Head of School Message, Term 4, Week 5 2026
At AISHK, student wellbeing is central to the school experience; learning, belonging and growth. Following the successful implementation of our PROSPER framework, we are redeveloping our Wellbeing Policy, Behavioural Guidelines and Anti-bullying Policy to ensure that the principles of positive education are reflected and recorded consistently, meeting the needs of individual students throughout the school.
PROSPER encourages our students to develop Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement and Resilience. These shared principles can be seen in classrooms, playgrounds, assemblies and the everyday interactions that shape school life. Our updated policies will build upon this foundation, providing a clear and connected approach to wellbeing and behaviour from Reception to Year 12.
Together, the policies and guidelines will help students, parents and staff understand:
the wellbeing support available to students;
the wellbeing priority areas for the school;
how concerns can be raised and addressed;
the difference between social conflict, unkind behaviour and bullying;
the behavioural expectations that apply across school life; and
how the school will respond fairly, consistently and with consideration for each student’s age, needs and circumstances.
The redeveloped AISHK Wellbeing Policy places student wellbeing at the heart of learning and school life. Grounded in the PROSPER framework, it creates a consistent Reception-to-Year-12 approach to safety, belonging and positive relationships. The policy explains how students are supported, how concerns are addressed and how families and staff work together.
The AISHK Behavioural Guidelines provide shared expectations for student behaviour from Reception to Year 12. They guide fair, consistent and developmentally appropriate responses, balancing support with accountability. Through restorative practices and appropriate consequences, students are encouraged to understand their choices, repair harm and develop the skills needed to flourish.
The revised Anti-bullying Policy places particular importance on listening carefully, supporting students and working in partnership with families. Its staged approach of Care, Connect, Protect and Reflect will guide the school’s response when concerns about harmful or bullying behaviour are reported.
Throughout the remainder of 2026, we are trialing these policies and strengthening the use of shared language and consistent practices across the school. This trial period gives staff time to apply the guidelines, reflect on their effectiveness and ensure that they are clear, practical and responsive to the needs of our community.
The complete suite of policies will be implemented in 2027. For families, these will be launched at Parent information sessions, publications and our school website at the start of the year. This will mean greater clarity about school expectations, support pathways and how concerns will be managed. For students, it will provide a consistent and developmentally appropriate approach as they progress from Reception through to Year 12.
How parents can support this work
Parents and carers play an important role in helping children develop positive relationships, make responsible choices and manage challenges. Families can support our consistent whole-school approach by:
Use shared language at home. Encourage children to consider how their choices affect others and to reflect on what they can do to repair a relationship or improve a situation.
Listen calmly and ask questions. When a child raises a concern, allow time for the child to explain what happened. Questions such as “What happened before that?”, “Who was involved?” and “Has this happened more than once?” can help establish a clearer picture.
Help children distinguish between conflict, unkind behaviour and bullying. Not every disagreement is bullying, but every concern deserves to be heard and appropriately supported.
Encourage help-seeking. Remind children that speaking with a trusted adult is a responsible step, whether they are directly involved or concerned about another student.
Avoid direct intervention with another child or family. Contacting the school allows concerns to be managed fairly, sensitively and with the wellbeing of all students in mind.
Model respectful communication. Children learn from how adults manage disagreement, apologise, establish boundaries, and resolve problems.
Allow space for reflection and repair. Challenging moments can become valuable opportunities for students to learn, take responsibility and rebuild trust.
Contact the school early. Sharing concerns with the classroom teacher, Home Room teacher, Head of Year or relevant wellbeing staff member helps us respond before a situation becomes more difficult.
Policies are most effective when they are understood and supported by the whole community. By working in partnership and approaching challenging moments as opportunities for education, reflection and growth, we can help every student feel safe and ready to learn.
Together, we will continue building a school culture in which every student is supported to connect, strive and flourish.
