ࡱ> ~c bjbj 8FxY\xY\`\\\\\ppp8<tp|X L  !!!|||||||$"؁b'|\!!!!!'|\\ 4<|z#z#z#!\ \ |z#!|z#z#FMpx Wb"F5tT{R|0|th:":x:\x!!z#!!!!!'|'|z#!!!|!!!!:!!!!!!!!!> ": Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byAucklandUnnamed schoolDecile 4Constable G. Campbell SummaryHarmful relationship behaviour, particularly cyber-bullying and sharing of inappropriate messages online.IssueAn increase in Year7/8 students engaging in harmful relationship behaviour, especially cyber-bullying and sharing of inappropriate messages. One student set up a Facebook account under a false name and invited other students to post and comment inappropriately on fellow students.Identification and prioritisationIssue identified through data from: SMS: Increased reports in the Student Management System (SMS) of harmful behaviour, mainly due to cyber use. Parents. Expressed concerns about their sons/daughters being abused online. Students: Asked for education on how they could protect themselves against harmful digital communications. BOT: Student suspensions discussed at Board of Trustee (BOT) meetings in regards to cyber abuse. Police data: Increased reporting to SCOs at other local schools. Short-term goalAt the outset of the intervention, the SMS will show an increase in reports about harmful relationship behaviour.Long-term goalTwo terms after the intervention, the SMS will show a decrease in reports made by students about harmful relationship behaviour. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Policies: BOT reviewed policy and resources taking into account the  HYPERLINK "http://www.education.govt.nz/school/student-support/student-wellbeing/health-and-wellbeing-programmes/bullying-prevention-and-response/bullying-prevention-and-response-a-guide-for-schools/section-4-responding-to-bullying-behaviour/24-tools-for-assessing-and-responding-to-bullying-incidents/" Bullying Matrix. Better reporting through SMS. Senior management and SCO supported at-risk students. Skilled staff: Staff trained in  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe for Years 1-8, with a greater cyber component for senior students. Safe Environment: Senior management and SCO identifed student leaders to become champions to influence other students on how to be safe when using digital communication. Community connections (consultation; collaboration; model parents) Consultation: Annual  HYPERLINK "http://www.wellbeingatschool.org.nz/" well-being survey to consult with students and parents. Collaboration: Senior management and SCO collaborated in policy review, information for parents, and in the teaching programme. Model parents: Principal communicated about harmful digital communication in the school newsletter. Parent meeting (with SCO) discussed harmful online behaviour, its impact and the law (Harmful Digital Communication Act 2015). Curriculum teaching and learning (taking action for: myself; my friends; my community) Myself:  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe programme included covering what to do if subjected to harmful online behaviour. My friend: Programme covered showing concern by telling is OK. My community: Keeping Ourselves Safe promoted students spreading the word that bad behaviour is not acceptable, thus making the school environment a more positive and enjoyable place to learn in.ImpactSMS: Increased reports of harmful behaviour incidents (as per the short term goal). Parents: Decrease in parental concerns. Students: Two months after the teaching programme, more students felt safe. BOT: No further referrals to BOT of students for suspensions etc. Police: Police received positive feedback from school, students and parents about the KOS programme and cyber lessons. Next stepsIntervention to be reviewed annually. KOS to be run every two years. Cyber lessons for Y6-8 students yearly. BOT to review the impact of the policy.ObstaclesNo obstacles to talk about. It was more the initial shock at the harmful relationship behaviour that was happening, particularly the cyber aspect of it.ImprovementsStudents having a larger role in the process by being involved at the implementation stage of the intervention. ConclusionThe school, police, parents and students all played their part in making in-roads to get the message out that harmful relationship behaviour is not acceptable in any form, be it physical or online.      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