ࡱ> dhcc *&bjbj 8RxY\xY\dddddxxx8<tx<` v  !!!;;;;;;;$>XAb;d!!!!!;dd 4;###!d d ;#!;##6e8 Ir"R97m;;0<Q7A"A0e8Ade8!!#!!!!!;;#!!!<!!!!A!!!!!!!!!> *: Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted bySouthernUndisclosed collegeDecile range 1-3Senior Constable Herrick School Community Officer SummaryBullying and gang influences.IssueBullying and a culture of violence was forming amongst some students, fueled by gang and other external influences. Conflict between students had occurred where students tended to react to situations impulsively rather than to work through conflict resolution strategies. Students also had difficulty not involving themselves in other students conflicts, which usually escalated the situation. A challenging intake of students had further aggravated this.Identification and prioritisationPastoral Records: Records indicated a significant number of higher needs behavioural students in one intake. The fortnightly pastoral meetings monitored high-risk students to identify any trends or patterns. Police: The catchment area for the school is the lowest socio-economic community in the area, with the highest rate of calls for domestic violence issues. Students: In one class, 4 out of 16 students reported being victims of abuse, which had all been previously reported and investigated. Parents: One parent made contact with the School Community Officer a number of times to seek support and advice about her child having to deal with unresolved issues after previously reported abuse. Principal: The principal had to trespass a former pupil who was frequenting the school and was gaining a following amongst the current students. Prioritisation: The need for an intervention around violence/bullying was seen as a priority due to the developing culture amongst some of the students and the need to change attitudes around violence (verbal or physical) being a solution to dealing with issues. With the nationally identified issues around domestic violence in New Zealand, a change to these attitudes was seen to be a priority.Short-term goalThat by the end of the second term, students will be able to define bullying.Long-term goalThat by the end of the 2016 school year, misreporting of bullying will be reduced by 50%, so that genuine incidents of bullying can be dealt with more effectively. That by the end of the 2016 school year, the number of students needing to be monitored as high-risk by the school pastoral team will be reduced by 33%, to be measured through the minutes of the fortnightly pastoral meetings.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Policies: The schools policies and procedures on bullying and on creating a safe environment were reviewed by the pastoral team to ensure that they reflected the practices of the school and that they still met the current requirements. Students were identified as in need of extra support throught the use of the SMS data, and by the deans for each year level. These students were then discussed at the fortnightly pastoral meeting to assess how they could best be assisted. Skilled Staff: All teachers were upskilled on bullying and how the school was going to approach issues involving violence. This was led by the school management team. Safe Environment: Teachers were more visible while carrying out duty around the school. CCTV coverage of the school was monitored to identify hot locations and hot offenders/victims. Community connections (consultation; collaboration; model parents) Consultation: A survey was sent out to the school community about bullying, and feedback sought on a consistent definition of bullying to be used at this school. Collaboration: The school used the values and principles of being a PB4L school to drive the intervention. Strong external links with the community were a focal point of the school, and were used to assist with running the pastoral aspects of the school. Model Parents: Parents were part of the survey, and follow-up phone calls were made by the deans to selected parents to ensure a significant buy-in from them to support the schools approach to bullying. Curriculum teaching and learning (taking action for: myself; my friends; my community) Myself: Students throughout the school answered a survey to identify issues about bullying as it affected them. Before this survey, the students had worked in their classes to develop a clear definition of bullying, rather than using it as an emotive word. They carried out classroom work facilitated by the teacher or School Community Officer on developing strategies to deal with conflict before it escalates. My Friends: The bystander effect was a major part of the teaching programme around strategies. This was explained as being an ethical bystander who becomes involved by being supportive without aggravating the situation. My Community: The sense of bullying being a community issue rather than just an issue for the individuals involved was another key point in the teaching programme. For bullying to be reduced over the long term, the school community had to make it an unacceptable behaviour. While the staff have a role as the authority figures, the students have a greater role due to the peer influence that can have either a positive or negative influence on the acceptance of bullying and other anti-social behaviours.ImpactAll students were able to define bullying in the manner that was required. Those that had previously done  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/kia-kaha" Kia Kaha found this easier to do. There was an initial reduction of the over-use of the term bullying, but this reverted due to the ingrained nature of the misuse of the term. Short term effects were apparent, but these have not yet all developed into long term changes.Next stepsThe school will to continue to monitor CCTV for hot areas/ offenders/ victims to ensure the issues dont just move on. SMS data will be used to measure any changes in student behaviour. Continued focus by the pastoral team in supporting students who are victims and/or offenders of violence, inside and outside the school environment. Review the intervention and make any changes that are necessary to make it more effective in the future.ObstaclesStrong gang influence amongst many of the families. Violence being role modelled at home as a normal way of dealing with conflict. Ingrained overuse of the word bullying to describe all inappropriate behavior, causing people to think that (genuine) bullying is not such a major issue.ImprovementsHave a stronger statistical base to work from, rather than an anecdotal basis. Try to involve the wider community more to get the anti-violence message into the home environment where the violence is being role modelled. Liase more with the Family Violence Coordinator and use them as part of the presentation. Have a tighter timeframe, as the initial part dragged and left less time to work with the students.ConclusionThis was a worthwhile intervention in that it achieved short-term goals. But a more meaningful long-term change in the attitudes of the students and the wider community will require ongoing input. To change the attitudes of the community, which have developed over a long period of time, will not be a quick fix. It will require regular consistent input to overcome these ingrained attitudes.     Successful Relationships 2016 ־  PAGE \* MERGEFORMAT 3  89:RSdo   ! " ( 7 ` d m n o p r y ~ : H K ۾۾۾۾۾۾̺ۺۺۺ׶۲۲۲۲hEQ<h13h2 hfghfg hnh >hn hch >h\_hfg h +h >hO h3h >hL8h > hXnh >F:SdpIkd$$IflP\*KGoq#!(  t0G$644 laytP $Ifgdj${gdogdoC>gdkd$$Ifl\*KGoq#!(  t0G$644 laytP $Ifgd\_ $Ifgdfg $Ifgdj${ ! " ( r{kdL$$Ifl0*:q#W1 t0644 laytP $Ifgd\_ $Ifgd)   ! 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