Page 1381 - Week 04 - Thursday, 4 April 2019
Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Debates(HTML) . . . . PDF . . . . Video
evidence on social media of some of these behaviours that had been shared with her peers. The wellbeing team at the school initially discussed concerns regarding her attendance and behaviours. The team then identified the need to check in with the student.
It was determined that the school psychologist already had a strong relationship. Following a catch-up with the psychologist, it was identified that the student had had a disagreement with her family and was currently couch surfing. The student identified was not eating properly and was staying at her boyfriend’s house on and off. This relationship was making her uncomfortable. The psychologist, with the student’s agreement, went back to the wellbeing team to develop a plan.
The youth support worker identified a breakfast program and access to free school lunches. The psychologist organised a session with the student and her family to discuss and mediate issues. The wellbeing teacher organised extensions for the student’s assessment pieces and an additional study line. The school health nurse organised an appointment to discuss sexual health and safety in relationships. Once in place, the team continued to meet weekly and discuss progress. The student agreed to ongoing sessions with the psychologist, who was able to report back to the team, ensuring that supports were in place, met her needs and were flexible and responsive.
This story of concern has a happy ending. The student received the support she needed at the right time from a range of professionals. No one professional can meet all of the needs of our students. Our schools need to have access to a range of professionals who can work together.
This demonstrates not only the range of options available to school communities, but how these specialists support work together to wrap around a student and their family in times of need. This is enhanced by the flexibility of schools to operate their wellbeing teams in a manner that meets the unique needs of their school community. These wellbeing teams look at the needs of individual students over time.
Every high school has access to a youth support worker, and every school has both male and female safe and supportive school officers to work with students, families and staff. The expansion of the school youth health nurse program will offer youth nurses in every high school by the end of this year to support primary health promotion.
Every school is resourced to provide the learning and wellbeing supports needed for their students, which includes access to broader directorate structures. Schools take a community approach, which includes proactive initiatives within schools and partnering with other services in the community to promote the health and wellbeing of students. Examples we have touched on before include breakfast clubs; case management approaches to ensure that students who require additional supports are connected to appropriate and support partnerships within community organisations; and the delivery of social and emotional learning.
Providing effective support for student wellbeing does not require faith-based workers. Pastoral care, in its modern meaning of providing personal and emotional support, and
Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Debates(HTML) . . . . PDF . . . . Video