Me, You, Us: Becoming Our Best Selves – Toorak College's Student Wellbeing Framework
At Toorak College, wellbeing is not treated as an 'extra,' but as a core part of how our children learn, grow and interact with the world around them. Me, You, Us: Becoming Our Best Selves is Toorak College's student wellbeing framework, built to support every student's mental health and wellbeing alongside their academic progress.
Our goals focus on Me, You, Us: Becoming Our Best Selves, which is designed to support each student in developing the skills, awareness and character needed to thrive both within herself and in connection with others. It integrates social thinking, cognitive skill development and holistic and relational wellbeing into a cohesive and practical framework, creating a safe, positive learning environment from our ELC (Early Learning Centre) through to Senior School, and reflecting our broader commitment to an education built around the whole child.
The curriculum is structured around three interconnected areas:
ME focuses on self-awareness, supporting students to understand their emotions, recognise their strengths and take responsibility for their actions, building the self-awareness that underpins resilience.
YOU encourages students to look outward. This develops empathy and respect, assists in interpreting social cues and understanding others' perspectives, and lays the foundation for respectful relationships throughout their lives.
And finally, the US brings these elements together, fostering collaboration, positive relationships, ethical decision-making and a sense of belonging within a community.
A key feature of the curriculum is its focus on the social and moral development of young girls. We recognise that navigating friendships and peer dynamics can be complex and, at times, challenging. We create space for students to explore common concerns such as exclusion, conflict and the fear of being misunderstood. Through structured lessons and discussions, girls develop the language and confidence to express and assert themselves clearly, manage social situations effectively and, above all, act with integrity. Finding her voice in these moments – speaking up, setting a boundary, or simply naming how she feels – is one of the clearest signs the framework is working. Rather than promoting 'perfect' behaviour, our approach emphasises thoughtful decision-making, reflection and personal responsibility.
Alongside social and emotional learning, the curriculum explicitly develops cognitive skills. Students are taught to think flexibly, consider different methods for study and learning, and approach problems with greater clarity. This focus on a flexible, open mind helps students build a deeper understanding of themselves as learners, not just as students working through a syllabus. These skills help them pause and respond thoughtfully in both social and academic contexts, rather than reacting impulsively or approaching situations with a 'one-size-fits-all' mindset.
Another component of the program is metacognition – teaching students to think about their own thinking. This is a key part of the framework: girls learn to recognise what they are feeling, understand how their thoughts influence their behaviour and identify strategies that can help them respond more effectively rather than impulsively. Over time, each student builds a personal toolkit of strategies, such as reframing situations, using assertive communication or taking time to reflect before acting. Crucially, they are guided not just in learning these strategies but in selecting and applying them in dynamic situations. As they engage with these tools across different situations, students draw on their individual strengths rather than a single prescribed approach.
This Personal Growth framework creates a shared language across the school. This consistency supports a culture where emotions are acknowledged and validated, relationships are managed with care and growth is seen as an ongoing process. It shapes our school culture and spirit as much as it shapes any individual lesson. Students are encouraged to support one another, contribute positively to their community and continue developing their sense of self. Every student, from our newest Prep to our graduating Year 12s, is treated as an active participant in that culture – not a passive recipient of it – and every staff member reinforces the same language and expectations.
Me, You, Us: a framework families can use too
Me, You, Us is a formal, evidence-based framework, not an informal set of ideas. The Student Wellbeing Framework incorporates current research on child and adolescent development, and the framework supports both learning and wellbeing as genuinely connected goals, not separate priorities.
Parents play an important role in reinforcing this learning. By engaging with the language and strategies introduced at school, families can help create a consistent environment that supports each girl's development. The central aim is simple: for every member of our community – student, parent, teacher – to speak the same language when a child is navigating a challenge.
This is also where our aspiration for genuine inclusion becomes practical. A framework that values diversity only in principle isn't enough; Me, You, Us asks every student to welcome different perspectives, build awareness of experiences beyond her own, and treat every member of the school community with respect. It's an approach designed for the whole school to support student growth together, not one that leaves any single family or student to navigate it alone.
Together, we aim to nurture confident, empathetic and capable young people who are equipped to become their best selves, resilient, thoughtful, and genuinely ready to thrive well beyond Toorak College.