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L ' ' , ' ' ' ' ' O O , ' ' ' P ' ' ' ' U ' ' ' ' ' ' ' ' ' 6 ? : Supporting school issues through a whole-school approach
Successful Relationships
Police district School nameSchool demographicsSubmitted byNorthlandPohutukawa High SchoolDecile range 4-6Constable I M Keen (SCO)
SummaryA spate of harmful relationship behaviour, particularly cyber-enabled bullying and sharing inappropriate images online.
IssueThere has been an increase in Year 9/10 students engaging in harmful relationship behaviour, especially cyber-enabled bullying and sharing inappropriate images. Two students were suspended as a result of one severe incident. Whilst students have also reported three other severe incidents last term, the school believes that mild and minor harmful online behaviour is much more prevalent, both at school and home.
Identification and prioritisationIssue identified through data from:
SMS: Increased reports in the Student Management System (SMS) of harmful relationship behaviour (up from 66 last year to 90 this year)
Parents: More parents expressing concerns about online abuse in the annual well-being survey (38, up 20% from last year)
Students: Annual well-being survey of students (60% feel safe, 56% say it is a place where students look after other students, and 27% say it is a place where "telling is ok").
BOT: An increase in possible suspensions being discussed at the BOT (up from 1 per term to 4 last term)
Attendance: Average weekly truancy (increased from 30 to 45 per week)
Police data: Increased bullying in the local community (up by 15% from last year).
Issue prioritised in the Police/School Annual Partnership Plan, to contribute towards the schools planning and reporting targets of:
an increase in student engagement from their annual student well-being survey
an increase in student achievement in NCEA Level 2 through having a learning environment free from harmful online behaviour
a decrease in student unexplained absence rates.
Short-term goalWithin the first term after the intervention, the SMS will show an increase in reports made by students about harmful relationship behavior, up from 22 to 30 per term.
Long-term goalThree terms after the intervention, the SMS will show a decrease in reports made by students about harmful relationship behavior, down from 30 to 5 reports per term.
Prevention activitiesSchool ethos and environment (policies; skilled staff; safe environment)
Policies: BOT reviewed policy and resourcing. Admin team revised the SMS for better reporting. DP and SCO considered support for identified at-risk students.
Skilled staff: HODs developed teaching programme on digital citizenship and led teacher PLD.
Safe environment: DP and SCO worked with interested students to review the school environment through CPTED, and implement targeted supervision.
Community connections (consultation; collaboration; model parents)
Consultation: Annual well-being survey to consult with students and parents.
Collaboration: Principal and SCO collaborated with relevant community groups in policy review, information for parents, and the teaching programme.
Model parents: Principal communicated about harmful online behaviour in the school newsletter. Principal ran a parents evening at which the SCO brought in Police expertise about online behaviour, its impact and the law. Teachers included homework tasks to discuss positive online behavior with parents.
Curriculum teaching and learning (taking action for: myself; my friends; my community)
Myself: Teachers facilitated school-developed teaching programme, supported by SCO, covering what to do if students subject of harmful online behavior.
My friends: Teaching programme covers showing concern by telling is ok.
My community: Teaching programme provided opportunities for student-led actions to make the school environment a more positive and enjoyable place to be in and to learn in. Interested students led a school environment review using CPTED. Peer support leaders ran Year 9/10 assemblies on harmful behaviour.
ImpactSMS: Increased reports of harmful behaviour incidents in SMS (up from 22 to 40).
Parents: Decrease in parental concerns about online abuse in the annual well-being survey (down from 38 to 29).
Students: Three months after the learning programme, students were re-surveyed: feeling safe went from 60% to 73%, a place where students look after other students went from 56% to 61%, a place where "telling is ok" went from 27% to 52%.
BOT: No further referrals to BOT for suspensions, stand-downs or expulsions relating to harmful behaviour.
Attendance: Decrease in truancy (down from 45 to 25 students per week).
Police: Data shows a 20% reduction in bullying in the local community.
Next stepsIntervention plan will be reviewed for modifications for the following year.
BOT will review the impact of the policy.
At the end of Term 4 the school will provide feedback to parents and other interested parties about the impact on reporting of harmful behaviour, the effect on the school climate, and planned modifications to the school environment.
Police have been invited to join the PB4L School-Wide leadership team next year.
The school will compare student achievement in NCEA Level 2 next year for an increase due to a learning environment free from harmful behaviour.
ObstaclesSome resistance from school staff, who felt that online behaviour wasn't their responsibility as educators, but that it was a problem for parents and the wider community. This resistance was reduced after the PLD sessions.
ImprovementsInvolving the students more in data-gathering at the problem identification stage.
Involving students in analysis of the data, and development of intervention ideas.
Updating the SMS to align to the data required for PB4L School-Wide and the MoEs guidelines on Preventing and Responding to Bullying.
ConclusionThrough this intervention, the school has partnered with Police and other community groups, and made a measurable impact on the issue. Student engagement has increased in their annual student survey, and the school is confident that this will carry through to increased student achievement in NCEA Level 2.
School narrative Successful relationships
2015 ٴ PAGE \* MERGEFORMAT 1
The issue has been identified through data (both school and Police). These data sources are examples only sources will vary depending on the issue.
The goals are specific, measurable, achievable, realistic and time-bound.
The prevention activities cover all nine components of the Whole School Approach.
The impact is measured by data related to the short-term and long-term goals. These data sources are examples only sources will vary depending on the issue.
SCAN
ANALYSE
ASSESS
RESPOND
RESPOND (contd)
All prevention activities will fall out of the Response section of your intervention plan. Some are done by the school, others involve Police or other groups.
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