Some Basic Documents around Student Safety

NATIONAL SAFE SCHOOLS FRAMEWORK

VISION

Schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing.

GUIDING PRINCIPLES

1.      Students feel safe and be safe  (Student survey)

2.      Being safe & supported at school is essential for wellbeing and effective learning (feeling safe too)

3.      Schools accept this responsibility

4.      Encourage active participation of all community members to develop and maintain safe school community where diversity is celebrated

5.      Actively support young people to develop understanding & skills to keep themselves & others safe

6.      Commit through whole-school & evidence-based approach

CONTEXT OF THE FRAMEWORK

1.      Students’ rights: to learn in a safe, supportive environment; to be treated with respect

2.      Staff rights: to teach & work in a safe, supported environment

3.      Parents’ (and other community members’) rights: to feel safe, supported & respected in the school context

ELEMENTS OF THE FRAMEWORK

1.      Leadership commitment to a safe school

2.      A supportive & connected school culture

3.      Policies & procedures

4.      Professional learning

5.      Positive behaviour management

6.      Engagement, skill development & safe school curriculum

7.      A focus on student wellbeing & student ownership

8.      Early intervention & targeted support

9.      Partnerships with families & community

Teachers are encouraged to be:

·         Proactive in building safe & supportive learning communities

·         Reactive in responding effectively to situations involving child maltreatment, harassment, aggression, violence & bullying.

FRAMEWORK FOR STUDENT SUPPORT SERVICES IN VICTORIAN SCHOOLS

1.      Primary Prevention

·         Building resilience ie capacity to cope with extreme and stressful life situations via certain social experiences & arrangements:

a)      Promoting a sense of belonging;

b)      Relationship with at least one competent caring adult;

c)      Contributing to +ve social behaviours & problem-solving skills;

d)     Sense of spiritual & communal belonging;

e)      Minimising family stress;

f)       Strengthening family relationships

g)      Meaningful role within the community

2.  Early Intervention

a) Targets students displaying inappropriate choice of coping skills, stress reactions, depressive symptoms, & other personal and social vulnerabilities
b) Aim is to reduce intensity, severity & duration of risk behaviour & minimise potential harm in identifying, assessing and managing students at risk.