RRR+ and Positive Education

Character Strengths

We all have qualities that shape who we are and how we act. Character strengths are the positive traits that influence how we think, feel and behave — they reflect the real you. Everyone has all 24 VIA character strengths in different amounts.

At Campbell House, students complete the VIA Character Strengths Survey to help identify their unique strengths. Teachers and staff then use this shared language in reports, awards, classroom programs and behaviour support to recognise and build on students’ strengths every day.

Based on the work of psychologist Martin Seligman, the PERMAH model describes six key areas that build wellbeing and help us flourish:

• Positive Emotion – Finding joy, gratitude and hope to boost resilience.
• Engagement – Using our strengths and focusing deeply on what we enjoy (“flow”).
• Relationships – Building authentic, supportive connections.
• Meaning – Feeling connected to something bigger than ourselves.
• Accomplishment – Believing in our ability to achieve what matters most.
• Health – Looking after our body and mind through good nutrition, movement and rest.

Our staff have undertaken professional learning in Positive Education and intentionally weave PERMAH strategies into classroom practice, supporting students to grow, thrive and reach their potential.

At Campbell House, students participate in lessons from The Resilience Project, which focuses on Gratitude, Empathy, Mindfulness (GEM) and Emotional Literacy.

• Gratitude – Noticing and appreciating the positives in our lives.
• Empathy – Understanding how others feel and responding with kindness.
• Mindfulness – Being calm and present in the moment.
• Emotional Literacy – Recognising and naming our emotions to better manage them.

These simple yet powerful habits help students strengthen their wellbeing, relationships and overall happiness.

Restorative Practice is a school-wide approach that promotes responsibility, respect and repairing harm when conflict occurs. Students are supported to understand how their behaviour affects others and to take positive steps to restore relationships.

At Campbell House, restorative practices are used daily — in informal conversations, classroom circles, social-emotional learning and peer mediation. This approach aligns with our school motto of building positive relationships in a learning community.

Learn more about restorative practices on the NSW Department of Education website.

The Berry Street Education Model (BSEM) provides staff with practical strategies to engage all learners, including those with complex needs. All staff at Campbell House have completed BSEM training, with many also completing refresher or masterclass courses.

The model includes five key domains:

• Body – Helping students regulate their emotions, manage stress and focus.
• Relationship – Building positive, respectful connections that support learning.
• Stamina – Developing persistence, resilience and a growth mindset.
• Engagement – Motivating students and increasing their willingness to learn.
• Character – Using values and character strengths to guide learning and future goals.

These domains align with child-development capacities that help students become ready to learn. Our staff use BSEM strategies every day to build self-regulation, relational capacity and engagement, creating classrooms where students can truly flourish.