Across Australia – and indeed the world – schools are redefining what it means to prepare young people for the future. At St Catherine’s, our approach to wellbeing is not an optional extra – it is central to how we educate. As we move deeper into 2025, we continue to take intentional steps to ensure that our students are not only achieving academically, but thriving personally, socially, and emotionally.

The wellbeing needs of students today are more complex than ever. Findings from the Murdoch Children’s Research Institute and the Mission Australia Youth Survey paint a clear picture: over 42% of young people report experiencing high psychological distress, and one in four say their ability to focus in class is affected by phone-related distractions. At the same time, students cite mental health, school stress, and the pressures of social media as their top concerns. In this context, creating calm, connected, and focused learning environments is not just desirable – it’s essential.

Our Mobile-Free Focus Program began in the Middle Years and has been one of our most effective wellbeing interventions to date. Students reported a noticeable improvement in their ability to engage with learning, connect with peers, and remain present throughout the school day. With classrooms feeling calmer and conversations becoming more meaningful, we saw early on that this was about far more than managing screen time – it was about giving students a break from the demands of always being digitally available.

This term, we’ve extended the program to the Senior Years through the introduction of Yondr pouches. Every Senior Years student now places their phone in a personal, lockable pouch during the school day, giving them the opportunity to reset, refocus, and reclaim their attention. The early signs are promising. While it’s too soon to measure long-term impact, we’ve already seen small but powerful shifts in the way students move through their day – with greater calm, clarity, and connection.

This shift is backed by a growing body of research. A study from the University of California found it takes an average of 23 minutes to return to deep focus after an interruption. The Australian Education Research Organisation (AERO) reports that 74% of secondary students check their phones at least every 10 minutes while at school. And according to ReachOut Australia, while teens often feel anxious when first separated from their phones, they also report a sense of relief once the initial discomfort passes.

While this has been a bold move, it has been a necessary one. Our goal is not to restrict students – it’s to liberate them. We want school to be a place where the noise slows down, where the distractions lessen, and where there is room to reflect, relate, and learn deeply.

Of course, this initiative is just one part of a much broader wellbeing strategy that spans from the Junior School through to Year 12. Across every year level, students engage in developmentally tailored modules designed to strengthen emotional literacy, build resilience, navigate relationships, and prepare for life beyond school. In the Senior Years, this has included explicit work around stress management, sleep hygiene, consent education, leadership, digital wellbeing, and future readiness. Each program is informed by current data and student voice, ensuring it remains relevant and impactful.

Looking ahead, our next steps are clear. We will continue to deepen our focus on digital wellbeing – supporting students to develop a healthier relationship with technology, rather than simply removing it. We are hoping to strengthen partnerships with families to ensure a shared approach across school and home.

In a world that rarely pauses, we are intentionally creating space. For focus. For balance. For meaningful connection. Because ultimately, we know that the most powerful learning happens when students feel calm, seen, and supported – not just as learners, but as people.