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Responsible citizens
Police district School nameSchool demographicsSubmitted byAuckland Unnamed Secondary Urban Decile band 46 Const C. Warwick-Ching School Community OfficerSummaryAggressive physical behavior.IssueA group of students, who also have a general distrust of Police, found it difficult to deal with confrontation in a non-aggressive way. Identification and prioritisationThe school approached Police with concerns that some of these students had been getting into aggressive confrontations in public and at school with other students. Some of confrontations were with Police.Short-term goalA Police officer in partnership with a mentor will be brought in by the school, to regularly interact with students to build relationships and break down pre-conceived negative attitudes. Long-term goalStudents will not feel threatened by Police and will be comfortable and willing to approach Police if necessary.
The number of aggressive confrontations will be reduced.Prevention activitiesActivities that occurred within a whole-school approach included:
School ethos and environment
The school engaged a mentor to work with some of the more at-risk students to improve their understanding of the value of hard work.
Community connections
A Police officer partnered with the mentor and regularly came to the school, talking to students, helping out during lessons, coaching the students in boxing activities, and effectively being someone they could talk to about anything.
Students took part in the Bluelight Duke of Edinburgh course and thrived in the conditions, gaining much from the experience.
Curriculum teaching and learning
The mentor often took classes with the students in which he linked non-confrontation to the school's Catholic values. For example, when discussing an instance in the Bible of dealing with confrontation in a non-violent way he asked the students to come up with ways in which they could apply these principles to their own lives, particularly the confrontational situations they had experienced.
Students took part in a week-long survival course during which they learned not only survival techniques but also ways in which to work as a team and deal with difficult and sometimes confrontational situations. ImpactWhile it is difficult to gauge the effect of this intervention on student's confrontational behavior, there has been an improvement in student's attitudes towards the Police evidenced by an anonymous survey in which students feelings towards the Police came out 100% positive.Next stepsThe next steps for this intervention are to:
engage the students families
utilise more inquiry-based learning
use well known and respected role models, such as Bible figures and sporting personalities, as good examples of how to behave in situations students may be confronted with
be open and flexible to change and fine-tune the intervention if necessary.ObstaclesThe main obstacle was the preconceived attitudes of some students towards the Police. Through patient and persistent work, these do appear to be rapidly diminishing.ImprovementsThe intervention would be improved by more engagement with students families. Despite efforts from the student mentor, many of the families were reluctant to get involved. This hasnt been overcome as yet, but will be addressed in the future.ConclusionThe school is very pleased with the way most students have embraced the intervention, and with their newly gained positive attitude towards the partnership with Police.
School narratives Responsible citizens
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