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Positive school community

1. Positive school community. COMPONENT. Acknowledgement of Country.

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Positive school community

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  1. 1 Positive school community COMPONENT

  2. Acknowledgement of Country I would like to acknowledge the traditional custodians of this land and pay my respects to Elders past, present and future, for they hold the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander Australians.

  3. 1 Professional learning goals COMPONENT • To better understand the KidsMatter Primary framework. • To build our understanding of what helps create a positive school community. • To identify the practices your school uses to create a positive school community. • To determine what works well, and what could be improved.

  4. Carousel Introductory activity: Option A • Form two circles • Three questions to come…

  5. Carousel Introductory activity: Option A Where would you rather be just now?

  6. Carousel Introductory activity: Option A Can you think of a recent time when… • Everything felt ‘just right’? • Time flew past and everything ‘flowed’ for you? • Maybe a school moment, maybe another time?

  7. Think of a person who shows resilience or motivates you or is particularly positive… Carousel Introductory activity: Option A • What makes them that way? • Is this a quality you have or aspire to have?

  8. Carousel Introductory activity: Option A • Form two circles • Three questions to come…

  9. Carousel Introductory activity: Option A What makes your school a positive school community?

  10. Carousel Introductory activity: Option A What is your favourite sport/pastime and why?

  11. Carousel Introductory activity: Option A What would you like to get from today?

  12. Introductory activity: Option B How well do we know each other?

  13. What is KidsMatter Primary? A national whole-school approach to mental health and wellbeing that aims to contribute to:

  14. KidsMatter Primary professional learning Encourage ALL staff to have a voice in contributing to planning for each component Increase awareness and understanding of eachof the four components

  15. The KidsMatter Primary framework

  16. The guiding principles • The best interests of children are paramount. • Respectful relationships are foundational. • Diversity is respected and valued. • Parents and carers are recognised as the most important people in children’s lives. • Parents and teachers support children best by working together. • Students need to be active participants. • Schools, health and community agencies work together with families.

  17. The four components of KidsMatter Primary

  18. KidsMatter model for mental health promotion, prevention and early intervention (PPEI) in schools Works with the whole community and provides support and information to staff, parents and carers Through the curriculum,creates opportunities topractise skills and engagesparents and carers Supports children in school and develops clear processesand referral pathways (by working with parents and carersand health and community agencies) Whole-school community, staff, students, parents and carers, health and community agencies All students (and their parents and carers) Students experiencingmental healthdifficulties (20-30% of students) and the 3-12% of students with mental health disorders, and their parents and carers Adapted from World Health Organization (1994)

  19. Socio-ecological influences on children’s mental health Bronfenbrenner’s bio-ecological Model of Human Development adapted for ARACY(The ARACY report card on the wellbeing of young Australians: Technical report 2008)

  20. Activity What is mental health? A state of wellbeing in which an individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community. “There is no health without mental health.”WHO (2007)

  21. Mental health (in the context of childhood) “The capacity to enjoy and benefit from satisfyingfamily life, relationships, and educational opportunities, and to contribute to society in a number of age-appropriate ways. It also includes freedom from problems with emotions, behaviours or social relationships that are sufficiently marked or prolonged to lead to suffering or risk to optimal development in the child, or to distress or disturbance in the family.” RAPHAEL (2000)

  22. Why is mental health important? • Mental health is vital for learning and life. • Children who are mentally healthy: • are better learners and achieve more • are motivated and committed • have positive relationships • are better able to meet life’s challenges • contribute to their families, friends and society in ways that are appropriate for their age • manage the transition to adolescence and adulthood more successfully.

  23. Consider the following categories… What may help and hinder children’s learning? Activity

  24. Risk and protective factors for children’s mental health • Risk factors – increase the chances of children developing mental health difficulties (for example, childhood adversities). • Protective factors – are associated with good outcomes for children and can protect them in circumstances where they are exposed to risk.

  25. Risk and protective factors for children’s mental health (adapted from Commonwealth Dept of Health and Aged Care, 2000 and Spence, 1996)

  26. An outline of what’s to come Session 1: Positive school community Belonging and connectedness Session 2: Inclusion Session 3: Collaborative involvement

  27. Session 1 Positive school community

  28. Positive school community Activity What comes to mind when you think of a positive community? What are three positive memories from your time at school? What would have helped school to be more positive?

  29. Why is a positive school community important? • It is a protective factor for children’s mental health. • It affects student’s liking of school, learning motivations and school-appropriate behaviours. • It fosters a supportive environment for staff, which promotes their wellbeing. • It encourages families and the community to participate in and contribute to school life.

  30. Positive school community Protective factors for children’s mental health that schools can impact on include: These are also important for families and staff.

  31. Session 1 (continued) Belonging and connectedness

  32. Belonging and connectedness are… fundamental human needs that relate to feelings of being valued,accepted, respectedand cared about by others.

  33. Think about the student profile you have. Answer a series of questions. Diversity Walk Activity

  34. Significant relationships • Think about the student you had in the Diversity Walk. • What significant relationships is this student likely to have with: • School staff? • Other students? Relationships (or lack of them) have a strong impact on our sense of belonging and connectedness.

  35. A sense of belonging and connectedness... • Is about building relationships with (and between) staff, students, families and the community. • Is essential for building a positive school community for all. • Allows school members to perform well and contribute to their school community.

  36. Benefits of a positive school community

  37. Belonging for students, staff and parents/carers What might it look like? • Being positive. • Being able to perform well. • Feeling safe. • Being engaged in school activities. • Coping well with life’s ups and downs. • Feeling strongly connected to the school. Of course the opposite may be true if people feel like they don’t belong.

  38. What do we do well? Discussion Give examples of what belonging and connectedness looks like in your school community for: students families staff.

  39. Looking outward Discussion What are others doing well? KidsMatter Primary school stories Photos, DVD snippets Best practice, for example, literature, websites KidsMatter Primary resources: – Component 1 information sheets – Implementation Tools – www.kidsmatter.edu.au

  40. Moving forward Discussion Return to your small groups and focus on either students, families or staff. Consider what you would like to see happen for them - set goals, raise any concerns. The Action Team will incorporate your work into the Component 1 planning.

  41. Next steps Activity What can I do as an individual? What can we do? What are our next steps (Action Team)?

  42. Summary • Three aims: • To promote student mental health. • To reduce mental health difficulties. • To increase support and assistance. • Risk and protective factors. • Four components. • Belonging and connectedness are important protective factors for mental health. • Relationships are key to building belonging and connectedness.

  43. Session 2 Inclusion

  44. Key messages from last session • Three aims: • To promote student mental health. • To reduce mental health difficulties. • To increase support and assistance. • Risk and protective factors. • Four components. • Belonging and connectedness are important protective factors for mental health. • Relationships are key to building belonging and connectedness.

  45. Inclusion is… about respecting diversity

  46. If you… Activity

  47. Planning together Activity

  48. Positive school community Protective factors for children’s mental health that schools can impact on include: These are also important for families and staff.

  49. Inclusion What messages do we send about inclusion to our school community? Physical environment Communication methods Social involvement School activities Curriculum content Relationships

  50. Walk in my shoes Activity

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