Wellbeing
At Camberwell High School, we are committed to providing a supportive and inclusive environment where every student can flourish. We recognise that student wellbeing is fundamental to academic success and personal growth, and we place equal importance on nurturing the social, emotional, and physical wellbeing of our students. Our wellbeing team is made up of psychologists, social workers and counsellors.
Wellbeing staff work closely with external health and wellbeing services to ensure all students have the support they need.
Meet our wellbeing team:
Leo (Student Wellbeing Counsellor/Social Worker)
Rachel (Mental Health Practitioner)
Clare (Student Inclusion & Wellbeing Counsellor)
We offer several wellbeing-focused programs for our students:
o One on one support with social workers, counsellors or psychologists
o Lunch time clubs for all ages
o Workshops like Man Cave, Big Sister Program, Respectful Relationships Victoria, Project Rocket with more planned for 2026
o Partnership with Foodbank offering healthy snacks in the wellbeing hub
In 2025, the Wellbeing Hub was set up to complement classroom learning by offering students a place to pause, reflect, access helpful resources and engage in activities that build resilience, emotional regulation and positive relationships.
The Wellbeing Hub provides quiet, calm space that helps students to manage different sensory needs so they can return to class feeling calm and ready to learn.
The Wellbeing Hub holds lunchtime clubs that encourage students to build friendships, express creativity or take time to recharge. In 2025, our lunchtime clubs included:
• Knitting
• Art – recent projects included making ‘The Wall of Kindness’, friendship bracelets and posters for R U OK week
• DIY worry dolls
• Collage club
• Sticker club – making stickers related to health and nutrition
Wellbeing staff work closely with the International School Program to support the international students and their wellbeing. Programs like the after-school fitness club support student’s physical and emotional health as well as their sense of belonging in our school community.
Camberwell High School has been a part of the Safe Schools Program that helps schools foster a safe environment that is supportive and inclusive of LGBTIQA+ students.
The Student Representative Council organises the promotion of events like Wear it Purple Day, an annual celebration to support and empower LGBTQIA+ young people.
Inclusion
Camberwell High School fosters inclusion through evidence‑based teaching that responds to the varied functional needs of our students. We embrace the rich identities, strengths and life experiences within our community, creating a school environment where every young person feels valued, supported and able to participate fully.
We make practical, personalised adjustments so every student can access their learning and feel confident at school.
These may involve changes to teaching approaches, the classroom environment or assessment tasks, all designed to support your child’s individual needs and help them succeed.
‘Disability Inclusion’ (DI) is a new state-wide reform introduced to strengthen support for students with disability and embed inclusive practices across all government schools.
Schools in the Inner East region of Melbourne have now transitioned to the new Disability Inclusion model which replaces the Program for Students with Disabilities (PSD) funding model.
The new Disability Inclusion model of support and funding for schools focuses on the adjustments provided by the school rather than a diagnosis.
The Disability Inclusion funding model has 3 tiers, based on the need for targeted support for students with disability and the obligation to make reasonable adjustments.
• Tier 1 provides funding for all students’ core learning needs
• Tier 2 provides additional school-level funding to strengthen school-wide capacity and capability to deliver adjustments and inclusive practice for students with disability
• Tier 3 provides additional funding to support schools to deliver adjustments to meet the individual nature and acute impact of students with complex needs.
If a student requires individualised The Disability Inclusion Profile will collect information about the:
• student’s strengths and aspirations in terms of their educational achievement, engagement and wellbeing
• student’s functional needs across a range of school related activities
• adjustments required to enable the student to participate on the same basis as their peers
Disability Inclusion also provides a new tiered funding model ranging from whole school to individualised funding.
Wellbeing and inclusion are at the heart of our school, ensuring every student feels confident, capable, and ready to learn.
