ࡱ> e )bjbj 8Zxj\xj\b      . . . 8f L |. s.!Lz!!!!"""sssssss$$vx)s """"")s  !!4>s%%%" ! !s%"s%%go!p=/F?#^kLrTs0sky#yoy o<""%""""")s)s$"""s""""y"""""""""> : Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted byAuckland City(name withheld)Secondary schoolSenior Constable Jude Taylor School Community Officer SummaryHarmful online behaviour.IssueStudents and/or their parents were contacting senior management of the school with concerns about student behaviour when using the internet. These concerns related to students affected by online bullying and their relationships with their fellow students. Year 10 students were identified as being more at risk with their involvement in online use, and being more presumptuous in their behaviour. There were also reports of students from the school being involved in parties and partaking in alcohol, which led to bad choices. In 2016 the number of incidents increased and so was a concern for the school staff and parents.Identification and prioritisationParents: Several parents contacted school management with concerns about bullying behaviour on the internet, face to face and whilst at school. These concerns included passwords being shared and then changed by the friend, conversing with unknown people online, and video recordings being taken at the school gala leading to comments being made online by other students and the wider school community. Students: Students spoke with senior management about the online behaviour of other students, including creating false accounts, bullying and relationship issues, both inside and outside school. Students also shared their own issues, including sending naked photographs, catfishing, and issues with text messages. School: Senior management and deans identified that some of their students were not being safe online, and observed the students not treating each other with respect. They identified that one particular year level was more at risk of unsafe behaviour, and on occasion management was involved with speaking to several students about this. The school counsellor was involved with several students regarding these issues, and had concerns about the vulnerable state of some students and the impact that the actions of others were having on them. Police: After being contacted by school management, the School Community Officer (SCO) identified an issue with the students internet use and social behaviour. Short-term goalTo encourage students to speak out about issues with cyber-abuse or relationships. To have the SCO assist teachers with cyber safety lessons and awareness.Long-term goalTo decrease the number of online incidents. To decrease the number of reported incidents about harmful relationship behaviour. To introduce  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not at the Year 12 level.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Policies The school senior management worked to provide a safe environment for their students, as per NAG5. The principal updated the Board of Trustees with the SCOs involvement and what the lessons contained. Skilled staff Deans and senior management developed plans with the students who were most at risk of either being targeted or being the perpetrator. The SCO completed cyber safety lessons for Years 7-10. This was a continuation from the previous year. On several occasions senior management approached the SCO for advice and to speak with certain students, or to speak with the parents. Due to the concerns regarding the older students, the SCO and senior management organised for  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not to be run at Year 12 level. This was supported by deans, Police (SCOs and Family Violence staff), appropriate staff and counsellors. Safe environment Students were made aware that they have pastoral care, counselling, and religious education teachers to speak with in a safe environment. Several students approached these staff members about concerns for their own safety or that of others. The school tightened their firewall so students couldnt access inappropriate sites. Community connections (consultation; collaboration; model parents) Consultation - A survey was conducted with students in a variety of year levels about their involvement with cyber issues and the outcomes. Senior management consulted with the parents of affected students to ascertain information on the allegations, and to gather their views on an ideal outcome. Senior management spoke with the families of perpetrating students to plan a safe way to proceed. Collaboration - Senior management, deans, counsellors and the SCO worked together to ensure that all students were in a safe learning environment. This included the deans and senior management speaking with students when any issues arose. The SCO was asked to speak with students and parents on two occasions. Model Parents - Senior management spoke with all students involved and informed the parents of the outcome and any plans made. Parents were happy with the schools intervention and the SCOs involvement. The DP arranged for a newsletter article and a letter sent home to the families, outlining the cyber lessons and Loves-Me-Not. Curriculum teaching and learning (taking action for: myself; my friends; my community) Myself - Students who were spoken to about issues were advised of strategies they could use in concerning situations. The key message was for the students to be responsible and have the confidence to continue to speak out. My friends - The teaching programmes of cyber lessons and Loves-Me-Not covered the acceptance of speaking out about any issues. Friends of affected students supported them to speak out. My community The SCO recommended to the staff that the students could make an inquiry into this topic, and present it to the wider school community.ImpactThis intervention has shown the students that they can speak to staff, Police or wider school community about any issues, and feel safe while doing this. Cyber safety lessons were well received by all students. These led to good discussions in and out of the class room. A survey was conducted by the teacher and the general consensus was that the students learnt more about being safe, sharing information, sharing personal details and passwords. One student spoke with the SCO and DP after the cyber lessons about conversing with unknown people online and inappropriate comments that did not make her feel safe. After Loves-Me-Not, a student approached her dean asking for advice on issues she was having at home. As a result the SCO spoke with the student and offered advice and possible pathways forward.Next stepsStaff will observe the students, and any signs of the previous behaviour will be dealt with accordingly. Staff will continue supporting students through pastoral care. The school is looking at having 2018s Year 11 students participate in Loves-Me-Not due to their maturity level.ObstaclesParents were reluctant to report the issue to the Police. Sometimes they contacted the DP for pastoral care on issues that related to out-of-school incidents. This did not give an accurate measurement of incidents occurring.ImprovementsFor future interventions of this nature, it would be ideal to engage the students more in the identification stage, for example through the free  HYPERLINK "https://www.wellbeingatschool.org.nz/" Wellbeing@School survey, to obtain their views. Since this intervention, Netsafe have launched their  HYPERLINK "https://www.netsafe.org.nz/the-kit/" Kit for Schools, which would provide a robust process framework for any similar interventions. ConclusionThrough this intervention there has been more awareness created amongst students, their families and staff at the school. Although the unsafe use of the internet and relationship issues are still occurring with some students, more students are now willing to speak out and encourage their peers to speak out.     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