SHCMS is proactive in providing for the pastoral care of all students enrolled at the College. This care for the wellbeing of students is given life through the various programs, experiences and structures provided by the College. More importantly, however, this care for each person underpins all of our relationships –
“Love those entrusted to your care.” Marcellin Champagnat

With a distinctive Marist style of educating, the College has a holistic approach to student wellbeing. Learning and wellbeing are interconnected and flourish where teaching and learning is inclusive, dynamic, student-centred and relevant.

The College aims to ensure that the pastoral care of students is explicit and has authentic applications in our daily lives working in partnership with families to support the growth of each person, their dignity, uniqueness and their relationship with others. Our relationships and programs focus on the development of personal and social responsibility in students and the opportunities that school communities provide for this development.

The development of social and emotional competencies and personal and social responsibility contribute to the lifelong learning of all students and preparation for active participation in the wider community.

As our founder, Marcellin Champagnat said “…we must love them, and love them equally”. The values of justice and reconciliation are imbedded in the College’s restorative framework. This framework guides the school community to determine opportunities for learning new behaviours and address the underlying developmental needs of students.

We form and encourage the boys to grow in awareness that their every action and decision creates their own future. A SHCMS student strives in his daily work and interactions to be:

• connected
  
• enthusiastic
  
• caring
  
• productive
  
• safe

Restorative Practice
At SHCMS we consciously adopt a restorative approach to resolving conflict and difficulties between students.

The Principles of Restorative Practice:

1. Foster awareness in the student of how others have been affected.
2. Avoid scolding or lecturing. This often results in the student reacting defensively. It distracts from noticing other people’s feelings.
   
3. Involve the student actively. Instead of simply doling out punishment, which the student is expected to accept passively, in a Restorative intervention the student is asked to speak. They face and listen to those who have been affected by their inappropriate behaviour. They help decide how to repair the harm and make a commitment to this. This student is held accountable.
   
4. Accept ambiguity. Often fault is unclear and people can agree to accept the ambiguous situation.
   
5. Separate the deed from the doer. We can recognise a student’s worth, their virtues and accomplishments while disapproving of their wrongdoing.
   
6. See every serious instance of wrongdoing and conflict as an opportunity for learning. Negative incidents can be used constructively to build empathy and a sense of community in the hope that there is a reduction of negative incidents in the future.
   
7. Restorative practices must be systemic, not situational. Every attempt on an individual level to use these principles needs to be well supported by the broader system. How can the system be transformed in ways likely to minimise the chance of further harm?
   

Student Grievance
All students will be treated with respect and dignity through our approach to relationships within the school community, all students will be informed of and supported in their right to access a transparent and consistent Grievance Procedure.

The grievance policy is based upon individuals, who believe that they have a legitimate grievance, making a reasonable attempt, in good faith, to resolve the issue on an informal basis by discussion with the other party to the grievance in the first instance.