ࡱ> {zc bjbj 8DxY\xY\pvvvvv8<twr :  !!!vvvvvvv$yZ|bvv!!!!!vvv 4v###!^v v v#!v##7ks `7T"jSoPovv0wo|"|s|vs!!#!!!!!vv#!!!w!!!!|!!!!!!!!!> <: Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byWellingtonHeretaunga CollegeDecile 6Senior Constable K Fenton School Community Officer (SCO) SummaryRelationship harm from online behaviour. IssueStudents were unsure of what they could do to get help for relationship abuse and online abuse. Identification and prioritisationThe school contacted Police with concerns about the online behaviour. The Principal and Deputy Principal prioritised online safety as a key issue.Short-term goalTo ensure regular partnerships and problem-solving meetings between the schools Senior Leadership Team and the lead Police contact (the Youth Aid Officer).Long-term goalTo foster healthy relationships, with support for those in need of change. To have zero recorded reports of cyber issues within the school community. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Youth Aid staff attended pastoral care meetings on a regular basis. Staff were trained in the delivery of  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not. The school reviewed its policy and procedures about disclosures and online safety. Community connections (consultation; collaboration; model parents) The principal communicated to parents through the school website and social media about what was happening throughout the intervention. Youth Aid Officer, School Community Officer and Guidance Counsellor worked closely with the School Leadership Team. Loves-Me-Not was delivered through a multi-agency approach. Curriculum teaching and learning (taking action for: myself; my friends; my community) SCO addressed assemblies about cyber safety issues and presented to the year groups about the new Harmful Digital Communications Act. SCO and Youth Aid addressed senior students about issues with phones and internet, with sexually explicit images being sent from student to student. Youth Aid staff provided the information and laws related to publishing of imagery. VIBE services delivered ACCs  HYPERLINK "http://www.acc.co.nz/preventing-injuries/at-school/mates-dates/index.htm" Mates and Dates to years 9 and 10. Rape Crisis (with Police involvement) delivered messages around consent to year 10 and year 11 students. The school delivered  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not with the year 12 students.ImpactMore teachers are reporting unhealthy relationships they observe taking place between students, and are enacting school procedures. The information is discussed with Youth Aid to support problem-solving. More students are reporting issues to teaching staff, related to cyber bullying or inappropriate cyber behaviours. More students are reporting abuse to support agencies, now that they are aware of the agencies and have gained trust in them. Next stepsThis intervention has opened up lots of contact points within the Police (Community Services Section) that have increased Police support to help the school address issues and prevent others from developing. The school plans is to extend Mates and Dates to include year 11 and 13 students in 2017.ObstaclesA barrier to Loves-Me-Not is the ongoing training of staff, as turnover (Police, school and NGO) has meant that some staff have had to deliver Loves-Me-Not workshop without having been trained.ImprovementsThe opening of communications and building a purposeful and problem-solving partnership between the Police and the school is the key to success. ConclusionThe school has been proactive, and the Police have been responsive, to a shared approach to these issues. The relationships between all parties have grown throughout the year, and students accept that police officers are approachable. The students on occasions have sought help through the school, and together a solution has been developed. The students now have a knowledge of healthy and unhealthy relationships, and can identify issues to help build healthy relationships.     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