ࡱ> z|yc bjbj 8BxY\xY\\bbbbbvvv84tvwV l  !!!vvvvvvv$y^|vb!!!!!vbb 4vZ#Z#Z#!Rb b vZ#!vZ#Z#k/s "RnPsvv0wo*}Z"*}/s*}b/sD!!Z#!!!!!vvZ#!!!w!!!!*}!!!!!!!!!> (: Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted byTasmanGrey MainFull primary Urban Decile 6Senior Constable STURKENBOOM School Community Officer SummaryMaximising positive behaviour during and after school.IssueCluster of Year 8 boys engaging in bullying and anti-social behaviour, leading to disengagement and under-achievement.Identification and prioritisationSchool staff identified incidents of bullying and negative behaviour directed towards students, teachers and other individuals. The positive behaviour of the majority was being overshadowed by the negative behaviour of a single group of boys.Short-term goalTo engage in socially acceptable behaviour.Long-term goalTo encourage and support students to adopt a more positive approach in their behaviour and to take responsibility for their actions. To educate students on socially acceptable behaviours, to help build better relationships in and out of school. To encourage parents to engage in behaviour that sets an example to their children, and to build positive relationships within the family, external to, and as part of the wider school community.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. A daily reporting system to parents was established, so parents could follow-up at home. Students were removed from class to separate them, and the boys placed with a male teacher. Community connections (consultation; collaboration; model parents) A meeting was held with parents to discuss expectations of appropriate student behaviour while in school and out in the community. Parents were encouraged to suggest ways that the school could support families regarding the behaviour of their children in the community. Professionals outside of the school environment were engaged to provide support to students and their families. Curriculum teaching and learning (taking action for: myself; my friends; my community) Students completed the  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/healthy-body-healthy-mind/choice-year-0" Choice Cool 2 Be Me focus area, which aims to build and reinforce young peoples sense of who they are. Students participated in a boot camp programme once a week, guided by a personal trainer who worked on fitness, self-belief and nutrition. Parents attended a nutrition evening with their children, which offered advice on healthy eating.ImpactThe school reported a definite improvement in student behaviour, better interaction with others, evidence of building friendships and of being more in touch with their feelings and the feelings of others.Next stepsTo work with the local secondary school to ensure transitions are smooth. To establish and offer mechanisms of support for families so that children have exposure to positive parenting and good role modelling behaviour.ObstaclesFor many of the students, difficult family environments, poor parenting skills and bullying and abuse are the norm. Engaging with these families was at times challenging. ImprovementsMore engagement with the families should be considered, so as to improve buy-in to the intervention plan. More outside agency involvement and parenting programmes to be offered. Encouraging student involvement right from the outset, by getting them to gather data, and then suggest solutions. ConclusionAs a result of student participation, the school is particularly proud of the gains made in terms of student behaviour. With the support of parents, it has been a positive exercise to see students take responsibility for their own actions and make better decisions about how they interact with others.     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