Chelsea Rozee

With over two decades of experience in education and care, I bring a deep commitment to student wellbeing, inclusion, and personalised learning. My career began in the childcare sector, where I worked for 10 years before transitioning into teaching in 2012. This early experience laid a strong foundation in the Early Years Learning Framework (EYLF) and shaped my holistic, wellbeing-first approach to education.

Throughout my teaching career, I have worked primarily with students with disabilities, which has deepened my understanding of individualised learning and social-emotional support. I have developed and implemented One Plans and modified curriculum that meet students at their point of need, ensuring they feel safe, supported, and capable of success. My work in the disability sector has refined my ability to read non-verbal cues and respond with empathy and care, helping me build strong, trusting relationships with students.

For the past three years, I have served as the Autism Inclusion Teacher at my site, where my role is grounded in supporting both students and staff to create inclusive, nurturing learning environments. I have led the implementation of the Zones of Regulation across the school, empowering students to understand and manage their emotions more effectively. This work has significantly contributed to a calmer, more responsive school climate.

I also deliver weekly social-emotional learning sessions using the What’s the Buzz? program, targeted at students who need extra support with emotional regulation and peer relationships. These sessions are key to fostering resilience, confidence, and a sense of belonging. Additionally, my training in the Berry Street Education Model has enhanced my trauma-informed practice, reinforcing the need for consistency, predictability, and meaningful connection in all classroom interactions.

In the past two years, I have also stepped into leadership roles during staff absences and training periods. During these times, I have supported student wellbeing, maintained smooth daily operations, and ensured continuity in student support. These experiences have strengthened my leadership skills and deepened my understanding of the links between staff wellbeing and positive student outcomes.

My professional philosophy centres on positive restoration—supporting students to reflect, grow, and re-engage after challenges. I work to create a school culture where all students feel safe, seen, and valued, and where wellbeing is prioritised alongside academic growth.

I am also committed to strong family partnerships, recognising that student wellbeing is best supported through open, respectful communication between school and home. I take pride in fostering these relationships and ensuring families feel heard, included, and confident in their child’s journey.

In summary, I am a dedicated educator with a student- and wellbeing-centred approach, underpinned by deep experience, trauma-informed practice, and inclusive values. I bring leadership experience, professional expertise, and a calm, relational mindset that supports students to thrive academically, socially, and emotionally.

- Berry Street Training

- Zones of Regulation Training

- What's the Buzz Training