Wellbeing Leader

At EAS our wellbeing leader plays a crucial role in promoting and enhancing the overall well-being of students, staff, and the school community. Their primary responsibility is to create a positive and supportive environment that fosters the mental, emotional, and physical health of all individuals involved. Our wellbeing leader works collaboratively with teachers, administrators, and other stakeholders to develop and implement strategies and programs that address various aspects of wellbeing, such as mental health, social-emotional learning, and physical fitness. They organise workshops, seminars, and training sessions to educate the school community on important topics related to wellbeing. Additionally, our wellbeing leader acts as a support system for students and staff, providing guidance and resources to help them navigate personal challenges and promote self-care. They may also liaise with external organisations and community partners to enhance the availability of wellbeing services and resources for our school community. Overall, they serve as a catalyst for creating a safe, inclusive, and supportive environment that enhances the overall physical and mental wellbeing of individuals within our school.

Autism Inclusion Teacher (AIT)

Our Autism Inclusion Teacher role is crucial in creating an inclusive and supportive learning environment for students with Autism Spectrum Disorder (ASD). This teacher works closely with students, parents, and other educators to develop and implement individualised education plans (IEPs) that address the unique needs of each student with ASD. They provide direct instruction, support social-emotional development, and facilitate positive peer interactions. Autism Inclusion Teacher also collaborate with colleagues to modify curriculum and create sensory-friendly classrooms. They are skilled in utilising visual aids, communication devices, and assistive technology to enhance learning. Ultimately, they play a vital role in promoting academic and social success for students with Autism.

Positive Education

Positive Education is embedded into the curriculum from Foundation to Year 12. It emphasises the holistic development of students, focusing not only on academic achievement but also on their well-being and character formation. It incorporates principles of positive psychology, promoting positive emotions, resilience, and character strengths. Our Positive Education program teaches students skills such as mindfulness, gratitude, empathy, and self-reflection, which enhance their overall well-being and mental health. It fosters positive relationships between teachers and students, creating a supportive and inclusive school culture. By integrating Positive Education into the curriculum, schools aim to cultivate students’ resilience, optimism, and a sense of purpose, enabling them to thrive academically, socially, and emotionally.

Intervention Classes

At EAS we run a Primary and Secondary intervention class which is a targeted educational program designed to provide additional support and instruction to students who are struggling academically. These classes are typically small-group settings where students receive focused attention from a teacher or intervention specialist. The purpose of an intervention class is to help students bridge learning gaps, catch up to grade level, or improve specific skills in areas such as reading, math, or language. The curriculum and instructional strategies in intervention classes are tailored to meet the individual needs of students, often using differentiated instruction and various interventions to address their specific learning challenges. The ultimate goal is to help students succeed academically and reach their full potential.

Pastoral Care Worker (PCW)

Our Pastoral Care Worker (PCW) works two days a week and provides support and guidance to students in order to promote their well-being, personal development, and academic success. They are responsible for ensuring that students feel safe, supported, and valued within the school community. Pastoral Care Worker’s often build relationships with students, listen to their concerns, and help them navigate various challenges they may face, such as academic struggles, social issues, bullying, or emotional difficulties. They may also work closely with parents, teachers, and other school staff to provide a holistic approach to student support. Ultimately, the goal of our pastoral care worker is to create a positive and inclusive school environment where students can thrive and reach their full potential.

Breakfast Club

Our Pastoral Care Worker coordinates our Breakfast club which is run every Wednesday for all students. It is a program that provides students with a nutritious meal before the start of the school day. It ensures that all students have access to a healthy breakfast, promoting physical and cognitive development. This club offer a variety of nutritious food options in a welcoming environment, encouraging social interaction and fostering a sense of community.


Our school counsellor works two days a week and the role is essential in providing comprehensive support to students. They act as a trusted resource, offering guidance and counselling to address academic, career, and personal/social challenges. By working individually or in groups, they help students navigate difficulties and develop essential skills for success. Our school counsellor collaborates with teachers and parents to support students’ academic progress and well-being. They provide intervention and prevention programs to address issues like bullying, substance abuse, and mental health concerns. Additionally, they advocate for students’ needs, offer parenting guidance, and collaborate with other professionals to ensure comprehensive support.