Why do we need a withdrawal process?

An orderly learning environment is a key foundation for student growth and flourishing. For such an environment to be established and maintained, there will be times when students need time away from the classroom in order to regulate their behaviours and not have a negative impact on the learning or sense of safety and belonging of other students.

The 'Learning Behaviours' section of the High Impact Engagement strategies, provides specific guidance to support the development of positive learning behaviours. You can review these strategies here.

Doesn't a withdrawal process work at odds with our focus on inclusion and belonging?

The short answer to this is that it can but it shouldn't. Classroom withdrawal, as a process, should not be viewed as a punishment or a way to remove a student or 'get rid of them'. The rationale behind the withdrawal is to provide the time, space and skill set for students to re-engage in the classroom in a way that does not negatively impact on others. The idea behind this process is that it will be tailored to the student and the situation and various options will be provided once a student is withdrawn to increase the likelihood of the student successfully re-engaging. It may work in various ways for different students with some students requiring withdrawal more frequently and for longer periods than others. Some students may find, however, that a quick reset and redirection with a skilled teacher is all that is needed to get them back on track, for others, it may require involvement of coordinators, parents or guardians and other school leaders to provide a student with the needed direction and support.

Ultimately, this withdrawal process is designed to enhance student feelings of belonging and inclusion - for all students including those being withdrawn. How effective the process is in doing that will rely on a few key things including:

• the consistency in which the process is implemented,

• the care and concern expressed by teachers implementing the process - for the student being withdrawn as well as the rest of the class,

• the attempts made by teachers to provide clear directions and redirection

• working in partnership with families

• the reception, reflection and coaching that the student is provided with once withdrawn

• the restorative conversations that are held during and as a result of this process

Which behaviours 'justify' a classroom withdrawal?

It really isn't about the behaviours per se, it is more about the impact of the behaviours. If a student's behaviour in the classroom is disrupting the learning environment in such a way as to negatively affect other students' ability to learn or to feel safe and secure, then a classroom withdrawal is appropriate. If, however, the student behaviour is not affecting others, then a classroom withdrawal would not be appropriate.

For example, a student who turns up to class with no equipment, no laptop and despite being given what is needed to engage in the class activity or learning, proceeds to call out across the class, make derogatory comments to the teacher and / or other students, in such a way as to disrupt the teacher's capacity to instruct, and persists despite attempts made by the teacher to redirect, and relocate the student; then a classroom withdrawal would be a logical next step.

If, however, a student arrives at class with no equipment. enters the room, sits down at the back of the class and puts their head down on the desk and resists all attempts by the teacher to engage; this would not be appropriate for class withdrawal (although it might be appropriate for a wellbeing referral on Compass). If the student is able to remain in the classroom without really impacting on anyone, then this is the preferred action. A follow up conversation with this student at the end of the class or another time, would be a good way to establish what is happening and to attempt to develop a positive connection.

What is the role of the classroom teacher in this process?

The classroom teacher is the person who will decide when classroom withdrawal is appropriate. This decision is to be made after the teacher has attempted to engage the student in productive behaviours through the following staged process:

Reframe

The teacher clearly articulates the behaviour that is causing an issue, the impact it is having on others and makes the expectation as to what the student needs to do very clear.

For example, "Kerryn [important to use the child's name], you are currently talking while I am providing instructions to the class [identify the behaviour] which is impacting on other student's rights to learning [identifying the impact]. I need you to wait for another 5 minutes until I have finished these instructions before asking questions or making observations [set a clear expectation]."

Redirect

If the behaviour continues, the teacher provides the student with alternate appropriate behaviours, encourage and supports the uptake of these.

For example (after Kerryn in the example above continues to call out, the teacher may say), "Kerryn, I can see that you are having some trouble controlling your impulse to call out while I am instructing [clear statement of behaviour again] let me see if i can help you with that. Why don't you have a go at reading this passage here [alternative behaviour option 1] while I explain things to the class and then I will come back around to help you in a minute. If that doesn't work, try using this fidget device [alternative behaviour option 2] to get your focus back to the classroom.

Relocate

If the behaviour continues or escalates, the teacher relocates the student to a different seat or to sit with someone that tends to have a calming influence on the student. Relocation to a neighbouring classroom could also be used if relocating within the room is not likely to be successful.

Using the example above, the script might go like this:

"ok Kerryn, we have tried a few things but you are still interrupting the learning by calling out [define behaviour again]. How about you come and sit here in front of me and next to Kelli who can help you to catch up [new location, paired with competent student]."

Alternatively,

"ok Kerryn, I don't have an appropriate space to move you to in here right now so let's go into Ms Merlino's class next door where you can complete this initial task while I explain things to the other students. I will come back to get you in 5 minutes when I am done."

Now at this point, the student may object to moving or they may continue with their behaviours despite the move. Or, when you bring them back into the learning environment, they pick up where they left off, in which case, they definitely need to be moved to the next step which is:

Remove

The teacher fills in the classroom withdrawal form and hands this to the student. The teacher reports the withdrawal to the office via a message to the duty phone. The student is then required to take the form to the front office where they will be met by a member of the student management or leadership team who will coach them through the next steps. The details will be added to Compass by the person meeting the student.

Guidance for the teachers who process the students can be found here.

Restore

The teacher will need to collect the completed reflection form from their pigeon hole and arrange a time for a follow up conversation with the student at the end of the session or as close to as possible. If the teacher has indicated that the student may return to the class if settled, the leading teacher / coordinator will bring them back to allow for a restorative conversation (please note that depending on how many other students have been withdrawn that period and availability of staff, it may not always be possible for this to occur).

Click here for some guidance as to how to hold restorative conversations.

The classroom teacher then appends the entry to the original class withdrawal chronicle report on Compass outlining the restorative conversation that was held and the agreements made, moving forward. This is a vital part of the process and the Leadership team will follow up with teachers when this is not completed. Finally, the teacher should return the reflection form to the office for filing.

It is also highly recommended that a conversation is had with the parent once the restorative is held to highlight that there was an issue, but that it has been addressed and to outline the plan for the student to experience success. The more positive and productive this phone call is, the greater the chance of getting the parent on board and if we can get the parent on board, this increases our chances of bringing about a permanent change in the student's behaviour.