1. Ecological model
1. Ecological model
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We use an ecological model to inform student support in the Diocese of Armidale. An ecological model acknowledges and considers the multiple environmental interactions and influences that impact and shape children and young people. The model recognises the complexity of children and young people and the complexity of interactions that influence a child’s life and development to create a diversity of opportunities and challenges.
We use an ecological model to inform student support in the Diocese of Armidale. An ecological model acknowledges and considers the multiple environmental interactions and influences that impact and shape children and young people. The model recognises the complexity of children and young people and the complexity of interactions that influence a child’s life and development to create a diversity of opportunities and challenges.
2. Protective factors and risk factors in an ecological model
2. Protective factors and risk factors in an ecological model
A focus on strengthening protective factors and mitigating risk factors is an essential core element of an ecological approach to student support.
We focus first on establishing a calm and collaborative setting because this allows more effective delivery of protective factors that support student positive relationships, connection to school and wellbeing:
Sense of safety and security (I am safe).
Sense of self-worth (I am respected and valued).
Social connection (I am part of a community, I am wanted and needed, I can listen and be heard).
Self-efficacy (I can do things to look after myself and others).
Sense of purpose, hope and meaning (going to school is worthwhile, I can live a good life in a world worth living in).
3. Student Connection to School
Positive connection to school and meaningful participation at school are positively associated with improved student learning and wellbeing.
Meaningful participation includes:
Students working together with other students and teachers to make positive changes at school.
Having a voice about schooling and activities at school.
Having a say with influential people who make decisions.
Having influence on decisions that are made at school.
Having a choice about school and classroom activities.
https://www.youtube.com/watch?v=22CuDoMJPN0
https://www.dropbox.com/s/9hyojsjagwlbbyq/ARC%20Wellbeing%20in%20schools_1080p.mp4?dl=0
4. Rejection of control, management and 'Capital D' discipline approaches
4. Rejection of control, management and 'Capital D' discipline approaches
‘Capital D discipline’ approaches are easily identified. They align with the phrase: ‘These kids need more discipline’. They associate increased punishment (or more recently ‘consequences’), control or management with improved student behaviour. They are the basis of common media messages about declining behaviour standards in schools and associated calls for ‘more discipline’. They are a significant in-school risk factor for continued student disconnection from school.
‘Capital D discipline’ approaches are easily identified. They align with the phrase: ‘These kids need more discipline’. They associate increased punishment (or more recently ‘consequences’), control or management with improved student behaviour. They are the basis of common media messages about declining behaviour standards in schools and associated calls for ‘more discipline’. They are a significant in-school risk factor for continued student disconnection from school.
5. Informed language of child and adolescent behaviour
5. Informed language of child and adolescent behaviour
The language used to talk about children and young people and with children and young people evolves as more is learnt about effective, research-based approaches to improving child and adolescent support in school settings. Particularly in the behaviour domain, language flows from beliefs and values and school leaders work to ensure a strong alignment between the language of Living Well, Learning Well and the real language of student behaviour support in the school.
The language used to talk about children and young people and with children and young people evolves as more is learnt about effective, research-based approaches to improving child and adolescent support in school settings. Particularly in the behaviour domain, language flows from beliefs and values and school leaders work to ensure a strong alignment between the language of Living Well, Learning Well and the real language of student behaviour support in the school.
Productive, positive behaviours are described in terms of how they keep self and others safe, how they reflect consideration for others, and how they support the learning and wellbeing of self and others. Behaviours that diminish safety, care or learning are described as unsafe and/or unproductive.
Productive, positive behaviours are described in terms of how they keep self and others safe, how they reflect consideration for others, and how they support the learning and wellbeing of self and others. Behaviours that diminish safety, care or learning are described as unsafe and/or unproductive.
Behaviours typically described as bullying behaviours are named unsafe behaviours, and are subject to a risk assessment. Terms such as allegation, perpetrator and victim are avoided in favour of a clear language outlining unsafe actions, associated risk and risk-reduction strategies.
Behaviours typically described as bullying behaviours are named unsafe behaviours, and are subject to a risk assessment. Terms such as allegation, perpetrator and victim are avoided in favour of a clear language outlining unsafe actions, associated risk and risk-reduction strategies.
Living Well Learning Well A3 Poster (1).pdf6. Rules for Living
6. Rules for Living
'Rules for Living' founded on the statements I am safe, I am valued, respected and cared for, and I am a learner are central to a positive language of behaviour in Armidale Diocese schools.
'Rules for Living' founded on the statements I am safe, I am valued, respected and cared for, and I am a learner are central to a positive language of behaviour in Armidale Diocese schools.
A rule-heavy, restrictive setting is a risk-factor for many students, including those who are already disconnected from school and those who have no need of multiple rules to maintain safe, productive and pro-social behaviours. A restrictive, highly controlled setting can be anxiety-inducing for vulnerable students.
A rule-heavy, restrictive setting is a risk-factor for many students, including those who are already disconnected from school and those who have no need of multiple rules to maintain safe, productive and pro-social behaviours. A restrictive, highly controlled setting can be anxiety-inducing for vulnerable students.
Before adding a rule (in addition to Rules for Living), school leaders carefully assess the potential impact on protective and risk factors, and consider tiered, targeted approaches to achieving the desired outcome.
Before adding a rule (in addition to Rules for Living), school leaders carefully assess the potential impact on protective and risk factors, and consider tiered, targeted approaches to achieving the desired outcome.
MTSS SUMMARY DIAGRAM 28 JUL 2023.pdf7. Multi-tiered system of support
7. Multi-tiered system of support
Staff in Armidale Catholic Schools are familiar with, support and align practice with a multi-tiered system of support (MTSS) to maximise student access to universal, targeted and specialist support for the academic, wellbeing and behaviour domains. An Intervention Team considers data and evidence, plans intervention pathways and assesses intervention impact.
Staff in Armidale Catholic Schools are familiar with, support and align practice with a multi-tiered system of support (MTSS) to maximise student access to universal, targeted and specialist support for the academic, wellbeing and behaviour domains. An Intervention Team considers data and evidence, plans intervention pathways and assesses intervention impact.
8. A team of skilled, helpful adults
8. A team of skilled, helpful adults
Effective student support rests on an informed, coherent and consistent language and practice delivered by a staff team of skilled and helpful adults. The development of a skilled and helpful staff team is a powerful protective factor for children and young people. Conversely, unskilled/uninformed/inconsistent adult practice (and language) presents as a risk factor for students and for effective student support.
Effective student support rests on an informed, coherent and consistent language and practice delivered by a staff team of skilled and helpful adults. The development of a skilled and helpful staff team is a powerful protective factor for children and young people. Conversely, unskilled/uninformed/inconsistent adult practice (and language) presents as a risk factor for students and for effective student support.
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