ࡱ> e |!bjbj 8Nxj\xj\\\\\\ppp8Dtpy` v  !!!HyJyJyJyJyJyJy$i|bny\!!!!!ny\\ 4y:#:#:#!\ \ Hy:#!Hy:#:#*xmv 93?B"^tqR4yy0yqB"vv\v!!:#!!!!!nyny:#!!!y!!!!!!!!!!!!!> ": Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted byCentralDannevirke High School Secondary Decile 4Constable Maxine Walshe School Community Officer SummaryHealthy relationships.IssuePolice became aware that some students had been sexting, not only through a report from concerned parent but also from the school principal about teachers who had also been targeted. The School Community Officer (SCO) visited the school and found that some students could not identify the difference between healthy, unhealthy and controlling relationships. Some thought it was acceptable to be controlled, as they felt it was a sign of being wanted and cared for, and that this was the norm for a healthy relationship. While this information did not come directly from the students, it was verbally expressed by teachers who had had conversations with their students. Identification and prioritisationThe Principal, Deputy Principal and HOD of Health identified the need to educate their students about healthy relationships, not just for Years 12 and 13, but also for younger students. Police met with the Principal, and later the HOD Health and the School Counsellor, to discuss  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not, a healthy relationship resource for senior students. They recognised that there was also an issue involving sexting with many of their younger students. The school wanted students to realise that sexting was unhealthy, and could lead into unhealthy and controlling relationships. After a presentation about the Harmful Digital Communications Act to the entire school, teachers and students advised Police of some students being involved in concerning relationships, with two students coming forward about consent. These students were not Year 12 or 13, so it became evident that all students needed to know what is right and wrong - hence the need to involve the entire school. Short-term goalTo implement Loves-Me-Not, but involving the entire school. To provide students with knowledge around healthy and unhealthy relationships, and consent what is right and what is wrong.Long-term goalTo empower students and promote long-term healthy relationships.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) An initial meeting was held between Police and Principal, followed by a meeting with the HOD Health. Planning for Loves-Me-Not took place with all involved, i.e. NGOs, Police and teachers. The training day was followed by a meeting with Police, HOD Health and teachers to discuss the students, and to ensure that the groups were arranged so that all children were safe. For example, so that boyfriends and girlfriends were not in the same group, and that the groups were arranged adequately to cater for each child. A discussion was held about continuing the learning after the workshop component of Loves-Me-Not, including senior students using what they would learn to create a project involving the entire school. Community connections (consultation; collaboration; model parents) A range of Police staff were involved. NGOs who worked within the Dannevirke and Tararua Community were involved. The whole community was advised about Loves-Me-Not. Curriculum teaching and learning (taking action for: myself; my friends; my community) The workshop involved teachers, police officers and NGOs. A barbeque lunch was provided by Police for all involved, to enable positive interaction with other students. Year 13 students worked with teaching staff to create a project for all students within the school. They came up with ideas that enabled these students to continue promoting healthy relationships. A group of senior students met with staff and Police, and created a Five Activity Project - five activities to be studied over a 8-10 week period during the weekly whanau time. The completed projects were displayed around the school. One of these student activities will also be displayed at the beginning of the 2018 year to promote a healthy beginning.ImpactSurveys after the workshop identified that most students found Loves-Me-Not valuable, which gave confidence that promoting the Five Activity Project would be beneficial for all students. Next stepsTo continue promoting their project throughout the whole school, not only in main display areas, but also as a daisy chain in the school library, which students visit regularly for timeout, quiet time or to talk. ObstaclesThe logistics of having teachers out of classrooms for two days (training day and delivery day) vs cost of relieving teachers. Too many people wanted to become involved! Two NGOs werent able to attend the training day. There were a few students who were not interested in becoming involved in either Loves-Me-Not or the subsequent student-led project.ImprovementsWe would look at a method of collecting data pre- and post- the intervention. This would enable us to re-measure afterwards to assess the impact e.g. questions measuring students feelings of safety before and after the intervention. Another measure would be to assess the number of reports of relationship issues entered by teachers into the Student Management System, though it is possible this could initially increase if a telling culture were to be fostered by the intervention. ConclusionThe school was openly supportive and extremely proactive throughout, not only about the sexting issue, but also in the implementation and delivery to students. The teachers involved were passionate about their involvement and worked hard, which was clearly noticeable. The Police also responded positively in a working partnership with the school. This in turn has increased confidence and has seen the relationships between all growing during the year. Students identified that police officers are approachable and are also there to help which was great! It was beneficial to see senior students working proactively with teachers to create the Five Activities Project to involve all students.      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