ࡱ> lnk _bjbj>> 86TTr8-,YLBeTddddddd$h8kd-d4d$$$Bd$d$$.]b 5IDd4 ^_@de0Be_k ,kb"kb"'$?Sdd"Bek : Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byWellington UnnamedSecondary Urban Decile band 46Snr Const K. Riwai-Couch School Community Officer  SummaryAddressing relationship issues between students.IssueThe school observed a range issues relating to bullying and inappropriate use of social media devices. Identification and prioritisationThe school management team identified these issues in 2014 through information received from staff and pupils. The principal and the senior management team developed a plan with Police input and support. The Poice computer system held no reported incidents, but the SCO and CIB officers had attended the school twice during the year to discuss personal safety with regard to internet usage and information posted in social media. The sessions where held after the school asked for advice and support on this issue. Short-term goalTo identify and implement a range of educational programmes to influence student behaviour.Long-term goalTo build a long-term plan that involves relationship programmes within the school's curriculum ( HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/kia-kaha" Kia Kaha and the Loves-Me-Not workshop on healthy relationships). (Measured by a reduced number of reports of negative or inappropriate behaviour.) Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school reviewed its policies and procedures on student behaviour. Staff received professional learning and development about relationship education from the SCO. Students have become familiar with Police in their school as a positive support to their learning, both within the classroom and outside it. Police were asked to visit the school to interact with students; positive police relationships have developed as a result. Community connections A range of community agencies and Police teams contributed to the education programmes for example: Police detectives and the child abuse team spoke to appropriate year groups about online safety the SCO, Stopping Violence Services, Police's family safety team, and school staff facilitated Loves-Me-Not for Year 12 students the Police iwi liaison officer, the schools Super Grans group and a local iwi youth worker (Rangitane) led a whakamana programme for Mori and Pasifika students. Parents were informed about the various programmes through the school newsletter. Curriculum teaching and learning Programmes about personal safety, cyber safety and road safety were covered within the health curriculum. Students were expected to take action for safety. As a result, they produced an extravaganza to support Violence Free Wairarapa.ImpactThere have no calls to Police from the school about student behaviour in the 6 months since the intervention began. School staff report that incidents of negative behaviour have dropped. The board of trustees also receive information from senior management and are involved in any stand down processes. Next stepsThe SCO will provide ongoing support to the school through visits and discussions with syndicates as needed. The principal and the SCO will regularly review progress towards the long-term goal. The school will implement Loves-Me-Not on an annual basis.ImprovementsNo improvements are planned at this stage. The school is happy with the involvement and assistance of Police and the positive role of Police in the school. Communication is such that there would be no issues with further assessment in cases such as new students who are at risk or students who choose to break school rules and policies. ConclusionThe school is proud of the positive attitude of the students and in particular the extravaganza, which demonstrated their commitment to successful relationships in a safe community.     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