Wellbeing at Our Woodville

Woodville High School is committed to the Principles of the DfE Wellbeing for Learning and Life framework promoting child centred, strengths-based relationships that are inclusive. We believe in a holistic approach to children and young people’s development. This encompasses many aspects of life: social, cognitive, emotional, physical and spiritual.

We know wellbeing and learning are closely linked. If a student’s Wellbeing is low, then learning is potentially impacted. As a Wellbeing Team we aspire to embrace a common language that enables young people to thrive by developing the knowledge, skills, capabilities, perseverance, and the creativity that they need to build a successful future. Our team believes in a school environment that focuses on the academic, physical, social and emotional development of the students in our School where each student is known, understood, valued and cared for.

Our Wellbeing Team

The Woodville High School Wellbeing Team would like to welcome all families into our diverse, dynamic and caring school community, introduce ourselves and explain a little bit about our role. We know that we all experience times when our wellbeing is not at its best and we encourage parents to access support by contacting teachers regarding student learning and Wellbeing Leaders with any concerns that are affecting your child’s participation in school life. Contacting staff about academic issues can be done through phone calls to the school, through emails in our SEQTA system and the school website.
We look forward to working together to make the Woodville High School community a thriving, happy and welcoming place for all.

Senior Leader – Wellbeing and Inclusion – Sandro Bracci Sandro.Bracci704@schools.sa.edu.au

Wellbeing Leader – Jessica Curnow
Jess.roberts861@schools.sa.edu.au

Wellbeing Leader – Jessica Michas
Jessica.michas277@schools.sa.edu.au

Youth Worker – Ben Rice
Benjamin.rice940@schools.sa.edu.au

Mental Health Practitioner
Mariya.Zubaryeva@sa.gov.au

Wellbeing Hub Receptionist – Sue Weidemann
Sue.weidemann570@schools.sa.edu.au

House Leaders
John Katavatis – Neptune (Green)
John.katavatis625@schools.sa.edu.au

Nigel Gramp – Mercury (Yellow)
Nigel.gramp723@schools.sa.edu.au

Emily Kavanagh Jupiter (Red)
Emily.Kavanagh698@schools.sa.edu.au

Daniel Wilksch- Sirius (Blue)
Daniel.Wilksch467@schools.sa.edu.au

New House Leaders 2025.

The positions of Jupiter and Sirius House Leaders for 2025 have been won by:

Emily Kavanagh is our Jupiter House leader. Emily has been at Woodville for seven years and acted in the role of HASS coordinator as well being part of our Aboriginal and Torres Strait Islander team as an Aboriginal Education Teacher.


Daniel Wilksch is our 2025 Sirius House Leader. Daniel has been at Woodville for four years as an HPE and Basketball Academy staff member, while also working closely with our Year 7 students as they transition to high school. He has recently assisted in leading staff and students to create and implement our school’s new strategic plan.

Alison Kendall – Tailored Learning Program Youth Worker

Tailored Learning at our Woodville.
Youth Worker Tailored Learning Program.

Our Woodville is happy to announce an exciting addition to our Wellbeing Team, Alison Kendal as our new full time Youth Worker in our Tailored Learning Program. Alison brings extensive experience in youth development and leadership, with particular expertise in delivering personal leadership programs and providing individualised support for students. Her background includes significant work in mental health support, disability services, and community engagement.


As our Tailored learning Youth Worker, she will:

  • Provide targeted support for students facing educational and wellbeing challenges
  • Implement strength-based coaching programs
  • Facilitate personal development workshops
  • Work closely with parents/caregivers and staff to enhance student engagement and outcomes
  • Deliver specialised case management for at-risk students

Alisons’s appointment reinforces our commitment to student wellbeing and academic success. Her professional qualifications include a Diploma in Community Services, Certificate IV in Mental Health, and ongoing studies in Youth Work.

We look forward to the positive impact she will have on our school community.

Tailored Learning has replaced Flexible Learning Options (FLO).

Tailored Learning supports young people who have disengaged from school or who have poor attendance at school and may be experiencing:

We have identified 30  students that Alison will work with and case manage as part of our in School learning program.

  • regularly connect with their case manager/youth worker
  • participate in case management sessions to address personal barriers to learning
  • engage in wellbeing and learning programs
  • attend their negotiated weekly timetable which is likely to be part time initially to support the re engagement process.

Dinah Balacco – Pastoral Support Worker

New Pastoral support Worker
Dinah Balacco is our new Pastoral Support Worker at Our Woodville. Dinah brings a wealth of experience in youth support and community service to this multifaith supportive role. With a Bachelor of Psychological Science from La Trobe University and extensive experience in youth leadership and pastoral care, Dinah’s previous role as Pastoral Support Worker at Craigmore Christian School, combined with her volunteer work in youth leadership and international teaching experience, demonstrates her commitment to nurturing young people.

Dinah has a professional background in care coordination and customer service, as well as a passionate commitment to community service. We welcome Dinah to our Wellbeing Team.

Harmony and inclusion for all
Our Woodville values our rich diversity, and we are deeply aware of the need for respect between the different cultures that make up Our Woodville community. Hand in hand with Harmony week, we also acknowledge the need for the elimination of racial discrimination and would like to call upon the wider Woodville community to join us in our efforts to eliminate all forms of discrimination. The theme for this year’s Harmony Week is “Everybody Belongs” which is a message that resonates deep within our wider school community.

It is important in our ever changing word to expand the definition of diversity from simply countries where people are born or families come from, whilst this is a major component of who we are,  diversity in all its forms is to be celebrated and we acknowledge diversity is Beyond Culture: While cultural diversity is a significant aspect of diversity, it’s crucial to recognize that diversity extends to other areas, such as:
Race and Ethnicity: Differences in racial and ethnic backgrounds contribute to a diverse population.
Gender and Sexual Orientation: Diversity includes people of different genders and sexual orientations.
Age: A diverse workforce or community includes people of different ages and life experiences.
Ability: Diversity also encompasses individuals with different physical and cognitive abilities. 

Socioeconomic Background: Differences in income, education, and occupation contribute to a diverse society.
Neurodiversity: Recognizing and valuing differences in how people think, learn, and process information.
Why it Matters: Recognizing and valuing diversity in all its forms is important for creating inclusive environments and fostering innovation.
Inclusion: Diversity is about acknowledging differences, but inclusion goes further by ensuring that everyone feels valued, respected, and has the opportunity to participate fully.
Intersectionality: It’s important to understand that people’s identities are often shaped by the intersection of multiple characteristics, such as race, gender, and socioeconomic status. The positive comments our students wrote on Harmony week hands that are hanging from the trees near the front office containing messages in both English and their cultural language in line with the theme “Everybody belongs”. Deep discussions should continue across our Woodville to unpack what it means to belong and how all of us are able to play a role in making sure that everybody feels part of our community. Our Woodville’s diversity is one of our greatest strengths and it is what makes us who we are.
Happy Harmony Week everyone.

School Managers

Michael Lombardi – Middle Years Manager
Michael.lombardi927@schools.sa.edu.au

Carmela Pizzino – Senior Years Manager
Carmela.pizzino61@schools.sa.edu.au

Aboriginal and Torres Strait Islander Education Team

Bronan Economou – Aboriginal and Torres Strait Islander Education Coordinator
Bronan.Economou268@schools.sa.edu.au

Malcolm Miller – Aboriginal Secondary Education Transition Officer
Malcolm.miller793@schools.sa.edu.au

Mark Mueller – Aboriginal Secondary Education Transition Officer
Mark.Mueller902@schools.sa.edu.au

Emily Kavanagh – Aboriginal Education Teacher
Emily.Kavanagh698@schools.sa.edu.au

Casey Brain – Aboriginal Education Teacher
Casey.Brain794@schools.sa.edu.au

Ryan Koch – EALD Hub Coach
ryan.koch@sa.gov.au

Debbie Markovic- School Services Officer
debbie.markovic945@schools.sa.edu.au

Tin Le – Bilingual Student Support Officer
Tin.Le599@schools.sa.edu.au

Our House System 2025
Woodville High School’s House System fosters belonging, support, and identity. Upon enrolment, students are assigned to one of four Houses — Mercury, Jupiter, Sirius, or Neptune — aligned with the school’s 110-year history. Siblings join the same House, remaining with it throughout their time at Woodville. House leaders, students, and families collaborate to ensure every student is valued and supported.

Our House system promotes teamwork, leadership, and mentoring, strengthening engagement and wellbeing. Home Groups mix students across year levels to foster peer support, friendly competition, and community contribution. House Group teachers play a crucial role in nurturing students, helping them develop leadership, build relationships, and grow academically and personally. House Leaders oversee House programs, events, and student development, ensuring a culture of high expectations, achievement, and wellbeing. They support House Group teachers in student behaviour, academic progress, uniform adherence, attendance, and subject selection. They lead House Assemblies, reinforcing unity and celebrating success.

The House System ensures a school culture which fosters lifelong friendships, leadership, teamwork, and a strong sense of identity, ensuring students thrive academically and socially. In 2025 our new House Shield and Banners are in our school yard and in every classroom.

SchoolTV at Our Woodville

We all know that parenting doesn’t come with instructions.

SchoolTV is a wellbeing resource implemented at our school to help support you in the challenges of modern-day parenting relating to youth mental health and wellbeing. Parenting is a learning journey and SchoolTV supports families by providing credible information from trusted sources with practical strategies to help alleviate some of the challenges being faced by young people today.

Watch video interviews with leading wellbeing specialists and browse a library of resources. Each topic is accompanied by factsheets, podcasts, books, articles, apps and other videos.

This award-winning resource helps families build relationships, foster connections, enable understanding and break down barriers to navigate a pathway towards better mental health and wellbeing for young people. The fact sheets and written information is translated into over 40 languages. It will assist you in starting those conversations on topics that can sometimes be awkward or difficult to tackle.

Parents and caregivers are the greatest influence on a young person’s life and SchoolTV focuses on empowering confident parenting.

Explore SchoolTV today. You will find schoolTV on our School Website under the “Stay in Touch” tab.

A Special Report: Wellbeing Barometer Survey – 2025

The Wellbeing Barometer survey is an invaluable tool for schools, providing critical insights into the mental health and wellbeing of young people. This annual survey identifies areas of concern, highlights resilience and adaptability in students, and emphasises the importance of preventative strategies to promote positive outcomes.

Participation in this survey is strongly encouraged, as it offers a comprehensive view of students’ experiences, challenges, and achievements. By capturing a detailed understanding of young people’s experiences, the survey supports a tailored approach to enhancing their mental, emotional, and social wellbeing. It helps to identify strengths and areas for improvement, as well as pinpoint opportunities for early intervention.

The survey is part of an ongoing longitudinal study, and we encourage you to take a few moments to complete the survey for each of your children. Responses remain anonymous and should be based on your observations over the last 12 months. By working together, we can reduce the long-term impact of mental illness and make a meaningful difference to the lives of our young people for a brighter future.

We hope you take time to reflect on the information offered in this Special Report, and as always, we welcome your feedback.

If you do have any concerns about the wellbeing of your child, please contact the school for further information or seek medical or professional help.

Here is the link to your special report:
https://woodvillehigh.sa.schooltv.me/wellbeing_news/special-report-wellbeing-barometer-2025-au

Breakfast Club

Taking care of one’s physical and mental health will provide a good foundation for both learning, and positive, respectful relationships. An important component of our physical health includes exercise and healthy eating habits. To support this Woodville High School has a Breakfast Club located in our canteen, every morning from 8:00am to 8:30am. We provide toast and a range of food items to kickstart our students’ day. For the students who do not have time in the morning to have breakfast before they arrive or have to catch various forms of public transport this is a great way to start their day.