual or specific concerns.
Class Circles
Class Circles are used at the beginning of the day to greet the class and ensure students know what is happening throughout the school day, creating a predictable and safe environment.
Class Council
Every day after lunch, each class has 15 minutes of pastoral time. This may be used to solve potential issues that happened during recess or lessons, for reflection, or for students to check in and ensure they are ready to learn for the rest of the day. Again, the aim is to foster a connection between the students and equip them with problem-solving tools. Read more.
Restorative Practice
Our aim is to resolve conflicts with restorative practice. This strategy seeks to repair damaged relationships by acknowledging the problem and allowing those involved to actively seek to make things right again. It is a whole-school teaching and learning approach that encourages supportive and respectful behaviour. It also allows students to reflect on behaviours and explore alternative pathways for more constructive interactions.
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