ࡱ> QUPe Dbjbj 8@xj\xj\dddddxxx8,txU'$P f | | | !!!&&&&&&&$y)/,b&d!!!!!&dd| | 4'"""!Rd| d| &"!&"":#,#| d(?"F# &%'0U'# ,H",#,d#!!"!!!!!&&"!!!U'!!!!,!!!!!!!!!> *: Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted byCentralNga Tawa Diocesan SchoolSecondary Decile 9Constable P. Miller SummaryPromoting healthy relationships and preventing relationship abuse.IssueFamily violence and relationship abuse, along with sexual consent issues, were prevalent in the community.Identification and prioritisationPolice are aware that there is a call for service to a family violence incident every five minutes in New Zealand. School staff reported to Police that they were aware of students who came from well-resourced backgrounds but werent necessarily equipped to deal with recognising the signs of unhealthy relationships.Short-term goalTo implement  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not in the school. To encourage students to take action to promote healthy relationships within the school community.Long-term goalFor the whole school community to build and maintain a relationship with Whanganui Womens Refuge, and lead change in the community with attitudes towards family harm situations. For students to be equipped to understand and have healthy relationships, both now and in the futurePrevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Staff held a meeting to discuss the value of Loves-Me-Not, as well as training the teaching staff on how to implement it. The school policies were reviewed as a consequence of Loves-Me-Not. Community connections (consultation; collaboration; model parents) The SCO developed new as well as existing relationships with NGOs and teachers, and enabled opportunities for new networks to be maintained. Senior management engaged with school families and advised them of the reasoning behind introducing Loves-Me-Not. Curriculum teaching and learning (taking action for: myself; my friends; my community) The Loves-Me-Not workshop was facilitated to both Year 12 and Year 13 students. The schools Student Council undertook to establish an ongoing connection with Whanganui Womens Refuge. ImpactAfter Loves-Me-Not a large majority of the students involved had a clearer understanding of what a healthy relationship looks like, and an understanding of the signs of a controlling relationship. Relationships have built between students and teaching staff with the Police, and opened up lines of communication that didnt previously exist. As a result of Loves-Me-Not and action by the Student Council, students began fundraising for the Whanganui Womens Refuge and donated large amounts of sanitary products and clothing for clients and their families. Students also took part in Whanganui Womens Refuge workshops. Next stepsTo continue implementing Loves-Me-Not each year with Year 12, so as to maintain an overall educational process of understanding what constitutes healthy relationships. To encourage the students to maintain their new partnership with the Whanganui Womens Refuge.ObstaclesNo real obstacles occurred, as this school was very positive and welcoming to have Loves-Me-Not delivered, and our local NGOs are always accommodating to facilitate. ImprovementsAs well as the partnership that the school now has in place with Whanganui Womens Refuge, it is hoped that the Year 12 students next year can educate their junior students with what they have learnt through Loves-Me-Not.ConclusionThere is now a concrete relationship between students, teachers, Police and the local NGOs after Loves-Me-Not was implemented. Trust and confidence is clearly evident with the frequent lines of communication between the school and Police. One successful outcome was the new relationship and fundraising by the students for the Whanganui Womens Refuge.     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