Describe strategies that support students' wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Standard 4.4
Student safety and wellbeing are enhanced
when students feel connected to their school, have positive and respectful relationships with their peers and teachers, feel confident about their social and emotional skills and satisfied with their learning experiences at school.
(NSSF 2001, p 2)
when students feel connected to their school, have positive and respectful relationships with their peers and teachers, feel confident about their social and emotional skills and satisfied with their learning experiences at school.
(NSSF 2001, p 2)
Student Safety
National Safe Schools Framework
The National Safe Schools Framework identifies nine key elements to assist schools in planning, implementing and maintaining a safe, supportive and protective learning community that promotes student safety and wellbeing. These are:
- Leadership commitment to a safe school.
- A supportive and connected school culture.
- Policies and procedures.
- Professional learning.
- Positive behaviour management.
- Engagement, skill development and safe school curriculum.
- A focus on student well being and student ownership.
- Early intervention and targeted support.
- Partnerships with families and communities.
National Legislation
- Disability Discrimination Act 1992
- Human Rights and Equal Opportunity Commission (HREOC) Act 1986
- Racial Discrimination Act 1975
- Racial Hatred Act 1995
- Sex Discrimination Act 1984
- Education Services for Overseas Students (ESOS) Act 2000
South Australian Legislation
- Children's Protection Act 1993
- Education Act 1972
Resources to Support South Australian Schools
The Coalition to Decrease Bullying, Harassment and Violence in South Australian Schools is a coalition of the three government and non-government education sectors: Association of Independent Schools of SA, Catholic Education SA, and DECD. The members of the coalition have developed a number of resources to support schools. These include:
Source: Safer DECD Schools, Department for Education and Child Development, 2011.
- School questionnaires on bullying and harassment including an explanation why schools should conduct surveys.
- Six methods of intervention in dealing with bullying.
- Current thinking about tackling bullying and violence including; prevention coping and intervention strategies, feeling safe: change in bullying prevalence over time, effective implementation and recent research and thinking about how to tackle bullying, harassment and violence in school settings, list of publications about current thinking regarding tackling bullying, harassment and violence.
- An anti-bullying policy audit checklist.
- The Keeping Safe child protection curriculum site implementation rubric.
- Response level and types of behaviour model.
Source: Safer DECD Schools, Department for Education and Child Development, 2011.
Student Wellbeing
Students are better prepared for learning
when they are healthy, safe and happy,
therefore, student welfare is the responsibility
of all staff working in a whole school context.
Student learning cannot be separated from
student wellbeing.
when they are healthy, safe and happy,
therefore, student welfare is the responsibility
of all staff working in a whole school context.
Student learning cannot be separated from
student wellbeing.
Prevention and Interaction Strategies
Following are some prevention and intervention strategies that are currently being used at Prince Alfred College Preparatory School.
Assertiveness Training
Responding assertively to an incident of bullying or unacceptable behaviour requires the student to be respectful towards themselves and others equally. Central to responding assertively is the student having confidence in themselves and their abilities and knowing their basic human rights. Teachers can help students to practice these behaviours though classroom-based role-plays, where the students identify assertive, aggressive and passive behaviours.
Student Wellbeing Committee
The group is made up of students who represent their classes and year levels. They bring to the meetings, issues from their own class wellbeing discussions. The philosophy underpinning the group meetings is one that encourages students to take ownership of their wellbeing and 'drive' it accordingly. If students are empowered to make their own decisions and to set the essential agreements themselves, then they are more likely to adhere to them and work with them. Throughout the year every boy has an opportunity lead.
Bystander Training
A popular strategy in the prevention of bullying and unacceptable behaviour is bystander training. This form of prevention strategy trains bystander students to behave in a supportive way to students who are being bullied or harmed, and to intervene where feasible. Bystander training should build students’ skills and enable them to challenge the actions of those inflicting the harm.
Bystander action is particularly effective in incidents of cyberbullying, such as sending a supportive email or message to the person being bullied. A useful resource is Bullying Solutions: Evidence-based approaches to bullying in Australian Schools, McGrath, H. and Noble, T. (eds) (2005), Pearson Education, Sydney.
Restorative Practices
Restorative practices are used to respond to incidents of bullying and unacceptable behaviour in order to repair harm to relationships. Restorative practices involve the development and enhancement of relationships in schools and teaching conflict resolution and other problem-solving skills. Three specific restorative practices are:
Friendly Schools and Families Program
The Friendly Schools and Families Program aims to assist with the design, development, implementation, dissemination and evaluation of social skill-building and comprehensive anti-bullying programs in schools. It provides templates to evaluate current anti-bullying policy and practice, review action taken, identify areas that may require further attention, and help schools engage in evidence-based activities to reduce bullying. Support and guidance can also be accessed through the program.
Buddy Systems
Buddy systems can help to promote friendship and support between older and younger peers through regular collaboration, which also fosters a sense of whole-school community. The key characteristic of most buddy systems is the participation of older students in positive, supportive, structured and facilitated one-on-one relationships with younger students. Buddy systems can create feelings of connectedness that enable both older and younger ‘buddies’ to bond more closely with their school within a psychologically safe environment, thereby increasing the likelihood of more positive school behaviour and less bullying or unacceptable behaviour.
Bounce Back!
Bounce Back! is a wellbeing and resilience class-based program for children and young people from Kindergarten to Middle School. It offers practical strategies to help children function well at school and in life. Bounce Back is a whole school social and emotional learning curriculum program. It promotes positive mental health, wellbeing and resilience for students and teachers plus safe and supportive class and school learning environments.
Leadership Program
Based on the 'Young Leaders Program' by Michael Grose and Sue McAdam, the leadership program is aimed at developing personal leadership among Year 5 and 6 boys. The program consists of six sessions that focus on skills such as personal presentation, responsibility, organisation and teamwork.
Tell Someone Electronically
An email site has been set up for the purpose of reporting and responding to incidences electronically.
Assertiveness Training
Responding assertively to an incident of bullying or unacceptable behaviour requires the student to be respectful towards themselves and others equally. Central to responding assertively is the student having confidence in themselves and their abilities and knowing their basic human rights. Teachers can help students to practice these behaviours though classroom-based role-plays, where the students identify assertive, aggressive and passive behaviours.
Student Wellbeing Committee
The group is made up of students who represent their classes and year levels. They bring to the meetings, issues from their own class wellbeing discussions. The philosophy underpinning the group meetings is one that encourages students to take ownership of their wellbeing and 'drive' it accordingly. If students are empowered to make their own decisions and to set the essential agreements themselves, then they are more likely to adhere to them and work with them. Throughout the year every boy has an opportunity lead.
Bystander Training
A popular strategy in the prevention of bullying and unacceptable behaviour is bystander training. This form of prevention strategy trains bystander students to behave in a supportive way to students who are being bullied or harmed, and to intervene where feasible. Bystander training should build students’ skills and enable them to challenge the actions of those inflicting the harm.
Bystander action is particularly effective in incidents of cyberbullying, such as sending a supportive email or message to the person being bullied. A useful resource is Bullying Solutions: Evidence-based approaches to bullying in Australian Schools, McGrath, H. and Noble, T. (eds) (2005), Pearson Education, Sydney.
Restorative Practices
Restorative practices are used to respond to incidents of bullying and unacceptable behaviour in order to repair harm to relationships. Restorative practices involve the development and enhancement of relationships in schools and teaching conflict resolution and other problem-solving skills. Three specific restorative practices are:
- Small group conferences with a small group of students or an individual student who have been involved in an incident of harm that is determined to have a less serious impact.
- Classroom conferences involve a whole class in addressing issues that have affected student wellbeing and teaching and learning in the classroom.
- Community conferences are conducted by a trained facilitator and bring together, in the wake of a serious incident of harm, the wrongdoer and the student being bullied or harmed, as well as their families and appropriate school personnel.
Friendly Schools and Families Program
The Friendly Schools and Families Program aims to assist with the design, development, implementation, dissemination and evaluation of social skill-building and comprehensive anti-bullying programs in schools. It provides templates to evaluate current anti-bullying policy and practice, review action taken, identify areas that may require further attention, and help schools engage in evidence-based activities to reduce bullying. Support and guidance can also be accessed through the program.
Buddy Systems
Buddy systems can help to promote friendship and support between older and younger peers through regular collaboration, which also fosters a sense of whole-school community. The key characteristic of most buddy systems is the participation of older students in positive, supportive, structured and facilitated one-on-one relationships with younger students. Buddy systems can create feelings of connectedness that enable both older and younger ‘buddies’ to bond more closely with their school within a psychologically safe environment, thereby increasing the likelihood of more positive school behaviour and less bullying or unacceptable behaviour.
Bounce Back!
Bounce Back! is a wellbeing and resilience class-based program for children and young people from Kindergarten to Middle School. It offers practical strategies to help children function well at school and in life. Bounce Back is a whole school social and emotional learning curriculum program. It promotes positive mental health, wellbeing and resilience for students and teachers plus safe and supportive class and school learning environments.
Leadership Program
Based on the 'Young Leaders Program' by Michael Grose and Sue McAdam, the leadership program is aimed at developing personal leadership among Year 5 and 6 boys. The program consists of six sessions that focus on skills such as personal presentation, responsibility, organisation and teamwork.
Tell Someone Electronically
An email site has been set up for the purpose of reporting and responding to incidences electronically.
Inside the classroom
Friendly Schools and Families Program: Year 4 Lesson
Unit 3 Friendship and Groups - Module 2: Cool Images and Friendships
Task
Students will explore the factors that influence young people's ideas about images and friendship. They will assess their own self-image, what areas of their life are important and how they feel about themselves and how this affects their friendships.
Assessment
The student:
Preparation
Discussion
Discuss how we develop our ideas about images and what we think is 'cool'. Ask students to look at some magazines and look at the images projected in the pages of the magazines. Discuss with the students the things that influence what we think is 'cool', fashionable or popular.
Does being 'cool;' or doing things that you think are 'cool' automatically make you a good friend? Explain to students that they are going to do an activity that will allow them to explore this question.
Arrange students into groups and give each group a set of cards from Resource Sheet 3.2. Put the pile of cards upside down in the centre of the group. Ask each member of the group to take turns in turning over the card and reading it to the group.
Now ask students to discuss the description on the card and discuss in their group the following questions:
Ask students to discuss in their groups whether a person can be cool and still be a good friend. What are the characteristics that make this possible e.g., a person could be a captain of the basketball team and sill be a caring and respectful friend? Ask students to define which characteristics they think are really not cool or not the characteristics of a good friend.
Thinking Journal
Ask students to write about the following questions:
Friendly Schools and Families Program: Year 4 Lesson
Unit 3 Friendship and Groups - Module 2: Cool Images and Friendships
Task
Students will explore the factors that influence young people's ideas about images and friendship. They will assess their own self-image, what areas of their life are important and how they feel about themselves and how this affects their friendships.
Assessment
The student:
- Identified the things that influence their ideas about popular images;
- Identified the characteristics of being popular and being a good friend; and
- Identified the differences between being a good friend and being popular within a group.
Preparation
- Selection of magazines that students read. Ask students to bring in examples of the magazines they read and/or ask for old copies from a newsagent.
- Resource Sheet 3.2 ' Being Cool and Being a Friend Cards'. Cut up one set of cards for each group.
- Activity Sheet 3.2 'Friendship Qualities'. Copy for each student.
Discussion
Discuss how we develop our ideas about images and what we think is 'cool'. Ask students to look at some magazines and look at the images projected in the pages of the magazines. Discuss with the students the things that influence what we think is 'cool', fashionable or popular.
Does being 'cool;' or doing things that you think are 'cool' automatically make you a good friend? Explain to students that they are going to do an activity that will allow them to explore this question.
Arrange students into groups and give each group a set of cards from Resource Sheet 3.2. Put the pile of cards upside down in the centre of the group. Ask each member of the group to take turns in turning over the card and reading it to the group.
Now ask students to discuss the description on the card and discuss in their group the following questions:
- Is this characteristic more likely to make other kids want to 'hang around with you', e.g., be popular or 'cool'?
- Is this characteristic more likely to make you be thought of as a good friend?
- Which pile would you put this characteristic in: Cool Image or Good Friend?
Ask students to discuss in their groups whether a person can be cool and still be a good friend. What are the characteristics that make this possible e.g., a person could be a captain of the basketball team and sill be a caring and respectful friend? Ask students to define which characteristics they think are really not cool or not the characteristics of a good friend.
Thinking Journal
Ask students to write about the following questions:
- Is it possible to be both popular and a good friend?
- Discuss responses and identify the positive features of someone who fulfils this role in a group.
