We believe that the skills and mindsets that promote wellbeing can be explicitly taught. We want to equip our students with the skills to flourish, to help them rise to life’s challenges, to make the most of setbacks and adversities and to accomplish tasks and achieve their goals.

As part of our focus on wellbeing we draw on evidence from the science of Positive Psychology and teach it explicitly to our students through our Positive Education Program through our House Mentoring System and Year 7 homerooms in the Senior School and within our Junior School and CEEd Programs. This is a critical element of how we support the education of the whole person at Grammar.

We want to develop optimism, connectedness, gratitude and perseverance in our students by:

  • Helping them engage and relate to others
  • Enhancing their learning
  • Encouraging them to strive beyond their perceived limits
  • Supporting them to find fulfilment in creativity, productivity and flow
  • Reminding them to look beyond themselves and help others to find lasting meaning, satisfaction and wisdom in life


At each year level in Senior School we focus on a theme to develop explicit links with the teaching of Positive Psychology:

  • Year 7: Relationships – fostering positive relationships throughout the School community
  • Year 8: Respect – developing respect for self, community and the world in which we live
  • Year 9: Resourcefulness – developing self-resourcefulness: strengths, leadership and life sustainability
  • Year 10: Resilience – exploring courage and persistence in learning and life
  • Year 11: Responsibility – learning to lead with independence, creativity and curiosity
  • Year 12: Resolve – fostering academic tenacity and hardiness and setting SMART goals



In the Senior School there are eight Day Houses and five Boarding Houses. The relationships that develop within the House over time provide support and guidance and a genuine sense of recognition and identity for each student. Pairs of single-gender Houses join together for certain occasions and competitions as ‘brother-sister’ combinations. House rivalry is strong and makes for committed participation in annual events such as House Chorals, Sports Day, Aquatic Carnival and more. 

House meetings take place weekly and are an opportunity to develop vertical connections between younger and older students. Not only do these meetings provide a wonderful forum for modelling and practising leadership through service, they are also used to showcase and celebrate the diverse achievements of students within the House and to organise activities.


Parents and students value having another adult involved in the child’s life that they can trust. From Year 9, students belong to a Mentor Group, a smaller subset within their House, made up of students from the same year level and gender, and begin a very special relationship with their Mentor that continues throughout their senior years at the School. Mentors care for their students’ wellbeing across all areas of learning and students build trust in a significant adult, as well as building great friendships with their peers.


While developing strong links with their House, Year 7 and 8 students’ primary care relationship is with their Homeroom teacher.


Through participating in our Weekly Chapel Services, students are given time for reflection, challenge and spiritual growth; with a focus on hope, resilience and joy, guided by our Christian Faith.


Our Health Centre is staffed by two fully qualified nurses who provide medical support within school hours and advice out of hours, particularly for boarders. The Health Centre service extends to include support for students’ social, mental and emotional health.


Our School Chaplain and fully qualified School Psychologists are readily available on campus for all students. Our counsellors are very involved in the school Wellbeing program, and conduct professional learning for staff on a regular basis.