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Singleton High School
Singleton High School
Our School Anti-Bullying Plan
Responding to Student Conflict in School Policy (2016)
Our School Anti-Bullying plan This plan outlines the processes for preventing and responding to student aggression in our school and reflects the Bullying: Preventing and Responding to Student Bullying in Schools Policy of the New South Wales Department of Education and Communities.
Students, teachers, parents, caregivers and members of the wider school community have a shared responsibility to create an inclusive, happy environment. Students, teachers, parents, caregivers and members of the wider school community can expect;
• that staff will strive to keep students safe at school; • to be involved in the collaborative development of the school Anti-Bullying Plan; • to know what is expected of them and others in relation to the Anti-Bullying Plan and • that all students will be provided with appropriate support when conflict occurs.
Students, teachers, parents, caregivers and members of the wider school community have a responsibility to;
• promote positive relationships that respect and accept individual differences and diversity within the whole school community; • contribute to the development of the Anti-Bullying plan and support it through words and actions and • actively work together to resolve incidents of conflict when they occur.
The Singleton High School Anti-Bullying plan was developed in collaboration with the whole school community;
• Interviews were conducted of staff and student representatives; • Surveys distributed to the SRC, P&C, student body and community.
The feedback from this collaborative approach resulted in the creation of the current Discrimination / Harassment / Vilification (D/H/V) Anti-Bullying policy. This policy is reviewed every two years or as needed.
The policy is available to any member of the school community via a hard copy upon request or the school website.
Statement of purpose
Singleton High School is a learning community striving for responsible attitudes, respect for and tolerance of others and the achievement of personal bests. Students and staff at SHS have the right to learn and teach in a safe and encouraging environment.
D / H / V BEHAVIOUR TO STUDENTS OR STAFF WILL NOT BE ACCEPTED AT SINGLETON HIGH SCHOOL.
D / H / V is repeatedly and purposely harming, offending, humiliating or intimidating other students or staff by using verbal, social, physical or emotional behaviour.
It is against the law to discriminate, harass or vilify certain groups of people under NSW Anti-discrimination legislation (1977). Among these groups, homosexual and transgender people are specifically identified.
D / H / V behaviours may include:
VERBAL: Threats, name calling, sniggering, humiliation, laughter, spreading rumours, embarrassing comments, abuse, teasing, racial homophobic,
trans phobic or sexist comments that incite ridicule or hatred.
PHYSICAL: Hitting, pushing, tripping, kicking, spitting or taking others’ possessions, such as hats, bags.
SOCIAL: Ignoring, isolating, excluding, rejecting, inappropriate and hurtful SMS, emails, posts or blogs.
EMOTIONAL: Stalking, cruel mimicry, teasing, body gestures, threatening eye contact, taking and / or hiding others’ possessions.
Reporting D/H/V:
Incidences of D/H/V can be reported to any trusted staff member. Reports can be made by the student involved, parents, observing students or staff. An incident report is used during this conversation to ensure that important information is gathered for further interviews in the follow up to the report.
These forms are to be handed to Head Teacher Well Being.
Dealing with D/H/V:
The trusted staff member will proceed through the complaints procedure (See attached chart).
Strategies may include: Peer Mediation - organise mediation for the students involved or interview the students involved in order to resolve the situation. The Head Teacher Well Being will also make contact with the parents of the target and aggressor to inform them of the status of the situation.
# In cases of homophobic or trans phobic bullying staff will take into account students confidentially when contacting parents.
If the situation remains unresolved at the time of the follow-up meeting the Head Teacher Well Being will arrange for resilience worksheets or other appropriate intervention to be provided to the target and an anti – D/ H/ V agreement for the aggressor. Year Advisors will monitor and support both parties.
If the incident remains unresolved after intervention at this level then the Deputy may proceed with the formal ‘Resolving Complaints’ procedures as documented by the Department of Education.
Prevention
A number of strategies and programs are implemented to help prevent D/H/V at Singleton High School. These strategies help empower the whole school community to recognise and respond appropriately to D/H/V.
• Each academic year staff revise the D/H/V flow chart with their classes; this flow chart is in all classrooms throughout SHS, links to NSW Anti-discrimination Act 1977 and specific groups/people who are named in the act are made by staff.
• Each academic year the Anti-Discrimination Board fact sheet and the D/H/V flow chart is placed in the parent/caregiver newsletter, links to NSW Anti-discrimination Act 1977 and specific groups/people who are named in the act are made in the article.
• Each academic year school diaries are distributed to the year 7 cohort, within these diaries is the D/H/V flow chart, the schools PBL expectations and the DEC’s core values. Parents/ Caregivers are requested to sign a statement within the diary that states they and their student have read the SHS policies included. Year Advisors check that this has occurred during Year assemblies;
• Each academic year the School Liaison Police Officer (SLP) presents a cyber-safety workshop to junior years;
• The SLP also encourages parent/ caregiver to attend these presentations to encourage proactive and appropriate support for those students involved in any incidents. These presentations also communicate to parents/caregivers that they have an important role to play in resolving incidents of D/H/V involving their student;
# What is cyber bullying? Cyber bullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cellphones, tablets and computers as well as common tools including social media sites, text messages, chat and websites. Examples of cyber bullying include mean text messages or emails, rumours sent by email or posted on social networking sites and embarrassing pictures, videos, websites or fake profiles.
• Throughout the academic year students receive presentations relating to diversity, inclusion, growth mind set, D/H/V process and racism. This material is also placed in the Parent/Caregiver Newsletter to further encourage a shared responsibility to creating a positive environment and to provide clear information on strategies that promote appropriate behaviour, and the consequences for inappropriate behaviour;
• Students can expect to take part in learning experiences that address key understandings and skills relating to positive relationships, safety, gender equity, discrimination, bullying and harassment. These experiences will be guided by the Personal Development, Health and Physical Education syllabi and other Key Learning Areas;
• Guest speakers and presentations relevant to each year are hired by SHS to deliver an inclusive/positive message in a creative manner and that will further encourage students to develop positive responses to incidents of D/H/V.
• SHS is a PBL school and as such we embed the key principles of Anti-Bullying into all areas of the school through our key expectations of Respect, Pride, Excellence in Learning and Responsibility.
Early Intervention
A number of early intervention strategies and programs are implemented for students at SHS who are identified as being at risk of developing long-term difficulties with social relationships and those students who are identified at or after enrolment as having previously experienced conflict or engaged in anti-social behaviour.
- SHS has an effective transition to high school program that supports those students who may be anxious or at risk are provided with a support network and systems that will attempt to provide a successful transition to high school. The transition program begins with early stage 5 visits to partner primary schools by Year advisors and the transition coordinator, individual Learning Support Team meetings help the high school to identify those students most at risk of developing long term difficulties with social relationships and preparing effective individual behaviour plans to accommodate those students. These plans may include mentoring of individual students, identifying that NCI strategies may be necessary and provision of safe zones within the school;
- The transition program also incorporates the Jump Start program which involves visits to the high school for those anxious, Indigenous or at risk students to ensure they are familiar and comfortable with the surroundings, the staff and relevant support people within the school;
- Upon arrival at SHS the Year 7 students are provided with a safe zone and a peer support leader. Throughout the peer support sessions the D/H/V policy is explained and the role of the bystander also outlined (Each Peer support leader is trained in Bystander intervention strategy);
- Throughout the academic year a number of resilience programs are offered to those students identified by staff and the wellbeing team as being in need of further support or education in regards to social relationships, goal setting, self-esteem, risk taking, manhood, anger management and grief; ‘Be Your Best’ Girls program; meditation / yoga ‘Cool Kids’ program Staff mentoring ; Seasons for Growth; Plan It Youth; ‘Odyssey’ Boys program; ‘Beautiful’ Girls program; Motivational Media;
Bystanders: Turning Onlookers into Aggression-Prevention Agents
Preventing Classroom Bullying: What Teachers Can Do Copyright © 2003 Jim Wright www.interventioncentral.org Most students in a classroom or school do not bully others regularly and are not victimized by bullies. A common misconception about these student ‘bystanders’, though, is that they typically remain neutral or try to support the victim when they see bullying occurring. Unfortunately, the truth is that students who observe D/H/ behaviour are much more likely to encourage or assist the aggressor than to attempt to help the target! With appropriate instruction and guidance, however, bystanders can be empowered to take an active role in preventing bullying from occurring and to report bullying to adults when it does take place. To ‘win over’ bystanders as bully-prevention agents, the teacher should (1) make bystanders aware that their own behaviour can encourage or discourage bullying, (2) teach skills that bystanders can use to intervene when they witness bullying, (3) hold bystanders accountable for their behaviour in bullying situations, and
Train Student to Play an Active Role in Intervening in incidents of D/H/V. An effective way to reduce bullying is to teach bystanders that they can (and should) intervene to support the victim when they witness bullying.
1. Draw a distinction for the students between ‘tattling’ and ‘telling’. Tattling is when a student tells an adult what another student did simply to get him or her into trouble. Telling is when a student tells an adult what another student did because that student’s actions were unsafe or hurt another person. Say to students, “It is important that we tell adults whenever we see something that is unsafe or hurts other people”;
2. [Optional but recommended] Invite individuals in your school who are ‘trusted adults’ (e.g. principal, school counsellor, school psychologist, social worker, nurse) as visitors to your classroom. Tell students that these visitors are staff members to whom students can safely report incidents of bullying. Allow each visitor several minutes to introduce himself or herself and to tell students how to get in touch with them to report bullying or other issues of concern;
3. Tell students that, when they witness D/H/V, they should never encourage the aggressor or join in . (Remind them that bystanders
who egg on or help the aggressor are considered to be as responsible for the aggression as the aggressor themselves!) Instead, bystanders need to take action to stop the aggression.
In incidents of direct bullying, the student/ bystander should tell an adult about the aggression as soon as possible.
In incidents of indirect bullying by an individual or group (e.g. malicious gossip), the bystander should not participate in the aggression in any way, the student should tell an adult about the aggression as soon as possible
References Batsche, G.M., & Knoff, H.M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 22, 165-174. Doll, B. (1996). Children without friends: Implications for practice and policy. School Psychology Review, 25, 165-183. Olweus, D. (1993). Bullying in school: What we know and what we can do. Oxford, UK: Blackwell Publishers. Schmerler, K., Perkins, M., Phillips, S., Rinehart, T., & Townsend, M.. (1998). COPS problem solving tips: A guide to reducing crime and disorder through problem-solving relationships. Washington, DC: US Department of Justice, Office of Community Oriented Policing Services. Snell, J.L., MacKenzie, E.P., & Frey, K.S. (2002). Bullying prevention in elementary schools: The importance of adult leadership, peer group support, and student social-emotional skills. In M.A. Shinn, H.M. Walker, & G.Stoner (Eds.) Interventions for academic and behaviour problems: Preventive and remedial approaches. (2nd ed. pp.351-372). Bethesda, MD: National Association of School Psychologists. US Department of Education (1998). Preventing bullying: A manual for schools and communities. http://www.cde.ca.gov/spbranch/ssp/bullymanual.htm. NSW Anti-discrimination act 1977 http://legislation.nsw.gov.au/infocepdf/1977-48.pdf?id=bb4ac351-24d8-e-125-380-b9eb368953e0
Recommended Prevention Programs No Bullying. From not-for-profit Hazelden. Visit the main Hazelden site at: http://www.hazelden.org/ http://www.hazeldenbookplace.org/ Steps to Respect: A Bully Prevention Program. For information, visit the Committee for
Children website at: http://www.cfchildren.org
Stage 1 • Student, parent or friend report DHV incident to any member of staff; • Staff member interviews both parties and record on Millennium. Explain DHV procedures to students; • DHV report to be filled out and handed to HT Wellbeing • Interview both parties and record on Millennium. Explain DHV procedures.
Stage 2 • HT Wellbeing contacts parents / caregivers.
Stage 3 • Target is spoken to by Year Advisor / Head Teacher Wellbeing within a timely manner to ascertain if DHV
behaviour has ceased; • If DHV has continued- aggressor is to be placed on an agreement, parents to be contacted, another
Millennium report created and • Resilience worksheets or intervention strategies provided to Target. D/H/V further outlined to Aggressor,
relevant welfare programs to be considered.
Stage 4 • Target is spoken to by Year Advisor / Head Teacher Welfare within a timely manner to ascertain if
behaviour has ceased and • If DHV has continued, this means that the agreement is broken - Code 3 and parental meeting.
Stage 5 • Target is monitored by Year Advisor / Head Teacher Wellbeing. • If DHV has continued – suspension will be considered.
DISCRIMINATION / HARASSMENT / VILIFICATION FORM
Date: _____________________________________
Name: ____________________________ Year: ______ Roll: _____
Who do you wish to report? ________________________________________________________
(full name to be used)
Have you had an incident with this person before ?-________________________________________________________
What has been happening? ________________________________________________________
________________________________________________________
________________________________________________________
When did it start? ________________________________________________________
________________________________________________________
Who have you told?
________________________________________________________
________________________________________________________
Describe HOW YOU FEEL
________________________________________________________
________________________________________________________
________________________________________________________
What would you like to happen? (you may tick more than one box)
Apology Peer Mediation Incidents to stop
Other
________________________________________________________
________________________________________________________
TO BE COMPLETED BY TEACHER
Resolution
________________________________________________________
________________________________________________________
Interview aggressor
Interview target
Refer to Peer mediation
Coordinator (if appropriate)
Mandatory steps
Successful mediation (apology)
Unsuccessful mediation
Registered on Millennium
Teacher name: ___________________________ Date: __________
To be completed by Head Teacher Welfare
Letters issued to student
Comment: ________________________________________________________
________________________________________________________
________________________________________________________
The Anti-Bullying Plan – NSW Department of Education and Communities
Notification of Discrimination, Harassment, Vilification Incident
Notification of D/H/V incident
I am writing to advise that __________________ has been involved in a D/H/V incident at school.
The incident was: ________________________________________________________________________________________________________________________________________________
The action taken by the school was:
________________________________________________________________________________________________________________________________________________
Singleton High School has a firm commitment to eliminating discrimination, harassment and vilification of any person at this school by developing a school environment which promotes tolerance and respect, and accepts differences in others. This understanding is based on a cooperative responsibility and the principle shared by students, staff, families and the community that
NOBODY WANTS DISCRIMINATION, HARASSMENT OR VILIFICATION AT SINGLETON HIGH SCHOOL
Accordingly, both parties have had their names recorded and their parents notified. All relevant staff have been notified of the incident and will monitor those involved to avoid repetition.
An interview with the year adviser, ____________________ and/or the school counsellor is available if you wish to discuss the details of this incident or support strategies for your child.
It would be in the best interests of ____________________ for you to monitor his or her progress over the immediate future. Do not hesitate to contact the school regarding any developments.
Yours sincerely
___________________________
Deputy Principal
I am aware that ________________________ ‘s name has been recorded in the register of D/H/V offences.
I will/will not be contacting the school for further information.
Comment: ________________________________________________________
________________________________________________________
________________________________________________________
Parent/Guardian __________________________ Date _____________
School Anti-bullying Plan – NSW Department of Education and Communities
Notification of Discrimination, Harrassment, Vilification Incident
Dear __________________
Notification of D/H/V incident: Aggressor
I am writing to advise that ________________________‘s name has been recorded in the register of D/H/V offences following an investigation of an incident at Singleton High School.
The incident was: __________________________________________________________________________________________________________________________________
The action taken by the school was:
_________________________________________________________________
_________________________________________________________________
Singleton High School community has a firm commitment to eliminating the discrimination, harassment or vilification of any person at this school by developing a school environment which promotes tolerance and respect and accepts differences in others.
The school’s policy on D/H/V has been explained to ____________________ . The consequences of repeating this behaviour will include a request for parental involvement, inclusion in a school program and a parental interview with the Deputy Principal.
Should no improvement be made, this type of behaviour will result in further notification and will ultimately lead to suspension.
It is the responsibility of all to contribute to a happy, safe school. We encourage your support in reinforcing socially acceptable behaviour. An interview with the
Year Adviser, Head Teacher and/or school counselor is available if you wish to discuss this incident further.
Yours sincerely
___________________________
Head Teacher Well Being
___________________________________________________
I am aware that ____________________‘s name has been recorded in the register of D/H/V offences.
I will/will not be contacting the school for further information.
Comment:
_________________________________________________________________
_________________________________________________________________
Parent/Guardian ______________________________ Date _______________
The Anti-Bullying Plan – NSW Department of Education and Communities
Notification of Discrimination, Harassment, Vilification Incident: Target
Notification of D/H/V incident: Target
I am writing to advise that __________________ has been the target of a D/H/V incident at school.
The incident was: ________________________________________________________________________________________________________________________________________________
The action taken by the school was:
________________________________________________________________________________________________________________________________________________
Singleton High School has a firm commitment to eliminating the discrimination, harassment or vilification of any person at this school by developing a school environment which promotes tolerance and respect, and accepts differences in others. This understanding is based on a cooperative responsibility and the principle shared by students, staff, families and the community that
NOBODY WANTS DISCRIMINATION, HARASSMENT OR VILIFICATION AT SINGLETON HIGH SCHOOL
Accordingly, the aggressor’s name has been recorded, their parents notified and the aggressor has been placed on a program to reduce such behaviour. All relevant staff have been notified of the incident and will monitor those involved to avoid repetition.
An interview with the year adviser, ____________________ and/or the school counselor is available if you wish to discuss the details of this incident or support strategies for your child.
It would be in the best interests of ____________________ for you to monitor his or her progress over the immediate future. Do not hesitate to contact the school regarding any developments.
Yours sincerely
___________________________
Deputy Principal
I am aware that ________________________ ‘s name has been recorded in the register of D/H/V offences.
I will/will not be contacting the school for further information.
Comment:
________________________________________________________
School Anti-bullying Plan – NSW Department of Education and Communities
Following are the procedures the school will use for reporting serious incidents with regard to contacting the local police, Child Wellbeing Unit or School Safety and Response hotline.
Making a Complaint Anyone can make a complaint. Ideally, most complaints should be resolved informally with the relevant employee.
What can a complaint be about? A complaint can be about:
• any aspect of the service provided, or not provided, in any Department of Education and Communities site,
• the behaviour or decisions of staff, or
• practices, policies or procedures.
NOTE: Reasonable disciplinary action conducted in a reasonable manner does not constitute bullying How can I make a complaint? Schools – a guide for parents and carers: It is best to discuss your concerns with your child's teacher first. Make an appropriate time to meet with them or phone the school and ask for an appointment with the teacher. If you are not happy with the result, or if you do not feel it is appropriate to talk to them, phone and make an appointment to discuss your concerns with the principal. You may bring a friend or relative to be your support. If you need an interpreter, we can arrange that - just ask beforehand. If your complaint is about the principal you will need to contact the school education director in your area. Ask the school office staff at your school for their name and number. If your complaint cannot be resolved in an informal way, we may ask you to put it in writing. It is important that you include specific details of the situation and tell us what you would like to happen as a result of your complaint. We can help you to put your complaint in writing, if you require it.
Alternatively a complaint form may also be used. Complete the form and send it to the principal, or the school education director in your area.
IN CASE OF SERIOUS OR SECURITY INCIDENTS CALL 000 OR LOCAL POLICE, IF REQUIRED.
THEN FOR INCIDENTS INVOLVING.
o Violence; o Weapons; o Illegal drugs
and o Criminal
o WHS incidents o Chemical spills,
gas leaks and o Natural
disasters e.g. floods, fires.
o Malicious damage; o Break and
enter; o Fire and o Any security
b h
Call the School Safety and Response
hotline: 1300 363 778
Email or fax serious incident report to the SED who will decide on further action and notification.
Call the School Security hotline:
1300 880 021
The Anti-Bullying Plan – NSW Department of Education and Communities
Assessing a complaint When a complaint is made, the person receiving it must assess what action needs to be taken. Steps taken in assessing a complaint are:
• Identifying whether or not the complaint is a special case; • Assessing the level of seriousness of the complaint and • Selecting the appropriate course of action.
Certain kinds of complaints are treated as special cases because they are covered by specific legislation, policies and procedures, and must be dealt with accordingly. All complaints must be checked to ensure that the correct policy and procedure is followed and this must occur before any further action is taken. Seek assistance from the contact person nominated below if in doubt.
Additional Information Police Youth Liaison Officer (YLO) -, Snr Constable Youth Command John Collins – 0437 771 757 School Liaison Police officer (SLP) - Constable Scott O'Reilly - 6572 1653 Kids Helpline - 1800 551 800 Upper Hunter Adolescent and Family Counselor - 02 6542 5300
School contact information: SINGLETON HIGH SCHOOL 75 – 81 YORK STREET SINGLETON NSW 2330 T: 02 6571 1199, 02 6571 1169 F: 02 6572 4889 W: www.singleton-h.schools.nsw.edu.au E: [email protected]
Jo Gray – Principal | Ian Skilton – Deputy Principal Kathleen Ballard – Head Teacher Well Being / ARCO School Representative Council members – Jo Radcliffe– Teacher
Principal’s comment Singleton High School is a large comprehensive high school situated in the Upper Hunter. The school serves a community whose livelihood is based upon mining, light manufacturing, agriculture, tourism and service industries. Currently the school has a student population of approximately 1 200 students, with an Aboriginal population of 12% students. As a result of this large student population the school is able to offer an extensive curriculum, to support students who are gifted and talented and to cater through individualized learning plans our students with special needs.
Being able to offer a diverse curriculum also reflects the support the school gives to ensure community diversity is accepted within the school. We have a number of programs at Singleton High that support and welcome diversity. While as a school body we encourage and accept diversity, we do not tolerate behaviour from our community that hinders teaching and learning, or threatens the safety and security of our staff and student body.
The school’s anti-bullying policy reflects this basic creed of providing our students with a safe and secure school environment, where they can maximise their learning potential. With our wellbeing team we have developed a plan of action that will hopefully eliminate Discrimination, Harassment and Vilification from the school. I would like to thank the wellbeing team for their efforts in devising such a policy that clearly outlines a course of action the school will follow if a student feels their safety and security is being threatened. As you read this document and as members of the school community please have no hesitation in contacting the principal over any concerns.
Thanking You
Ms Jo Gray Principal Singleton High School
School Anti-bullying Plan – NSW Department of Education and Communities
