Wrenvale College crest

Our school community

Wrenvale College

Belong · Learn · Flourish

Welcome to Wrenvale College

Learning together.
Growing together.

A connected secondary school community where learning, respectful relationships and shared responsibility help every person belong.

Our school community

Wrenvale College is a coeducational secondary school in regional Queensland with 2250 students as of 2026. Our community brings together students, families and staff at different stages of learning and professional life.

We value curiosity, contribution and respectful communication. This part of our school website explains how we can work together to support our teachers, respond to harmful conduct and build supportive relationships.

Our shared commitments

Belong

Be included, heard and treated with dignity.

Learn

Ask questions, exchange ideas and develop together.

Flourish

Participate with confidence and contribute meaningfully.

Explore our community resources

Respectful relationships

Recognising Harm

Recognise harmful conduct and understand its effects on teachers and our school community.

Explore Recognising Harm →

Why reviewing our policies matters

Teachers need safe working relationships to teach, collaborate and remain in the profession; Australian research connects perceived unsafety with lower satisfaction and intentions to leave (Longmuir et al., 2025). Reviewing codes, policies and reporting pathways turns expectations into usable protection, including clear recipients, fair processes and reliable follow-up (AITSL, 2020). Wrenvale proposes a whole-school review involving staff, students and families, with outcomes checked and evaluated.

Explore Policies & reporting. →

About this resource

This website and resources were prepared by Laura, registered psychologist, with experience in private practice and school consultation. Her interests include teacher and student wellbeing, professional relationships and practical school support. She is currently completing a Graduate Certificate (Education Wellbeing) at ACU.

Please note, Wrenvale College is a de-identified school name and images created for EDWB550 Assessment Task 2 however the Rockhampton Diocese, general information about the school and Diocese policy documents are real.


References, source documents and image credits

Sources and references

Alphabetical references for the website and staff PowerPoint. Policy PDFs are included below with their source entries.

  1. 1800RESPECT. (n.d.). Coercive control. Source link
  2. Amoadu, M., Ansah, E. W., & Sarfo, J. O. (2024). Preventing workplace mistreatment and improving workers’ mental health: A scoping review of the impact of psychosocial safety climate. BMC Psychology, 12, 195. Source link
  3. Arnsten, A. F. T. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Reviews Neuroscience, 10, 410–422. Source link
  4. Australian Institute for Teaching and School Leadership. (2020). National strategy to address the abuse of teachers, school leaders and other school staff. Source link
  5. Australian Institute for Teaching and School Leadership. (n.d.). High-quality professional learning cycle. Source link
  6. Avilucea, I. (2024, July 8). TikTok scandal engulfs middle school in Philadelphia suburb. Axios. Source link
  7. Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. Source link
  8. Bandura, A. (1977b). Social learning theory. Prentice Hall.
  9. Billett, P., Fogelgarn, R., & Burns, E. (2019). Teacher targeted bullying and harassment by students and parents: Report from an Australian exploratory survey. La Trobe University. Source link
  10. The Bowen Center for the Study of the Family. (n.d.). Triangles. Practice explanation of a theoretical concept. Source link
  11. Burns, E. A., Fogelgarn, R., & Billett, P. (2020). Teacher-targeted bullying and harassment in Australian schools: A challenge to teacher wellbeing. British Journal of Sociology of Education, 41(4), 523–538. Source link
  12. Catholic Education – Diocese of Rockhampton. (2019). Integrity in relationships: Principles and standards for staff in Catholic schools (April 2019). Download supplied PDF
  13. Catholic Education – Diocese of Rockhampton. (2024). ICT code of practice – staff (Version 8, December 2024). Sections 8–9: online communication and information security. Download supplied PDF
  14. Catholic Education – Diocese of Rockhampton. (2025). Staff code of conduct (Version 7, October 2025). Sections 20–21: collegial conduct and reporting; section 24: EAP. Download supplied PDF
  15. Catholic Education – Diocese of Rockhampton. (n.d.). Statement of principles for employment in Catholic schools. Download supplied PDF
  16. Coyne, I., Farley, S., Axtell, C., Sprigg, C., Best, L., & Kwok, O. (2017). Understanding the relationship between experiencing workplace cyberbullying, employee mental strain and job satisfaction: A dysempowerment approach. The International Journal of Human Resource Management, 28(7), 945–972. Free full text
  17. Datu, J. A. D., Lee, A. S. Y., Fung, W. K., Cheung, R. Y. M., & Chung, K. K. H. (2022). Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers. Journal of School Psychology, 94, 66–82. Source link
  18. Edmondson, A. C., & Bransby, D. P. (2023). Psychological safety comes of age: Observed themes in an established literature. Annual Review of Organizational Psychology and Organizational Behavior, 10, 55–78. Source link
  19. Erikson, E. H. (1963). Childhood and society (2nd ed.). W. W. Norton.
  20. Erskine, M., Ferguson, C., & Ayre, K. (2023). “I don’t want to come back now”: Teacher directed violence. Issues in Educational Research, 33(3), 920–936. Source link
  21. eSafety Commissioner. (2026a). Guide to responding to online abuse that targets staff. Source link
  22. eSafety Commissioner. (2026b). Sharing school photos and videos in the age of AI and deepfakes. Source link
  23. Geeraerts, K., Vanhoof, J., & Van den Bossche, P. (2021). Flemish teachers’ age-related stereotypes: Investigating generational differences. Journal of Intergenerational Relationships, 19(2), 179–195. Source link
  24. Kauppi, T., & Pörhölä, M. (2012). Teachers bullied by students: Forms of bullying and perpetrator characteristics. Violence and Victims, 27(3), 396–413. Free full text (article reproduced in author’s thesis)
  25. Kollerová, L., Květon, P., Zábrodská, K., & Janošová, P. (2023). Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues. Social Psychology of Education, 26, 885–902. Source link
  26. Kott, K. (2023). Two theorists on work systems: Murray Bowen and Barry Oshry. Systems, 11(3), 138. Source link
  27. Law Partners. (2021, December 17). Bullied teacher awarded $500k compensation payout. Legal practice case account. Source link
  28. Longmuir, F., McKay, A., Gallo Cordoba, B., Allen, K.-A., & Phillips, M. (2025). Australian teachers’ perceptions of safety, violence and limited support in their workplaces. Journal of School Violence, 24(1), 1–20. Free full text
  29. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. Source link
  30. McFarland, L., Bull, R., Cumming, T., & Wong, S. (2024). Workplace bullying in early childhood education settings: Prevalence and protective factors. International Journal of Early Childhood, 56, 189–210. Source link
  31. McMahon, S. D., Swenski, T., Bare, K., Valido, A., Asad, S., Reddy, L. A., Astor, R. A., Espelage, D. L., Anderman, E. M., Martinez, A., Worrell, F. C., & Knapp-Fadani, M. (2024). Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit. School Psychology, 39(5), 530–544. Source link
  32. Moon, B., Saw, G., McCluskey, J., & Vasquez, H. (2026). Victimized online: Impact on teachers’ work stress, job inefficacy, and turnover intentions. Journal of School Violence. Advance online publication. Source link
  33. Nielsen, M. B., Einarsen, S. V., Parveen, S., & Rosander, M. (2024). Witnessing workplace bullying: A systematic review and meta-analysis of individual health and well-being outcomes. Aggression and Violent Behavior, 75, 101908. Source link
  34. Noble, T., & McGrath, H. (2015). PROSPER: A new framework for positive education. Psychology of Well-Being, 5, 2. Source link
  35. Ortolan, M., & Tran, D. (2024, June 13). Victorian teachers also victims of fake explicit images created by students using AI. ABC News. Source link
  36. Oxford University Press. (2025). The Oxford Word of the Year 2025 is rage bait. Source link
  37. Phillips, D. J. (2025). The mental health of our teachers: Reimagining another future. Bloomsbury Academic. Source link
  38. Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection in nursing and the helping professions: A user’s guide. Palgrave Macmillan. Source link
  39. Skivington, K., Matthews, L., Simpson, S. A., Craig, P., Baird, J., Blazeby, J. M., Boyd, K. A., Craig, N., French, D. P., McIntosh, E., Petticrew, M., Rycroft-Malone, J., White, M., & Moore, L. (2021). A new framework for developing and evaluating complex interventions: Update of Medical Research Council guidance. BMJ, 374, n2061. Source link
  40. South Kent Mind. (n.d.). Wheel of Wellbeing [Image and wellbeing resource]. Source link
  41. Spain, D., Stewart, V., Betts, H., & Wheeler, A. J. (2021). Wheel of Wellbeing (WoW) health promotion program: Australian participants report on their experiences and impacts. BMC Public Health, 21, 2037. Source link
  42. Varela, J. J., Álamos, P., Guzmán, P., Marsollier, R., Exposito, C., Romo, F., López, C., & Miranda, R. (2025). Cyberbullying against teachers in Latin America during the pandemic: The negative effects on their levels of well-being through burnout. Journal of School Violence, 24(3), 446–460. Source link
  43. Verkuil, B., Atasayi, S., & Molendijk, M. L. (2015). Workplace bullying and mental health: A meta-analysis on cross-sectional and longitudinal data. PLOS ONE, 10(8), e0135225. Source link
  44. Wakatama, G. (2022, January 28). Teacher’s reputation ruined by impersonator who groomed schoolgirl, court hears. ABC News. Source link
  45. Wathen, C. N., MacGregor, J. C. D., & MacQuarrie, B. J. (2015). The impact of domestic violence in the workplace: Results from a pan-Canadian survey. Journal of Occupational and Environmental Medicine, 57(7), e65–e71. Source link
  46. WorkSafe Queensland. (n.d.). Bullying. Workplace guidance checked 30 September 2026. Source link
  47. Yeung, A. S., Craven, R., Noble, T., & Pennington, R. (2018). PROSPER: Wellbeing in primary schools through positive education. Final research report. Institute for Positive Psychology and Education, Australian Catholic University. Source link

Image credits and learning resources

The landscape and crest were created in Canva for this assessment website. The PowerPoint reuses three learning diagrams from this website, with their theoretical sources identified in the slide notes. The editable stress diagram is a teaching illustration informed by Arnsten (2009) and Bandura (1977a).

Next: Recognising harm →