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What Works. The Work Program: Core Issues 2 Reducing Suspensions

What Works. The Work Program: Core Issues 2 Reducing Suspensions. “The suspension of students is a very important issue for Aboriginal communities.” (NSW Review of Aboriginal Education, 2004: 126). Number of suspensions annually per 1000 students: Years 7 to 10.

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What Works. The Work Program: Core Issues 2 Reducing Suspensions

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  1. What Works. The Work Program: Core Issues 2Reducing Suspensions

  2. “The suspension of students is a very important issue for Aboriginal communities.” (NSW Review of Aboriginal Education, 2004: 126)

  3. Number of suspensions annually per 1000 students: Years 7 to 10 (Source: NSW Review of Aboriginal Education, 2004: 126)

  4. Concerns • Students see suspensions as a reward, not a consequence. • Perception by some communities that schools saw suspensions as the easy way out. • Suspended students at greater risk of possible conflict with police and the legal system. • Confusion over compulsory attendance and use of suspension. Those suspended are usually the ones who need to be at school the most. • Reinforced feelings of disconnectedness; not wanted.

  5. Suspension: The Case FOR • Group Discussion

  6. Suspension: The Case AGAINST • Group Discussion

  7. “A student’s chances of being suspended from school are most affected by teachers’ beliefs and perceptions, by the school’s administrative structure in handling student discipline, and by the presence of institutional biases (racial, socio-economic and academic).”

  8. Characteristics of Schools that create a safe and productive school environment • A strong & flexible leadership team • Strong & effective relationships • High expectations of achievement in academic and social outcomes

  9. Alternatives to suspension play their part in contributing to the creation of a a safe and productive school environment.

  10. Note • There are times when suspension is a mandatory response to particular behaviours. • The possibility of a negotiated early return from suspension should be explored as it builds relationships between the student, the school, the teacher and the parents/carers.

  11. Key Element Cooperation between: • the designers (the classroom teacher, the monitor of the alternative program), • the student (the implementer) and • the parents/carers (the supporters).

  12. Alternatives to Suspension Alternatives to Suspension must: • Be designed to fit local circumstances • Have the support of staff, students and parent/carers, and • Be given adequate opportunity to succeed.

  13. Alternatives to Suspension • Problem solving/contracting • Restitution • Removal of privileges • Reflection & decision-making opportunities • Parent involvement/supervision • Community service • Behaviour monitoring by student and support by classroom teachers • Coordinated behaviour plans.

  14. What has worked in your School? • Group Discussion

  15. Checklist Does your school have: • Clear, written behavioural expectations? • Strategies to teach students behavioural expectations? • Strategies to involve & engage all students in their education? • Communication lines to all members of the school community? • Community consultative processes? • High expectations for student academic and social achievement?

  16. www.daretolead.edu.au

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