Page 4140 - Week 11 - Thursday, 17 Sept 2009
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very seriously its responsibility for the safety and wellbeing of everyone in the school. It is a signal to the wider community about the expectations of behaviour within the school. It is also a signal about the protection of the right of all students to learn and teachers to teach in a safe environment. A period of suspension gives the student time to reflect on their behaviour and to accept responsibility for their actions.
I want to emphasise the point that the decision to suspend is not made lightly, or without the support of other policies and programs. ACT public schools are guided by the providing safe schools P-12 policy. This policy requires schools to consult with their community and to develop procedures which promote safe and supportive learning environments. Schools clearly articulate expectations of behaviour in the school and, importantly, they outline the consequences of breaches of these expectations. These safe schools policies are supported by pastoral care coordinators and youth support workers in every high school and school counsellors in every public school.
In addition, the ACT government formed the safe schools task force which brings together key stakeholders and provides advice regarding student safety in ACT schools. We are working hard to make all ACT schools safe. In 2008 the school satisfaction survey of students, staff and parents recorded high satisfaction with aspects of schooling relating to student support and students feeling safe. The survey revealed a substantial increase across primary and secondary years in student and staff satisfaction with the level of support they receive in relation to bullying or harassment issues.
I want to emphasise that students who are suspended are always supported. It is important to note the current safeguards, including the right for the student to be consulted, appeal rights and the right to continue an education program while suspended, remain unchanged. A student will still have the opportunity to comment on the information or material the principal intends to use in making the decision to suspend. A student will still be given information about the process to enable them to meaningfully participate and will be able to appeal the decision.
Schools work closely with students who are suspended and their families. Prior to the student’s return, the school undertakes a significant amount of work to ensure a student’s successful re-engagement with learning. However, this can take time. It may involve coordination with other agencies, both within and external to government. Parents, carers and the student need to be included in this process. Successful return to school requires the full support of those closest to the student.
These amendments give principals more authority and flexibility to manage suspensions in their schools. Principals are on the ground every day and are best placed to make these decisions. These reforms will build on a principal’s capacity to appropriately manage antisocial behaviour and apply proportionate sanctions. Finally, I remind members of the Assembly that suspension is about dealing with the most serious incidents of antisocial behaviour in schools by ensuring safety within a school environment, providing support to the suspended student and their family, and, importantly, reassuring the community about the safety of schools and upholding community expectations about acceptable and appropriate behaviour. I commend the bill to the Assembly.
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