Page 1234 - Week 04 - Wednesday, 3 April 2019
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In keeping with this, the government has decided to refer the issue of violence in schools to the relevant Legislative Assembly standing committee for inquiry and report. The Minister for Education and Early Childhood Development will also provide the final report of the Safe and Supportive Schools Advisory Committee to the standing committee, once this report is received.
However, the government remains concerned about negative consequences for individual children, their families, staff and schools of being identified in evidence or during hearings and the public attention that will likely exacerbate already difficult circumstances. There also may be multiple parties to an incident who could be identified without consent, even if not named, and in some cases this could amount to a contravention of the legislated information secrecy prohibitions.
It is not fair or constructive for an inquiry process to be used to litigate individual matters. Given this, to the limited extent that evidence or documents related to this inquiry would allow for individual people or schools party to bullying or violence to be identified, the government will seek the support of the Legislative Assembly to require the committee take this evidence in camera and hold relevant documents on a confidential basis.
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1 Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas, L. (2009). Australian covert bullying prevalence study.
2 Australian Bureau of Statistics (ABS) 2017. Personal Safety, Australia, 2016, ABS cat. no. 4906.0. Canberra: ABS. Available online at:
http://www.abs.gov.au/AUSSTATS/abs@.nsf/allprimarymainfeatures/017E326331FOC315CA2581D1000C2EA8?opendocument.
3 Shaddock, A., Packer, S., Roy, A. (2015). Schools for All Children and Young People: Report of the Expert Panel on Students with Complex Needs and Challenging Behaviour. 121-130.
4 See https://www.education.act.gov.au/the-future-ofeducation/home/resources.
5 For more information see https://studentwellbeinghub.edu.au/educators/australian-student-wellbeingframework#/.
6 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011), ‘The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions’. Child Development, 82: 405-432.
7 For a full literature review and annotated bibliography see Horner, R.H., Sugai, G. & Lewis, T. (2015), Is School-Wide Positive Behavior Support an Evidence-Based Practice?. Available online at https://www.pbis.org/research.
8 See, also, Mooney, M., Dobia, B., Yeung, A., Barker, K., Power, A., & Watson, K. (2008). Positive behaviour for learning: Investigating the transfer of a United States system into NSW Department of Education and Training Western Sydney Region schools. Report published by The University of Western Sydney: Penrith NSW Australia; Horner, R., Sugai, G., & Anderson, C. (2010). Examining the evidence base for school-wide positive behaviour support. Focus on Exceptional Children, 42(8), 1-14; Bradshaw, C., Mitchell, M., & Leaf, P. (2009).
Examining the effects of school-wide positive behavioral interventions and supports on student outcomes. Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133-148; Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J. (2009). A randomized wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior, 11(3), 133-144.
9 See https:ljwww.education.act.gov.au/about-us?a=1263367.
10 The communique for the ACT Education National Forum on Occupational Violence is available at: https://www.education.act.gov.au/about-us/risk management and audit/occupational violence national forum.
11 For more information about Everyone, Everyday see
https://www.education.act.gov.au/?a=538308.
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