APAPDC National Safe Schools Framework Project

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APAPDC National Safe Schools Framework Project

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Aim of the project To assist schools with no or
limited systemic support to align their policies,
programs and procedures with the NSSF.
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• Aims of the NSSF
• To assist all school communities in building safe
  and supportive schools where
• bullying, harassment and violence are
  minimised
• students receive support on issues related to
  child abuse and neglect

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Session 1Unpacking the Framework

• The NSSF resources
• The Framework document
• The Implementation manual
• The Resource pack
• The Appendices
• The workbook
• The website

p 7
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Session 1Unpacking the Framework

• Eleven guiding principles
• Six key elements

pp 8 9
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1 Australian schools affirm the right of all
school community members to feel safe at school.
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2 Australian schools promote care, respect and
cooperation, and value diversity.
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3 Australian schools implement policies,
programmes and processes to nurture a safe and
supportive school environment.
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4 Australian schools recognise that quality
leadership is an essential element that underpins
the creation of a safe and supportive school
environment.
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5 Australian schools develop and implement
policies and programmes through processes that
engage the whole school community.
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6 Australian schools ensure that roles and
responsibilities of all members of the school
community in promoting a safe and supportive
environment are explicit, clearly understood and
disseminated.
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7 Australian schools recognise the critical
importance of pre-service and ongoing
professional development in creating a safe and
supportive school environment.
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8 Australian schools have a responsibility to
provide opportunities for students to learn
through the formal curriculum the knowledge,
skills and dispositions needed for positive
relationships.
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9 Australian schools focus on policies that are
proactive and oriented towards prevention and
intervention.
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10 Australian schools regularly monitor and
evaluate their policies and programmes so that
evidence-based practice supports decisions and
improvements.
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11 Australian schools take action to protect
children from all forms of abuse and neglect.
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The six key elements of good practice need to be
in place for schools to implement the guiding
principles
All Australian schools are safe and supportive
environments
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p 11
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Key elements outcomes statements

• School values, ethos, culture, structures and
  student welfare
• Leadership is committed to a shared vision of a
  positive and inclusive school. Such commitment
  includes resourcing and endorsement of policies,
  programmes and procedures.

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• Policies, programmes and procedures
• Policies, programmes and procedures are developed
  in collaboration with staff, students and
  parents, and include a statement of rights and
  responsibilities of members of the school
  community, including visitors. They are
  accessible by all members of the school
  community, and regularly reviewed, and address
  issues of risk minimisation.

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• Provision of education/training
• Appropriate education and training is available
  for all members of the school community to
  empower students, increase safety and enhance
  relationship and citizenship skills.

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• Managing incidents of abuse/victimisation
• Cases of abuse/victimisation are identified and
  reported.

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• Providing support for students
• Effective support is provided for victims of
  bullying, harassment, violence and child
  maltreatment.

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• Working closely with parents
• Parents participate in key aspects of the
  programme/s to provide safe and supportive
  learning environments in ways which enable them
  to reinforce safety concepts and strategies at
  home.

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The Health Promoting Schools model
Ethos and environment
Organisation, ethos and environment

• School values, ethos, culture, structures and
  student welfare
• Establishment of agreed policies, programs and
  procedures
• Providing support for students
• Managing incidents of abuse and victimisation

Student wellbeing
All Australian schools are safe and supportive
environments
Curriculum, teaching and learning
Curriculum, education and training
Partnerships and services
Families, partnerships and services

• Provision of education and training

• Working closely with parents

p 36
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When the guiding principles are embedded in the
key elements, it means

• quality leadership of
• a whole school approach, that is
• proactive,
• regularly reviewed, and
• based on student wellbeing.

p 31
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Session 3Working strategically

• The auditing process
• Using the structure provided by the six key
  elements to guide the process
• Planning action

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How can we find out what we need to
know? Auditing a methodical examination or
review of a condition or situation it involves
collecting and interpreting existing data, and
collecting and interpreting new information
p 38
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• Auditing tools
• Databases
• Checklists
• Surveys
• SWOT analyses
• Focus groups

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Using the structure provided by the six key
elements to guide the process

• Begin with the NSSF key elements and
  principles outcome statements
• Break these down into smaller chunks where
  necessary

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For this to be happening in our school, what
specific things would we be able to observe or
know about? Include what already exists in the
school.
The suggested approaches in the Framework
document provide a useful starting point for this
exercise.
p 39
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If existing, what evidence do you have? If you
dont have evidence, what is the best process to
use? Who are the best people to get the
information from?
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What further action is needed? Which aspects
still need to be put in place in the
school? How will you go about prioritising
them, and taking action?
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• Go slowly. Change must be led, but
  sustainable change cannot be forced
• Strong leadership is crucial to whole school
  change
• A whole school approach is essential to school
  change
• Ensure that the whole school community
  understand what you are doing
• Work with the school community - involve
  staff, students and families
• Establish a clear process for planning,
  implementing and evaluating change.

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All children have the right to live their lives
free of the threat or the reality of violence.
The impact on children and young people of
repeated victimisation can be devastating in the
short term, and have lifelong consequences.
Increasingly, the Australian community is
voicing its collective concern that bullying and
abuse, in all its forms, are unacceptable aspects
of human relationships. Dr Brendan Nelson