ࡱ> ~c bjbj 8NxY\xY\|pXXXXXlll8D|l)td z  !!!sssssss$vysX!!!!!sXX 4sh#h#h#!X X sh#!sh#h#|hlp P-XF"j(lNss0)tvlKz"KzlpKzXlp(!!h#!!!!!ssh#!!!)t!!!!Kz!!!!!!!!!> : Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted byBay of PlentyTe Puke High School Secondary Decile 3 S/Const. S.McKenzie School Community Officer SummaryEncouraging healthy relationships within the school and wider community.IssueFamily violence is prevalent within the community, with relationship abuse common amongst students. Identification and prioritisationRelationships is a Positive Behaviour For Learning (PB4L) value within the school. Staff reported that student relationship issues were routinely interfering with learning, and required intervention by the pastoral team. Police data highlighted community family violence calls for service of 50 per month on average. Community leaders identified these issues in the wider community and wanted to make change.Short-term goalTo deliver a  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not workshop. To encourage students to seek help through Guidance Counsellor or trusted staff member. To encourage students to take action to promote healthy relationships within the school community.Long-term goalAdopt a wider school programme to provide students at all year levels with education about healthy positive relationships. School community to reflect the goals of the wider community through education, modelling and action.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) School policies and procedures were reviewed and updated. School leaders, including Guidance Counsellor, became Its Not Okay champions within the wider community campaign, modelling community messaging within the school. Staff were actively encouraged by the Guidance Counsellor to share information for appropriate follow-up with students. Community connections (consultation; collaboration; model parents) The Police Family Violence Team members are actively involved as champions for the community campaign, as well as facilitators for Loves-Me-Not to provide understanding of relevant issues and form a link between both communities. A school and community hui was held, with Lesley Elliott supporting both Loves-Me-Not and the community campaign. The SCO developed relationships with local NGOs and school staff to provide a conduit amongst relevant partners. Police staff, together with other community groups, worked alongside at-risk and model students through the CACTUS programme during Terms 1 and 3 to improve relationships and be champions within the community. Curriculum teaching and learning (taking action for: myself; my friends; my community) Loves-Me-Not workshop was facilitated with Year 12 students (annual workshop). Student action group of Year 11 and 13 students worked together to promote positive activities to support healthy relationships. This included regular meetings with Guidance Counsellor, using social media, and assembly presentations. SCO observed and interacted with Year 9/10 Mixed Learning Environments to understand their collaborative programme and plan with teachers to provide healthy relationships education for 2017 as a pathway towards Loves-Me-Not. PB4L values were reinforced through all learning areas.ImpactStudents are self-referring to Guidance Counsellor for support with relationship and sexuality issues. Previously, information was often second-hand from other students and staff. Relationships between students and Police have improved through increased school involvement, which has created new opportunities for Police to engage with school, staff and students. Through Loves-Me-Not, 84% of students identified a clearer understanding of healthy relationships and 92% believed they could assess the health of their own relationships in the future. Many commented about seeing signs in those around them and felt empowered to say something. Within the community, calls for service have reduced by 24% on average, including the seriousness of assaults, most likely due to earlier calls for help and intervention.Next stepsTo encourage students within the action group to become champions within the community campaign, providing a youth perspective on family violence/relationship abuse and further develop community partnerships. Planning for a Year 9/10 programme is underway, which will provide early intervention and a positive pathway to the Loves-Me-Not workshop, as well as encouraging student action in earlier years. ObstaclesGetting NGOs involved in Loves-Me-Not and other initiatives, which would further develop relationships between the school and wider community. The challenge for school staff due to the competing demands to achieve NCEA credits, rather than social and emotional goals.ImprovementsParent consultation needs improving for community engagement to have been more effective, both in support of their children as well as through the wider campaign. As the Police-school partnership strengthens, more opportunities to access whole school staff and utilise NGOs should evolve.ConclusionThe partnership with key staff at the school has increased Police involvement. This has improved trust and confidence amongst staff and students, and enabled the school community to be active champions in the Its Not Okay campaign in the wider community. Through a collaborative approach, the messages about relationship abuse and family violence are being highlighted. An environment of speaking up is evident within the school and through the calls for service within the community.     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