Social-Emotional Learning at DSM

Social-emotional learning (SEL) is a cornerstone of our holistic 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. By incorporating SEL, we address the development of the whole child—intellectually, emotionally, and socially—preparing them not only for academic success but also for resilient, compassionate, and adaptable lives. In fostering these skills, holistic education supports a balanced approach to student development, empowering our students to engage more deeply with themselves, others, and their communities.

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.

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.

Resiliency Lesson

Once a week, every class has one ‘Resiliency’ lesson. Here, social-emotional learning takes place, and the fostering of connections between the students in the class is a priority. Students work collaboratively to create a good learning environment, such as class expectations, learn to identify and regulate their emotions to engage with people and events constructively, as well as learn strategies for dealing with setbacks and negotiating outcomes that are fair to all.

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.

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.