Page 5984 - Week 18 - Thursday, 12 December 1991
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Students with behavioural disturbance are found at all levels of the government school system and the problem is growing. Education identified three broad groups: the first is males from 12 to 15, who are aggressive, have low academic functioning, are verbally intimidating, and have erratic attendance; the second is females, typically in years 8, 9 and 10, who are resentful of authority, difficult to control, and engage in at-risk behaviour; the third is chronic non-attenders, although precise numbers in high schools are unknown.
Other groups the committee identified included quiet and withdrawn students, gifted and talented students and those who are unmotivated; and also those with depression who may need special help. It was estimated that there are between 1,200 and 2,000 children with disruptive behaviour across the ACT government school system. There would be at least one or two students in every school who are extremely emotionally disturbed. The committee recommends, on page 37, that the development of effective student management policies be given a high priority. At present, only 23 primary schools have resource teachers. The report states at page 34:
The Deputy Secretary of the Department of Education and the Arts told the Committee that the Department is hoping to increase the number of resource teachers in the coming year to one to every two primary schools.
I hope that the Government sticks with this and it is done. There is a severe shortage of counsellors right across the ACT school system. The department has difficulty in recruiting counsellors as they need to be highly trained. (Extension of time granted) The committee's recommendation appears at page 37:
the ACT Department of Education and the Arts
... ... ...
increase the support available to classroom teachers ... and the provision of more school counsellors and resource teachers;
... ... ...
develop incentives and options to encourage more teachers to undertake training as school counsellors or resource teachers.
Throughout the evidence it was acknowledged that not all children fit into the normal school system and that off-line programs need to be developed with emphasis on development of basic skills and self-esteem. The behaviour management support program has a primary and secondary unit. In 1990, 229 students attended; 158 had assistance within their own school; and 71 were enrolled in a withdrawal class.
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