Module 4- Classroom audit and next steps
Classroom Audit
HOW TO USE: Reflect on the key items below and how they apply to your classroom.
The aim is not perfection, but guided reflection on your current practice- what to revise and what to keep doing well.
Then click this link to access the pdf to print, complete and keep for your reference: Classroom Audit Wellbeing Enablers
Relationships and trust
*Students feel acknowledged and respected by my actions and words.
*Help can be offered and accepted .
*My adult presence is experienced as calm, fair, and reliable.
Predictability and structure
*Routines and expectations are clear.
*Students know what to do when they are unsure or dysregulated.
*Behaviour responses are consistent enough to feel predictable.
Voice and participation
*There are low-risk ways to ask questions.
*Mistakes are not treated as failure.
*Student feedback influences classroom experience in some meaningful way.
Inclusion and identity safety
*Differences are noticed without stigma.
*Adaptations can be offered respectfully.
*Students across cultures, identities, and learning needs are likely to feel they belong.
Response and repair
*Correction protects dignity wherever possible.
*There is a path back after conflict, absence, or shutdown.
*A difficult moment does not automatically become a relationship-ending moment.
Teacher wellbeing
*It is clear what sits within your role and what needs wider support.
*Escalation pathways are known.
*Your everyday approach is sustainable enough to be used consistently.
Start with predictability, help-seeking, and non-shaming correction. Those areas often create the biggest immediate shift.
The next gains may sit in voice, inclusion, and making re-entry after difficulty easier and more visible.
The next question is whether all students experience that safety similarly, or whether some groups still carry more uncertainty, exposure, or exclusion.
What now?
For tomorrow: choose one routine or interaction that could become more predictable, calmer, or visibly respectful.
For example, greeting each student in predictable ways at the commencement of class, giving a quieter correction, or reducing how many verbal instructions are given at once.For this week: add one low-risk way to participate, one clearer pathway for repair, or one stronger cue for help-seeking.
For example, allowing a student to respond privately instead of aloud, using a simple routine for resetting after conflict, or making it clearer how a student can ask for support without drawing attention to themselves.For the longer term: notice where your classroom approach relies on energy you may not have every day.
For example, ask yourself which strategies are still realistic when you are tired, under pressure, or managing multiple competing demands. Then consider what could be simplified, shared, or reshaped so support for students does not depend only on your energy.Practical tips
- Tighten one routine before adding a new wellbeing activity.
- Normalise calm problem-solving so your students can see it modelled.
- Redirect privately before correcting publicly where possible.
- Make re-entry visible and ordinary.
- Know your boundaries and referral pathways.
- Intentionally build some reflection time into your week to keep track of your own wellbeing.
- Model asking for support from colleagues or trusted people if you need it.
- Share information about the conditions for wellbeing with your colleagues so that the topics become part of everyday conversations.
Replenish Wellbeing 