Angela Drysdale Head of Primary
THE EVOLUTION OF student wellbeing at St Margaret’s
‘There is no such thing as the best practice, only evolving practice.’
Lee Watanabe Crockett (AHISA conference, April 2022) St Margaret’s approach to student wellbeing has always been one of evolution, because the key issues in the wellbeing sphere are ever-changing. As a school, we review these contemporary issues through the lens of our students’ needs and identify ways in which we can address the issues and support our students. Central to this article is the timeline (Figure 1 over page), which summarises the evolution of student wellbeing at St Margaret’s, built on a framework addressing the following factors: 1. Key Influences – identification of the stimulus that precipitated the change, initiative, or review 2. Expert Involvement – personnel who have made contributions to our wellbeing community 3. Survey – who and what has been surveyed and type of survey 4. Classroom Impact – planning and programs that have been introduced to the classroom 5. Outcomes – significant outcomes of a key influence While all aspects of each factor are relevant, a few are worthy of highlighting because of their long-term significance. This article will review some key aspects from each of these factors. Key influences The timeline commences in 2004 when the primary and secondary schools were each awarded a grant (one of 104 schools in Australia) to help ‘select and implement effective, evidence-based programs to address bullying, violence and abuse’ (Nelson 2004). Guided by the school’s mission and values, St Margaret’s committed to address the first iteration of the National Safe Schools Framework (NSSF). The NSSF remains the central national reference point on student safety and wellbeing and has been described as taking Australia ‘a long way towards realisation that the community has a right to expect schools to be safe places for children’ (Rigby 2008, p. 150).
SUNATA
The aim of the project was to review behaviour management and bullying policies, develop a preventative approach, and, through evidence-based programs, in-service staff and parents and educate students.
Undertaking this project highlighted that student social and emotional learning is complex because of the many aspects that contribute to a child’s wellbeing. It provided the evidentiary foundation and guidance for the development of a schoolbased social and emotional health and wellbeing program. It was also underpinned by the school’s commitment to function as a haven of safety and a place where children can develop a sense of self-agency. An eight-point plan was developed, based on the research of Rigby (2001). Eight Point Action Plan 1. Educate the school community – presentations 2. Discover what is happening between members of the school community (relevant to bullying) – surveys, collection of incident data 3. Develop an appropriate and supported anti-bullying policy – audit of procedures, introduction of pastoral care committee 4. Explore what staff are doing to reduce bullying and support students – pastoral care committee, pastoral care staff meetings 5. Talk to students about bullying – introduction of pastoral care lessons, respond to playground and classroom incidents and use as teachable moments. 6. Devise procedures – introduction of shared concern approach and follow a flow diagram for dealing with incidents. 7. Empower students – social skills, resilience (introduction of resilience), cooperative learning, house meetings, camp program The project concluded with positive outcomes for staff, who developed a greater understanding of their role in the education of bullying, and mediation and reporting of bullying incidences as they developed a shared ownership of student issues. However, it also highlighted the need for ongoing commitment to support other stakeholders, parents, and students through collaboration and preventative education.
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Since this project, staff now know the role they play in preventing and dealing with bullying. Consistency (in dealing with bullying) for continuing and new staff is achieved at the beginning of each new school year with all staff obliged to read the school anti-bullying policy. Students in the school participate in anti-bullying programs, and education is provided for parents and staff through expert involvement.
