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All Saints’ College Maitland

Student Wellbeing Policy (2018)

RationaleThis Wellbeing Policy provides a framework for the policies, programs, resources and practices implemented at All Saints’ College. The purpose is to support and enhance the wellbeing of students, and all within our school community. This policy refers to the overall climate of care that exists within our school. The approach to wellbeing and pastoral care fits within and is complemented by the Diocesan Learning Framework, Creating the conditions for Supportive Learning, in the sense that ‘the school is driven by a deep belief that every student is capable of successful learning. The environment is designed to be safe and inclusive, one that promotes academic rigour. A high priority is given to building and maintaining positive and caring relationships between staff, students and parents, and the wellbeing of all.’

AimStudent wellbeing is the focus of this policy. Research shows that high levels of mental health are associated with increased learning, creativity and productivity, more pro-social behaviour and positive social relationships, and with improved physical health and life expectancy. This policy emphasises student wellbeing as its focus within a Catholic school context through the lens of three interconnecting areas – successful learning, safe and inclusive environment and positive and caring relationships – and through the nine areas of the National School Improvement Tool, as reflected in the following diagram.

Wellbeing as defined in the CSO Policy is ‘a positive and sustainable condition that allows individuals, groups, organisations and nations to thrive and flourish’ (Huppert, Baylis & Keverne 2005). Further, according to the World Health Organization, mental health is a ‘state of wellbeing in which every individual

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realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community.’ The promotion of wellbeing involves whole school approaches, which incorporate a supportive ethos, strong relational values and skills, student participation, and collaborative partnerships with learning integrated across the curriculum. ‘Wellbeing is understood as a sustainable state characterised by positive relationships at school, positive attitudes, resilience, being able to maximise strengths and high levels of satisfaction with learning experiences. Wellbeing is best promoted in a safe and supportive school.’Mental health and wellbeing ultimately is about being cognitively, emotionally and socially healthy – the way we think, feel and develop relationships – and not merely the absence of a mental health condition.

Implementation

• School procedures allow for successful learning, a safe and inclusive environment and positive and caring relationships. The NSSF Audit Tool and its nine elements are used as an entry point to gauge the ‘health and wellbeing’

of our school community, and the development of wellbeing and pastoral care policies, the implementation of programs and supporting resources.

• Observing all legislative requirements and engaging as necessary with system personnel, Zimmerman Services and external agencies in relation to student wellbeing. • Ensuring that staff have a working knowledge of government legislation and system policies and procedures. Creating and maintaining safe and positive learning environments based on a Catholic worldview. • Resourcing teaching programs, support structures and personnel with appropriate and relevant strategies and resources. • Selecting resources and programs that align with the vision and mission, culture and climate of All Saints’ College. • Modelling and promoting socially responsible values and behaviour. • Explicitly teaching socially acceptable and responsible behaviours with reference to relevant school policies, and curriculum syllabuses.

BudgetSufficient funds will be provided in the budget for Resources or In-servicing to meet the needs of this Policy.

EvaluationThis policy will be reviewed when the CSO review their Wellbeing and Pastoral Care policy or every three years. The procedures will be reviewed annually.

Last Reviewed: Next Revision: 2020


http://mnworks/Resources/Document%20Library/Anti%20Bullying%20Policy%20Resources%20and%20Implementation%20Guidelines.pdf

APPENDIX 1ALLEGED BULLYING - INITIAL ACTION TOOL - (Teacher to complete)

School: ______________________________________________________

Teacher Investigating Incident: ________________________________________

Tutor Group of Student: ________________________________________

Date/Time of Incident: ________________________________________

Where did the Incident occur? ________________________________________

Please circle:

On bus transport In playground In classroom Outside school Other

Who reported the alleged incident?Please circle:

The alleged victim(s)

Other student(s)

Parent/Carer Member of staff

Member of wider school community

Other

Identify the nature of the alleged bullying incident:Please circle:

Written

e.g. graffiti, notes, letters, writing on books, written threats, ridicule through drawings etc

Social

e.g. lying, spreading rumours, playing a nasty joke, mimicking and deliberate exclusion etc

Verbal

e.g. name calling, insults, threats, severe sarcasm, abusive comments, racist remarks etc

Physical

e.g. pushing, shoving, fighting, tripping, hitting, poking, spitting etc

Cyber

e.g. using technology such as email, mobile phones, chat rooms, social networking sites etc to verbally, socially or

psychologically bully


Psychological bullying

e.g. intimidation, manipulation and stalking

Damage to property

e.g. theft of bags, clothes, money, property, tearing clothes, ripping books etc

Bystander

Encouraging others to bully or witnessing bullying without taking affirmative action

Briefly outline what occurred in the alleged incident:

Is there concern the alleged incident may have been influenced by any of the following?Please circle:

Race/culture Disability Gender Socio-economic

status

Other

Is there evidence of an imbalance of power in this incident through either?Please circle:

Academic ability

Age Social status Strength Size Other

Is there evidence that this behaviour is deliberate or planned?

According to the alleged victim has he/she experienced other or repeated incidences of bullying


from the alleged perpetrator? (If yes, please give dates, who was involved, outcomes).

Is there any relevant background/history to this alleged incident?

Were there any witnesses? (Identify Student Names and Tutor Groups)

What do the witnesses to the alleged incident perceive as happened?

What effect is the situation having on the alleged victim's wellbeing including self-esteem, feelings about school, motivation, relationship with peers, physical health etc?

What is required to resolve this situation now and in the future?/tt/file_convert/5f036d4f7e708231d40926d5/document.docx

Indicate the investigative procedures carried out.Please circle:

Interviewed student(s) involved Interviewed parents of victim(s) Interviewed parents of alleged perpetrator(s)

After investigation, was the allegation of bullying substantiated?

Yes / No

If 'No', please sign below and place a copy of this bullying Situation Analysis Tool into student(s) file and refer to school's Behaviour Management Policy.

If 'Yes', please sign below, place copy of this Bullying Situation Analysis Tool into student(s) file and refer incident to the Year Coordinator, Assistant Principal or Principal.

Signed ___________________________________ Date ___________________________


APPENDIX 2Bullying Assessment and Action Flow Chart

Interview all students involved in the incident.

• What happened? How did it start? Did you tell him/her to stop? Is there anything you did that might have contributed to this happening?

• Where clarification is required by the school the CSO/Police Liaison Officer should be contacted.

Was this possibly a crime?

Was there physical contact or injury, use of a weapon, serious threat of injury, stalking, sexting, loss of property or damage to property?

Was there aggression?

Physical aggression such as hitting, shoving or threatening injury; verbal aggression such as teasing or name-calling; social aggression such as spreading rumours and shunning; psychological aggression such as inappropriate texting, sexting.

Yes

Was there dominance?

Was the aggressor stronger or dominant over the other? Was one side outnumbered?


AP/HOC/Principal to Contact the PoliceLet them investigate and decide whether a crime as occurred.

Notify ParentsGenerally speaking, let the parents of the targeted student know that you have contacted the police. Where appropriate make contact with the parents of the perpetrator.

Not BullyingConsider disciplinary / RJ action from school student welfare / pastoral care / discipline procedures.


Yes

No

N

Yes

Was their persistence?

Was there more than one incident or did the aggressor fail to stop when asked?

Yes

Respond to bullying.

1. Provide appropriate support structures for alleged victim.

2. Discipline aggressor for bullying, based on the seriousness and persistence of the behaviour using procedures from School policy.

3. Educate and counsel all students, including bystanders, about bullying.

4. Encourage the aggressor to apologise and state their intention to desist from the unwanted behaviour.

5. Ask all students, "What could you do that would keep this from happening again?"

6. Ask all students, "Would you let me know if anything like this happens again?"

7. Monitor and follow-up to make sure that bullying does not recur.

8. Liaise regularly with Police Liaison Officer.


Not BullyingWould be bullying of behaviour continues. At this point, consider disciplinary / RJ action from school student welfare / pastoral care / discipline procedures.

No

APPENDIX 3Anti-Bullying procedures for staff – flowchart

1. Disclosure and response

Student/parent/carer/staff member discloses bullying incident. Staff member responds to the allegations of bullying (where possible) and promotes a safe and supportive environment of support for the victim.

2. Is this Bullying? (refer to Policy)

For high risk concerns notify Principal urgently

Yes

3. Alleged bullying - Initial Action Tool

(Appendix 1)

Staff member completes Initial Action Tool, gathering information and sends a copy to Year Coordinator and/or designated supervisor.

Is this life threatening, risk of significant harm and/or criminal behaviour?

No

4. Informing Leadership

Year Coordinator informs designated Leadership personnel of the incident. Case manager appointed to manage this alleged bullying matter (until resolved). This is normally a Year Coordinator but may include senior executive members.

5. Formal information gathering and record keeping

• Case manager (eg Year Coordinator) collects from all involved written statements (signed and dated) and/or

interviews separately those involved.



AP/HOC/Principal to Contact the PoliceLet them investigate and decide whether a crime as occurred.

Notify ParentsGenerally speaking, let the parents of the targeted student know that you have contacted the police. Where appropriate make contact with the parents of the perpetrator.

No

Yes

• Case manager consults with Principal (or delegate) who determines recommendations who action e.g. counselling,

social skills training. Zimmerman Services intervention, police liaison officer, disciplinary action.

6. Documentation of the Anti-Bullying Plan

• Case manager records meeting noted, anti-bullying plan and copies to Principal and student file

7. Monitoring

Case manager monitors, reviews situation with student(s), staff, parents until resolved.

APPENDIX 4

Advice for Head of Campus and Principals - Police Notification

When school principals are deciding whether a school related incident involving assault, threats, harassment or intimidation is serious enough to warrant reporting to police, the factors set out below should be considered. Where one of the cited factors is at a significant level of seriousness, or more than one of the factors applies to the incident, the Principal should actively consider making a Police Report.

The following factors do not constitute a checklist or an exhaustive list. Principals are encouraged to seek further advice from a Police Youth Liaison Officer if they are uncertain about to report any incident to Police.

Factors to be considered when deciding whether a school related incident should be reported to the Police include:

• Did the assault or incident result in a visible injury such as a bruised face, split lip or swelling?• Did the incident result in a participant complaining of pain or discomfort?• Was the incident premeditated or planned?• Was the incident recorded on a mobile phone or camera and then posted on a social networking site

or broadcast to others?• Was external assistance required to attend to one of the participants? E.g. an ambulance was called to

the scene?• Did the incident occur in the context of bullying, cyber bullying, harassment, stalking, or intimidation?• Will the incident have a sustained impact on the school or its community? Did the incident significantly

affect school routines or operations for a period?• Is there a history of aggression by one or more of the participants, or is there a history of this conflict

in the community?• Has a staff member, parent or carer requested that you notify police regardless of you intention?


8. Is the Plan effective?

Records placed into student files by case manager and case is closed.

Principal to inform CSO (Assistant Director) of incidents that invokes suspension or expulsion process or police intervention.

NoYes

• Was a weapon involved? (If a weapon is involved, there is no discretion and the incident must be reported).

As noted in the Catholic Education Commission Memorandum to Diocesan Directors and Principals of Congregational Schools re Exchanging Information between NSW Schools and the NSW Police Force: Advice for Principals.


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