With the goal of better supporting student growth, improving behaviour management, and fostering a positive school environment, here are the key reasons why the Learning Support Team revised the current Reflection process:

1. To Improve Student Understanding and Accountability

• The existing process was not helping all students fully understand the impact of their behaviour and make positive decisions in the future. Repeat student visitors to the Reflection space demonstrated a need to revise the current process. 

• The revised process helps guide students to reflect more meaningfully on their choices using a range of evidence-based resources and strategies, promoting genuine accountability and responsibility. We draw on current research from the department. 

• A range of trusted staff members continue to be present during each Reflection session to ensure student feels safe and supported throughout the process. When students feel they can openly discuss the problem that led to their behaviour, we can work together on solutions and develop a plan. 

2. To Support Behaviour Change and Growth

• Changing the process to be more solution-focused to help students develop strategies and a plan to avoid repeating problematic behaviours.

3. To Make the Process More Inclusive and Responsive to Individual Needs

• Some students may find the existing process not supportive of their individual needs.

• Changes have been made to create a more supportive environment that considers different developmental, cultural, or learning needs.

• We now offer flexibility of the location of the Reflection session. Dependent on student need, staff will facilitate Reflection sessions indoors, outdoors, or in a space that better supports individual student engagement. 

• Use of a range of techniques to guide, teach, and reteach students specific strategies to support growth, with a stronger focus on the restoration of relationships. 

4. To Increase Student Engagement and Cooperation

• If students do not see the value in the current reflection process, they might engage superficially or resist it.

• A refreshed approach continues to use a Reflective session, but now incorporates interactive methods to teach/reteach expectations, and scheduled follow-up support that encourages deeper involvement from the student.

5. To Address Specific Behavioural Challenges or Contexts

• If particular patterns of behaviour emerge, the Reflection process can now identify and address the concerns more effectively.

• If a particular behaviour repeatedly occurs, individual students will continue to receive tailored lessons and increased opportunities and support to practise their strategies implement replacement behaviours. 

• Close monitoring will occur between each Reflection session to guage student growth.    

6. To Provide More Useful Data for Teachers and Support Staff

• Updating the process may lead to clearer insights about triggers, patterns, and effective strategies for individual students.

7. To Respond to Community Expectations

• Changes in community expectations around student behaviour and care helped promote the changes.

• Aligning the reflection process with community expectations maintains community trust.

Changing our Reflection process is designed to create more meaningful student Reflection sessions, respond to individual student needs, promote positive behaviour change, align with modern wellbeing practices, and support a safe, respectful learning environment.

Mrs Linda Greening

Learning Support Coordinator