Page 720 - Week 03 - Tuesday, 8 March 2005
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There are three overarching policies that provide a framework for action for ACT government schools. The ACT safe schools policy is a consistent approach across all schools in relation to this important work. The combating racism in schools and the workplace policy and the anti-sexual harassment policy require that all ACT primary schools, high schools and colleges have trained anti-sexual harassment contact officers and antiracism contact officers. In addition, schools utilise a range of strategies to meet the differing needs of students, families and staff, such as playground mediators or peacekeeper programs, peer support and buddy programs, and anger management, conflict resolution and social skills programs.
I would like to take this opportunity to tell the Assembly about just a few of the many successful programs that have been run in ACT schools, and the difference they are making to school communities. The programs I have just listed certainly do not sound to me like somebody is sitting on their hands. Just last week, Weetangera primary school held a good vibes day. All students spent the day participating in workshops and presentations addressing bullying and harassment.
Good vibes day involved all the school’s teachers, who acted as facilitators for the day. Good vibes day is an innovation that was developed by Weetangera primary school staff as part of a policy of zero tolerance of bullying and harassment in the school. The day was used to define what constitutes harassment and bullying, reinforce that it is unacceptable, and provide students with strategies to avoid bullying. Students learn their rights and also their responsibilities and ways to help others. Parents played an important part in good vibes day.
Restorative practices have been extremely successful at a number of schools, such as the North Ainslie primary school, which last year received a national safe schools framework best practice grant. Strong links with the community and the Australian Federal Police teach real justice involving parents and carers. Restorative practices seek to address and repair the harm that results from inappropriate behaviour, incidents and conflict. They aim to restore and strengthen relationships, encourage responsibility and build community. The needs of victims as well as perpetrators are addressed through both informal and formal conferencing.
Theodore primary school has established a program in partnership with Menslink. Mentors visit the school three afternoons a week and work with the students on a garden project. The mentor program has been extremely successful in introducing positive male role models, providing leadership opportunities and increasing the students’ engagement with their school. The boys involved in the program have shown improved behaviour and social skills, particularly in their relations with adults and girls. The garden project is also used in environmental education and other activities across the curriculum.
Stromlo high school’s peer support and education programs empower students to work with others in the school community. All year 9 students are trained as peer support leaders, with the majority of these senior students supporting year 7 students. The school has a strong pastoral care program, TEAM. This work is linked with a range of programs whereby students are able to discuss topics including bullying, sexual harassment, homophobia, life goals, and desires.
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