Follow us on:

Facebook Twitter LinkedIn YouTube

Archive - Archive 2004 - July 2013

The principles of pastoral care in schools |06 April 2011

The principles of pastoral care in schools

What does this principle mean?
In the context of the schools’ approach to pastoral care, ‘holistic development’ indicates recognition that development in the cognitive (intellectual), social, emotional, cultural, physical and spiritual dimensions are all important in ensuring that each person reaches his or her full potential. Moreover, these different aspects of development are understood to be integrally connected; development in each area occurs in the context of each other area.  In essence, the person is considered as a whole.

English River Secondary School students learning the tricks of a camera

As such, members of our school communities (students, teachers, school management, families, friends and others) should be concerned not only with what is set out to be learned in the curriculum but rather with the whole breadth of experience that contributes to a person’s development. 

How does this translate into practice?
The Pastoral Care System introduced in schools in January 2010 promotes the holistic development of students in the following ways:

• Students who are achieving success in such areas as volunteerism, school work, sports, and arts, as well as those who behave in an exemplary way are rewarded and encouraged.

• Structures, such as the school management and student forum, which provide opportunities for student leader representatives to take part in a high level forum to contribute actively to all aspects of school life, encourage consultations on issues of concern to the students. This develops students’ leadership skills and self-confidence, enabling them to advocate for themselves and for others.

• Teachers and members of school management are expected “to create an atmosphere of trust where students feel comfortable to discuss any pertinent issue with them, respecting confidentiality and behaving professionally”. (Whole-School Behaviour Management Policy, January 2011). 

• Behaviour management focuses on the teaching of appropriate behaviours and the development of life-skills.

• Social skills training is incorporated within lessons.

• Emphasis is placed on the use of value-based interventions following misbehaviour, where the student is given the opportunity to reflect on the behaviour of concern to receive coaching on more appropriate ways to deal with similar situations, and to come up with a plan to rectify the situation.

• Cooperation between home and school is considered to be essential for each student’s success.

» Back to Archive