Pastoral Care at Loreto is very evident. In fact, despite our outstanding academic successes, parents continue to nominate this as Loreto's greatest strength. The care of each individual is paramount in the minds of teachers. We strongly believe in working together with parents to provide the best possible environment for your daughter's total care.
As students reach their senior schooling years they have learnt to care for and about each other. The house system so strongly supported in the Middle Years now provides opportunities for senior students to show their leardership skills in caring for their "family". This sense of belonging is what allows them to be free: free to be themselves and so make the very best of their God given talents.
The specific needs of each year level are carefully assessed and a program which addresses these needs is developed and regularly reviewed.
Student Welfare and Wellbeing
At the Heart a Love of Self
A critically important aspect of a Loreto education is that students come to know, understand and accept themselves. Self acceptance sets us free from pretence and defensiveness, free to relate honestly and affectionately, to “love our neighbour as ourselves”. Working in partnership with parents and care-givers we aim to nurture and support our students to come to terms positively with their own individuality, their own giftedness and limitations. Everyone in the school shares in this Pastoral responsibility which involves knowing, accepting, respecting and encouraging each student as individual and modeling consistency between words and actions.
The counselling role involves providing support for the emotional, social, mental and psychological wellbeing of students. At Loreto we strongly promote student wellbeing and encourage students to be proactive in seeking counselling as a support when they feel the need.
Counselling support is offered in a variety of ways including one-to-one counselling, group mediations, classroom sessions and by meeting with staff and parents.
The counselling roles are essentially supportive roles - someone to share concerns with, work through strategies and possible solutions, clarify issues, monitor wellbeing, challenge thoughts, help resolve conflicts and more.
If counsellors believe through working with a student, that she would actually benefit from more intensive therapeutic support they will suggest a referral to an external professional. Counsellors are very clear about the limits of their expertise.
Whilst counselling sessions are confidential, students are aware this confidentiality remains unless the safety of themselves (physical, emotional or psychological) or others is at risk. In these situations the counsellor assists the student to follow a necessary course of action and then offers ongoing support until an action plan is in place.
Referrals for Years 6 - 9 are generally self referrals. The girls access the referral forms via the counselling office. Appointments are generally made during lesson times, however, referrals can be made at staff or parent request. The girls can access the referral forms from outside the counselling office. Any parents or staff members who wish to talk with a counsellor in relation to any matter are encouraged to contact the counsellor by phone to set up an appointment.