THE WINSTON CHURCHILL MEMORIAL TRUST OF AUSTRALIA

1. THE WINSTON CHURCHILLMEMORIAL TRUST OF AUSTRALIA JACINTA EVANS - 2017 CHURCHILL FELLOW To investigate best practice in managing violent behaviour in schools, including preventative programs.

2. Destinations Canada-Edmonton, Montreal, Quebec Ireland-Dublin, Cork Wales-Cardiff Scotland-Edinburgh, Glasgow England-Cambridge, London

3. Context “In many ways, young people today live in the best of times and the worst of times. For those many students who, thanks to their life circumstances and/ or their personal dispositions, have been able to exploit the opportunities that this exciting era has heralded, it is the best of times. For those less fortunate students who, also because of their life circumstances or their personal dispositions, have not been able to avail of the opportunities, there is a relative lessening of their life chances, as the gap between those who succeed and those who do not, increases. Schools are catering for both categories of learners and many shades in between.”

4. Learnings Authentic, accepting and respectful relationships are the basis of positive student interactions. Students’ perceptions of their teacher as being interested in them, caring and engaged had a profound effect on the way the students conducted themselves at school. Activities that encourage natural, positive and respectful relationships, such as eating lunch together at amiskwaciy academy and Youthreach, strengthen trust and respect. Links with community supports are available for all families, so those in need can engage without a sense of judgement or prejudice. Schools with many community connections see these organisations as an extension of their reach for the benefit of students and families and welcome them into the school.

5. Learnings Genuine cultural awareness and respect for the contribution of indigenous people to the community, including bringing community members into the school, such as at amiskwaciy. The concept of one reliable adult making a difference in the life of a student, enacted through specific programs such as the mentoring relationships at Roman Fields or the pastoral care role at Eastern High School, have positive effects on student engagement.

6. Learnings Student and family wellbeing is seen as central to the school’s function and the staffing profile reflects this. In some cases, this meant funding non-teaching positions within the school to support student and family wellbeing was not seen as a decrease in resource but an enhancement of the school’s offerings. Parents are seen as partners in supporting a child or young person through the school journey and are actively engaged through systematised communication. Parents are made aware early when problems arise and are informed of any consequences to behaviours before they happen. They also receive regular, positive communications.

7. Learnings Evidence based interventions focusing on emotional regulation and trauma informed practice are integrated into the curriculum, acknowledging that all students are growing and changing and may at some time need to access this knowledge. Teachers also benefitted from a deeper understanding of the neuroscience of behaviour. Consideration of the need for teachers to receive regular, relevant professional learning and also consideration of maintaining teachers’ resilience and mental health. Pastoral and restorative non-teaching roles were used to engage with students and families, giving teachers some additional support and freeing them to focus on the classroom.

8. Learnings Strong transition pathways from preschool to primary, primary to high, and from high school to further education or vocational training. These pathways were documented, were consistently applied and were supported by designated staff. Preventative actions included engaging students in activities they were able to master and develop a sense of achievement, such as bee keeping at Cork Youthreach or playing the fiddle at Prince Charles school.

9. Early intervention An early intervention approach to family wellbeing is a protective factor for children, supporting appropriate attachment in infancy and emotional regulation. In reality, early intervention and prevention of school violence starts well before school and interagency models of trauma informed family support seem likely to provide positive outcomes. A review of early intervention in Ireland stated programs which improve child behaviour include the following five features: • They are based on a clear theory of how they work • They are consistent in their attention to program guidelines, but are flexible in responding to local needs • They address the multiple aspects of children’s lives (e.g. home, school, community) • They are supported by consultation with the community and interagency work • They use well trained practitioners, who have access to supports such as coaching and mentoring. 

10. Recommendations Governments should invest in whole family early intervention, preferably through targeted evidence based, community-based programs that seek to prepare children for formal school both emotionally and academically and change the trajectory for families experiencing disadvantage. Schools should operate within a trauma informed framework that is supported by evidence based professional learning. This learning should influence practice within schools and support practical measures to support student wellbeing. This may include the availability of student mentoring, check-in or monitoring with a trusted adult; the introduction of Positive Behaviour for Learning frameworks; and/or designated learning spaces for students to withdraw, regulate their behaviour and receive support. Schools should consider investing in evidence based small group programs such as Nurture Groups, to give younger students a good start and give older students a place to practice skills of engagement and interaction.

11. Recommendations Local government, community organisations and schools should consider the possibility of providing school holiday enrichment programs for families experiencing disadvantage. While ensuring that young people don’t lose ground in learning over the summer, high-quality learning and social skills programs would contribute to reducing the attainment gap which in turn contributes to student disengagement and potential behaviour issues.  School systems should accept that for some students at particular times academic learning is not a high priority for a range of reasons, but with an alternative program that engages their skills and interests they can learn and can continue on a pathway to future learning and/or employment. Celebrating and developing the skills of these students outside of formal assessment will impact on their engagement and sense of belonging at school. Decisions about learning pathways should be student led. Schools and education departments should consider the use of non-teaching positions and consider how designated staff to manage pastoral care, cultural learning and facilitate nurturing spaces might add support to both teachers and students.

12. Recommendations Professional learning in relation to trauma informed practice, neuroscience and behaviour management should be carefully targeted and followed up with engagement in communities of practice, to support the introduction of new strategies/programs/approaches in a school. Mentoring and support of new educators, teachers with challenging students and teachers at times of transition (such as taking on new class levels or subjects), should be prioritized and scheduled so the teacher is released if necessary. Preservice teachers should be provided with the research and evidence around the impact of positive relationships with students. A greater emphasis should be made on strategies for engaging with students and managing students affected by trauma; and this instruction should be followed up with mentoring and training in the first years of practice.

13. Recommendations Schools should develop learning plans and attribute resources based on student need and presenting behaviour, rather than diagnosis. In the case of students presenting with challenging behaviour but without diagnosis (or a diagnosis that may not attract designated funding such as ADHD, ODD, FAS) additional support should be made available to teachers to support a child in the classroom with additional programs, therapy and if necessary, a learning space to address their specific needs, either full or part time. Learning plans should be related to learning goals, with strategies for home and school outlined. Schools should consider how restorative practice and in school suspension can support students to be at school as much as possible and therefore have the best chance to learn.

14. Conclusion In the 2015 Schools for All report, the Expert Panel noted: “…. schools should give priority to children’s experience of school as a safe and orderly environment where positive relationships foster wellbeing, and where social-emotional skills are taught. The vision acknowledges how student wellbeing, learning - including academic learning - and behaviour are mutually sustaining; that teaching that engages students supports their behaviour; and that when students have a ‘voice’ about what happens at school, and when students perceive school as a good place to be, their behaviour improves.”