Social and Emotional Learning

Explicit teaching of Social and Emotional Learning (SEL) is explicitly taught in all classrooms

At NECS Friendly Schools Plus, Playing and Learning to Socialise (PALS) and the Social and Personal Capabilities from the Australian Curriculum guide the explicit teaching of social and emotional learning (SEL) in the classroom. Educators plan for and implement regular SEL lessons and in K-2 social and personal capabilities are reported on in the Semester 1 and Semester 2 formal report to families.

At NECS we intentionally develop a consistent language to discuss emotions and to support children to communicate and regulate their feelings effectively. The Zones of Regulation consist of four coloured zones: blue, green, yellow and red. Each zone reflects a range of feelings and emotions. Children can name the zone they are in and then identify the feeling within the zone. To support emotional regulation and wellbeing, children explore and create an individual zone card with a range of sensory and mindfulness tools to support them to get back to green zone, the optimal zone for learning. Through regular daily zone check ins e.g. on arrival at school, after play breaks educators are able to proactively support children’s emotional wellbeing.


Active supervision and positive engagement with children in the playground are a core component of supporting children’s wellbeing and is key to the prevention of negative incidents. On the playground:

rise outside

Playground/Outside expectations:

Educators use the restorative conversation process to help children repair relationships when harm has occurred.

Questions that guide discussion with the children who have done the wrong thing……

Questions that guide discussion with those who have been harmed……

Each incident is analysed and investigated with the children and educator/s involved and recorded on Sentral if deemed to be necessary. At all times educators are encouraged to use natural consequences to guide the ‘next steps’. For example, if a child hurts another child during an incident, we might decide that the child did not demonstrate safe behaviours and as such they may lose some time on the playground with peers. Depending on the nature of the incident this may vary from five minutes to a few days off the playground. Educators use tools such as social stories to help teach the child replacement behaviours.

Teaching replacement behaviours takes time. Children need support from educators and family and repeated opportunities to practice the replacement skills and strategies both when they are calm and when they are heightened.

If a child repeatedly engages in negative interactions several steps may occur:

If a child indicates that they do not feel safe on the playground, with a particular peer, in a particular situation etc. a range of strategies can be implemented. All actions aim to help the child to feel safe at school. Interventions such as the use of social stories, allocated play spaces, alternative play spaces, the development of improved peer relationships and friendships, explicit teaching of social skills such as resilience etc. Educators will collaborate and work with the child and their family to ensure everyone is clear on the steps being implemented to support the child. The plans will be reviewed as needed.