Page 1230 - Week 04 - Wednesday, 3 April 2019
Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Debates(HTML) . . . . PDF . . . . Video
spaces to assist students who need this resource to assist with self-regulation. The ACT Government has invested $5.6 million in the development of safe and inclusive environments in ACT public schools. This has included the development of sensory gardens, outdoor courtyards and playgrounds; classroom modifications to support sensory play and accommodate appropriate withdrawal spaces; and the establishment of spaces for small group learning. These areas have been carefully designed and established in collaboration with schools and allied health experts to ensure they are safe and appropriate.
For some students with a pattern of behaviours of concern, it may be necessary to develop a protective action plan as part of their positive behaviour support plan to ensure behaviour that poses a risk to their own safety, or the safety of other students and staff, can be responded to. Protective action plans consider de-escalation techniques which are suited to the child or young person’s individual situation. The Education Directorate is working closely with the newly appointed ACT Senior Practitioner to ensure positive behaviour support reduces the need for restrictive practices in ACT schools.
At school, students are encouraged to seek support from teachers, school psychologists, youth support workers and other staff who are able to provide support to students experiencing, engaging in, or witnessing bullying. As a requirement of the policy, Safe and Supportive Schools Contact Officers (SASSCOs) in each school are trained to provide support to students who have experienced bullying, sexual harassment and racism. The policy requires every school to have at least one male and one female SASSCO who typically use conciliatory procedures to address bullying, violence and harassment between students.
Responding to occupational violence
Early in the term of the Ninth Legislative Assembly for the Australian Capital Territory, the government initiated a system-wide review of the Directorate’s occupational violence approach, leading to improvements in organisational culture, specific training, and a recalibration of risk management. The Directorate’s work was recognised and built upon through an enforceable undertaking agreed with the Work Safety Commissioner. The undertaking details the significant work that preceded it and strategies agreed as part of it.9 The government’s engagement with and response to occupational violence in schools is nation-leading, which has been reinforced through an inter-jurisdiction forum hosted by the ACT.10
The government’s response to occupational violence and challenging student behaviours is being strengthened at a systemic level through the formation of the Occupational Violence and Complex Case Management team. This team was established in late 2018, bringing together health and safety expertise with allied health practitioners skilled in managing complex behaviour in schools to further the work of implementing the Directorate’s Occupational Violence Policy and Management Plan.
The team’s role is to minimise harm to staff and others within the Directorate that may arise from behaviours exhibited by students, parents or carers and other members of the community. Work undertaken by the team is focused on the school environment.
Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Debates(HTML) . . . . PDF . . . . Video