ࡱ> y{xe bjbj 8Fxj\xj\ \\\\\ppp84tppP L  !!!ApCpCpCpCpCpCp$bsvgp\!!!!!gp\\ 4|p###!v\ \ Ap#!Ap##eEm ?\"F)iL-pp0puiv"pvEmv\Em!!#!!!!!gpgp#!!!p!!!!v!!!!!!!!!> ": Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted byWellington Taratahi Agricultural Training Centre1620 year olds, approx. 30% female, 35% Maori, and 25% with learning difficulties. Senior Constable RIWAI-COUCH  SummaryUnhealthy relationships. IssueTaratahi Agricultural Training Centre is a private training establishment that offers part-time and full-time education in the tertiary space for the primary sector. The Masterton-based facility is a residential campus that also offers education for students who reside off-campus. In 2017 approximately 100 students resided at the campus. The students experiences included a lot of firsts, including having to leave home, move town, and build new relationships and friendships whilst studying and working. Identification and prioritisationStaff had noticed students engaging in relationships and friendships that appeared unhealthy. This often resulted in break-ups and bust-ups, and it soon became clear that those involved were not mature enough or had insufficient experience to manage these types of situations. Short-term goalTo support students through the transition from youth to adult by encouraging them to change their behaviour through education, role modelling and student-led action.Long-term goalTo implement these changes through policy and procedure, workshops included in the curriculum, and ongoing teacher training.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Policies were reviewed and updated as required to assist in maintaining a safe environment. Outside agencies (such as Police) are contacted if offences are committed that require attendance. Policies and procedures for disciplinary matters were made available to new students and families. Staffed were employed who were experienced in both farming education and student support roles. The Taratahi Student Support Team discussed course structure, which had previously been changed to a three-term year. This meant students were away from home longer. They had to focus longer without breaks, abiding by rules at the facility which came with restrictions. The holidays did not coincide with those of friends and family. Issues tended to arise more often in the last few weeks of term, probably due to this three-term year. Therefore changes in course structure were made, so that in 2018 they would return to a four-term year. Community connections (consultation; collaboration; model parents) Regular consultation took place between the School Lead Contact and Rural Constable, who assisted to deal with offending, and engaged colleagues where needed for education about the law, traffic, healthy relationships, alcohol and other drugs. Education for staff was delivered by  HYPERLINK "http://bullyfreemewairarapa.org/" Bully Free Me Wairarapa, assisting them to identify issues between students, and guiding them on the best ways to deal with this. CAHMS, Pathways, Rural Support Trust, Te Hauora o Runanga o Wairarapa,  HYPERLINK "https://changeability.org.nz/" Changeability and Bully Free Me were all consulted to promote healthy well-being for all students and staff. Curriculum teaching and learning (taking action for: myself; my friends; my community)  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not was implemented ran in June 2017. It will now be made part of the curriculum, run earlier in the year as part of the Orientation Week to capture new students. Mike King attended Taratahi to speak of his experience around mental health, and to offer advice and support to those that were suffering or who could be called upon as support persons.ImpactFour months after Loves-Me-Not an impact evaluation was completed, which confirmed that more students were addressing issues, coming forward to staff or speaking up when receiving negative comments from other students. Students were responding to issues in an emotionally controlled manner. Next stepsContinue to keep other agencies involved in a prevention role in order to minimise the need for interventions.Obstacles25% of students suffer from dyslexia or have difficulties with learning. Therefore the activities in the Loves-Me-Not workshop needed to be adjusted so that not as much writing was needed. This was discussed by staff and facilitators prior to the workshop, and enabled more students to remain engaged through the day. ImprovementsThe curriculum has been adjusted to implement Loves-Me-Not annually with support from  HYPERLINK "https://changeability.org.nz/" Changeability for staff and students. This is likely to give education to those students who might otherwise be overwhelmed by the changes they face with friendships and relationships whilst living in the same environment in which they study and work. ConclusionIt is promising and exciting to be involved with the annual plans for Taratahi Agricultural Training Centre. It is obvious that they have staff members who are extremely supportive and cater for the total well-being of their students.      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