Student services and support programs


Inclusive Education

Under the Disability Act (1992), the Disability Standards for Education (2005) and the Inclusive Education Policy (2018), all students have a right to an inclusive education. 

Inclusive education means that students can access and fully participate in learning, along-side their similar age peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.  Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices.

Importantly, the Queensland Policy is based upon the leading and most authoritative international instrument on inclusive education (General Comment No. 4: The Right to Inclusive Education) which clarifies the obligations of State parties (including Australia) in relation to inclusive education under the United Nations Convention on the Rights of Persons with Disabilities and particularly Article 24 (Education) of that Convention.

At Pullenvale State School, we are committed to upholding the principles outlined in the Inclusive Education Policy statement.


At Pullenvale, we hope to continue to enrich our already strong community. As a school we feel we can lead the way in terms of learning about our wellbeing and how best to support it.

We are working to assist the Pullenvale community, as a whole, to understand what underpins good health and to ensure wellbeing is a priority. As a school we want to focus on the holistic importance of the social, emotional, physical and academic wellbeing of students, staff and families.

At Pullenvale, we recognise that that when our students, staff and families feel well and in control of the many aspects of their lives, they confront obstacles and challenges with confidence and a belief in their capacity to solve problems.

The goal is to provide a proactive environment to support students, staff and families to develop the skills and mindset to actively manage their wellbeing. We understand that the wellbeing needs of the community will change and the role will respond accordingly.

Currently we have a role of Wellbeing Coach to support this area. Some of the main duties of this role will be:

  1. Empower students to understand their wellbeing and proactively manage their wellbeing needs and goals
  2. Tracking of the students' wellbeing needs and holistic progress
  3. Work with staff to address their own personal wellbeing needs and assist in embedding the Pullenvale Wellbeing framework in class
  4. Build positive relationships with Pullenvale families to assist in responding to wider wellbeing needs and goals

Wellbeing at Pullenvale is a very important priority. Having a role such as this supports that notion. Some of the ways we are starting to improve our understanding and support of wellbeing include:

  • Wellbeing Coach role at school, 2 days per week, to support student, staff and family wellbeing needs
  • The implementation of a Wellbeing framework, based on the Wheel of Wellbeing
  • A Wellbeing team made up of a number of different stakeholders (teachers, parents, other staff)
  • School Chaplain
  • Mindfulness and wellbeing curriculum being implemented in classrooms
  • Zones of Regulation curriculum being implemented in classrooms
  • School values education in classrooms
  • Wellbeing events and initiatives being implemented as appropriate

We are very passionate about supporting wellbeing at Pullenvale. If you have any needs that you feel the Wellbeing Coach could provide support with please contact your classroom teacher for further information.

Last reviewed 23 July 2019
Last updated 23 July 2019