ࡱ > { } z ' bjbj>> 8P T T * r 8 L a \ j T j j j j j j j $ m wp &j 4 4 4 &j 4 ;j & & & 4 r j & 4 j & & J na Vg @}ru_ ! X d B i Qj 0 j Dd #q ! #q Vg " xg #q g ` h o J & < ? &j &j $ j 4 4 4 4 #q : Supporting school issues through a whole-school approach
Successful relationships
Police district School nameSchool demographicsSubmitted byTasman John Paul II High SchoolSecondary Decile band 46 Snr Const T. Middleton School Community Officer
SummaryHelping years 1213 students gain self-confidence, learn fitness skills and make healthier lifestyle choices.IssueThe school was concerned that some of its students were struggling emotionally and/or physically with the stresses of everyday life. Identification and prioritisationThe SCO was approached by teenagers who were having difficulty coping with the demands of modern teenage life. They were exhibiting self-harming behaviour by under-eating, over-exercising, and cutting themselves. The SCO discussed this with the principal and it was agreed that an intervention was needed that would support years 1213 students to make healthier lifestyle choices about fitness and nutrition, gain self-confidence and learn fitness skills. When students were consulted their responses made it clear that such an intervention was needed. Short-term goalTo support students to make healthier lifestyle choices.
The programme ran over 6 weeks and covered three key areas: to introduce students to healthy snack options, and have them try new foods; to encourage regular nutritious meals; and to encourage regular exercise.
Students kept a diary of all food, drink and exercise over the 6 weeks and discussed any issues with adults. They were given a mid-week challenge as well as the main exercise session. These identified any students who were under- or over-exercising and meant that individual attention could be given by the professional trainer. Students were also shown how to exercise in a variety of different ways.
To improve the relationship between students, their families, the community and Police.
The intervention was begun because students were not discussing their concerns with their parents. The programme opened lines of communication. Parents could attend some sessions and often spoke to the adults involved. All students commented that they enjoyed and appreciated the involvement from Police. Long-term goalStudents will understand the importance of physical exercise and be confident about exercising.
Students and their families will learn more about healthy nutrition and incorporate it in their lives.
Students will become more aware of the support and help that Police and other agencies can provide.Prevention activitiesActivities that occurred within a whole school approach included:
School ethos and environment
The school and Police planned to take a group of 1214 students, teachers and Police staff over a 6-week fitness and nutrition programme.
The principal discussed this with the school leadership team and a senior teacher undertook responsibility for the programme.
Appropriate documentation was prepared (application forms, medical information, information for parents, nutrition information, and evaluation forms for students and parents).
A teacher-supervised homework club was set up after school. The health and fitness programme was run immediately afterwards.
Community connections
BlueLight collaborated with the school to run the programme and to subsidise students fees if needed.
A qualified personal trainer supported the programme.
A number of agencies were consulted: Canterbury/West Coast Sport for the of use facilities, Community and Public Health West Coast for a health nutrition specialist to assist with nutrition sessions, and the Grey District Aquatic Centre for pool and aquafitness sessions. A local supermarket donated a healthy snack platter each week before each nutrition session. This was evaluated by students.
Several Police officers were involved in the fitness sessions and the PCT Challenge.
Information was sent home for parents/caregivers, who also received contact emails and phone calls. Parents could attend the PCT Challenge and nutrition sessions.
Infant, Child and Adolescent Mental Health Services were also consulted as they were working with some of the students and were interested in referring students to future programmes.
Media were present for the school assembly.
Curriculum teaching and learning
The SCO and the personal trainer spoke to all senior students about the programme at a school assembly.
The students learned about a range of fitness activities and new skills. They were exposed to healthy nutrition information for themselves and their families so they could make informed lifestyle choices.
The programme required students to practise goal setting, self-discipline and perseverance. There were mid-week challenges and students had to keep diaries in which they logged all food and drink they consumed and any exercise they had done.
The students spoke to the whole school at assembly about the programme and what they had gained from it. ImpactThe evaluation by students and parents showed the impact on the short-term goal: an increase in students fitness, strength, nutrition and confidence. This intervention also built better relationships between the school, Police, students, parents and community. Students commented that their interaction with Police in a positive environment was a highlight. In the final evaluation by both parents/caregivers and participants, all could see improvement in the areas of fitness, strength, nutrition and confidence. Parents were very positive about the changes.
Several of the year 12 students were confident enough to seek leadership positions in the school for 2015. One student applied for a scholarship for tertiary education, and was successful. One student was accepted into the Pinnacle programme. One student has become more included in her peer group. Two at-risk students have remained at school, rather than leaving as originally planned. Five students applied to join a social action trip to help out in a Pacific community.
The longer-term goals have been difficult to measure, as the year 13 students (about half the group) have moved on to tertiary study or employment. However, they keep in touch and update us and each other about their well-being. The year 12 participants (who are now year 13) will be surveyed about their ability to keep focused on their goals.Next stepsThe next steps are to conduct further evaluations with students and parents. and to continue running the programme. ObstaclesSome students lacked the motivation and confidence to attend all sessions and needed a lot of encouragement and contact. Only one student dropped out of the programme; of the rest, nearly all completed every session. Not all parents were sure they could attend the important nutrition session. All parents were contacted personally, and only one parent was unable to attend.
Coordinating the different agencies was challenging but was resolved with great communication and having one key person as coordinator.
It was important to engage parents, make them feel welcome, and to see what their children were doing.
Funding was arranged for students who couldn't afford the fee. ImprovementsThe intervention would be improved by having more teachers involved. The evaluation showed that students really enjoyed having a teacher training and being part of the programme with them, and would have welcomed more.
The Homework Club needs to be reassessed, as often there was not a lot of homework being done more time was spent catching up with the students, talking, and discussing nutrition information and diaries.ConclusionThe school is proud of the improvement in students confidence, well-being and willingness to help their school community. The relationship between the students, staff, Police, parents and the community has also improved. The personal is keen to continue the programme and develop it elsewhere. The parents are really happy with the changes they see in their children.
School narratives Successful relationships
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