Ecological models draw attention to the multiple social and structural risk and protective factors which influence the wellbeing, learning and development of children and young people. Risk factors are those associated with the higher likelihood of negative wellbeing and learning outcomes. Protective factors are those that ameliorate the impact of risk factors and are associated with an increased likelihood that children and young people will thrive. Risk and protective factors operate within multiple levels of the child’s environment, including the home, school and community, as well as the surrounding culture. These factors comprise the ‘environment’ which affects the wellbeing of those who live within it. Ecological models are used to describe the interaction of these multiple environmental factors. Within an ecological model, no one influence stands in isolation; all are interconnected and together influence wellbeing and development.

Use of an ecological model for understanding wellbeing assists schools to take account of the differing ways in which life challenges and opportunities affect students, families and communities, and to recognize the importance of implementing a multi-layered, whole of school approach to creating supportive learning environments.

(Cahill, et al 2017)

PROTECTIVE FACTORS IN THE SCHOOL SETTING

Protective factors in a school setting can be variously understood and described as factors that support students to learn and thrive, how those factors shape students’ perceptions of the setting and the contribution of this perception or ‘sense of’ to the growth of positive personal attributes and dispositions. When working to improve student support in the school setting we identify protective factors, assess the prominence and impact of named protective factors, identify strengthening and weakening influences on protective factors and plan future strengthening of protective factors.

POTENTIAL RISK FACTORS FOR CHILDREN AND YOUNG PEOPLE

Risk factors may be present in multiple levels of a child’s environment. These settings include the home environment, community and school. They operate within and are impacted by wider society, politics and culture. In schools we are particularly concerned with risk factors that can reduce access to quality education and related positive learning and wellbeing outcomes, while recalling the complexity and ‘interactedness’ of all the influences shaping children and young people.

Disadvantaged families and individuals in Australia are typically assessed according to the degree of relative income poverty, material deprivation and social exclusion. Children in a disadvantaged family may be from low SES contexts, jobless households, rural and remote settings, indigenous Australians, refugee populations and more. Vulnerable children and young people include those from disadvantaged families along with those with health concerns, personal safety concerns, mental health difficulties, disability and more.

Children and young people most at risk from an unsuccessful learning pathway at school include those:

● whose families provide limited educational support or who do not value education.

● who live in families with limited resources, including human, psychological and social capital, income or time.

● who arrive at school with limited school readiness.

● who do not form a connection with school, peers or teachers.

● with frequent absences.

● who are not achieving well.

● with chronic illness, disability or mental health issues.

● who are Indigenous Australians.

● living in more remote areas

● living in areas of concentrated disadvantage

● students attending schools with a concentration of disadvantaged students

Specific risk factors in the school setting include those that inhibit students from learning and thriving, how those factors negatively shape students’ perceptions of the setting and the contribution of this perception or ‘sense of’ to the inhibition of growth of positive personal attributes and dispositions (that is, like protective factors expressed in the negative).

RISK FACTORS, PROTECTIVE FACTORS AND SUCCESS OF EDUCATIONAL PATHWAYS

BUILDING PROTECTIVE FACTORS AND MITIGATING RISK FACTORS IN THE SCHOOL SETTING: HOW ARE WE GOING AT OUR SCHOOL?

BUILDING PROTECTIVE FACTORS AND MITIGATING RISK FACTORS IN THE SCHOOL SETTING: PURPOSEFUL INTERVENTION

Effective intervention is informed and purposeful. It is most efficient when students experiencing similar responses to risk factors or barriers to a successful education are identified and supported with a common intervention pathway.

Recall the idea of the skilled, helpful adult expressing concern about a student’s progress, behaviour or wellbeing - then checking with other adults to see if the concern is shared. This approach avoids labelling, invites informed contribution to intervention planning and typically mitigates some risk factors associated with student or family negative response to intervention.

At a whole-staff meeting explain the approach and purpose. Use a Google form. Ask staff to identify 1, 2 or 3 students from the target cohort who are causing them concern in the chosen domains (from checklist). Provide an optional short text response space for a comment providing context.

In a professional manner, with appropriate confidentiality, staff work together to provide additional support and/or remove barriers after the intervention team ask and answer questions below and plan intervention pathways.

SAMPLE DOCUMENT