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Strategies to support students Wellbeing and safety

School strategies to create and maintain a safe and supportive environment will vary depending upon the
school, and the current strategies that are in place within the school. The use of the resources and
legislation above provide examples of a framework that schools can build off as well as access the
information and resources provided by governments and in some cases independent agencies designed to
provide strategies and examples use to support stakeholder create a safe environment for students. Below
are some generalized strategies which school adapt based upon their values and ideals.

School wide positive behaviour Plan: whole school support system designed to create a positive
learning environment (Student Wellbeing Hub, 2016).

Functional behaviour analysis: This is an evidence based process that addresses student
problems and behaviour (Student Wellbeing Hub, 2016). This is a test and identifies specific
factors associated with an occurring problematic behaviour (Student Wellbeing Hub, 2016). This
is based upon Data is collection and analysis to create an individual student support plan (Student
Wellbeing Hub, 2016). Note this must be done by Trained staff member in this field (Student
Wellbeing Hub, 2016).

Mind matters Program: This is the use of a National mental health initiative constructed by the
government. Only available for secondary schools (Student Wellbeing Hub, 2016). This
strategy uses a whole school approach towards mental health (Student Wellbeing Hub, 2016).

School audit tool: This tool is used to review current situations within school environment. This
tool can be used to identify possible gaps within the environment and provide opportunities to
gain further Professional learning that needs to be addressed (Student Wellbeing Hub, 2016). It is
encouraged that school use this tool on a regular basis to maintain standard and improve practice
(Student Wellbeing Hub, 2016).

School programs: School programs build opportunities to foster and build students sense of
belonging. This can be a whole school level, class level (Student Wellbeing Hub, 2016). This
includes sporting events, fundraising, arts, cultural events and opportunities to support student
diversity and creativity (Student Wellbeing Hub, 2016). These programs allow students to build
relationships providing opportunities for students to strengthen relationships within the
community.

Building partnerships: Co-operate learning opportunities continue to build community this

requires including a range of stakeholders (Student Wellbeing Hub, 2016). For examples bringing
parents into the classroom, families, cares and providing events and contributing to the
community (Student Wellbeing Hub, 2016).

Communication: The exchange of information through newsletters and other documents,

expressing clear ideas, values and expectation of the school community (Student Wellbeing Hub,
2016).

Collection of information: Observe and collect data relating to incident and maintain
communication and observation of people whom are at risk (Student Wellbeing Hub, 2016).
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Early intervention: The use of early intervention strategies proactively supports students build
skills and strategies to protect themselves and others (Student Wellbeing Hub, 2016). This
includes the explicit teaching of social skills, building resilience. This strategy is designed to
establish positive peer relationships (Student Wellbeing Hub, 2016).

Counselling (Student Wellbeing Hub, 2016). Counseling provides a safe space for students to
discuss issues or concerns they have (Student Wellbeing Hub, 2016). This strategy provides
students with a safe outlet in which to provide emotional support (Student Wellbeing Hub, 2016).

Use Restorative Practices: the notion behind this strategy is building on the process where
student take responsibility for their own behaviour (Student Wellbeing Hub, 2016). Through
these practices students begin learning to see how their behaviour has impact on others, observing
the harm and reflecting and then moving on from the incident (Student Wellbeing Hub, 2016).
This strategy is usually applied after an incident has occurred and can be use through small group,
classroom and community conferences (Student Wellbeing Hub, 2016).

Buddy system: Many schools employ the buddy system within their learning environment
(Student Wellbeing Hub, 2016). It allows students to build relationships across the grade as well
as provide leadership skill and even mentoring expire with the older students (Student Wellbeing
Hub, 2016). The use of a buddy system build on the concept of connectives within a school
community helping younger students feel safe and secure within their environment (Student
Wellbeing Hub, 2016).

Leadership programs: leaderships programs are usually aimed at building leadership skills
within the higher grade of 5 and 6 to prepare students for the future, as well as continue to build
strong bonds in the community (Student Wellbeing Hub, 2016).

Online reporting: While the advancement in technology has spread, it has lead the ability to
report incidents online (Student Wellbeing Hub, 2016). Many school envrionmnet are now
building internet portal for students to seek help as well as making online resources readily
available (Student Wellbeing Hub, 2016).