Student+Welfare+Academic+Rationale


 * __Rationale__**

Aim High is a public co-educational school. Thus, the school student welfare policy upholds the principles found in the Department’s policies and frameworks that have been established for implementation by Government schools (for example, see all DEECD, 2009).

The //Framework for Student Support Services in Victorian Government Schools// aligns welfare and curriculum policies by stating that students are better prepared for learning when they are “healthy, safe and happy, therefore, student welfare is the responsibility of all working staff in a whole school context. Student learning cannot be separated from welfare” (DEECD, 2009g). This framework fit with Aim High’s philosophy of learning. Aim High adopted practices and programs that already fit with the Framework. The ‘personality’ of the school was thus able to be maintained whilst still maintaining the integrity of Departmental guidelines.

The Framework is underpinned by four major levels of activity that are aimed at: primary prevention; early intervention; intervention; and restoring wellbeing. The main area of focus is in primary prevention with the goal of providing population-based strategies and targeted programs that provide students with skills and strategies to enhance their resiliency (DEECD, 2009g).

Within this Framework Aim High also adopts another policy framework, //Safe Schools Are Effective Schools// (DEECD, 2009d). A feature of Aim High’s preventative welfare strategy, as recommended by these frameworks, is the house program and home group, which aims to build skills and belonging in many aspects of school life. Student ownership of the programs is also featured, for example with the //peer mediation program// and the //Student Representative Council//, as this is also a key to creating an atmosphere conducive to learning and teaching (DEECD, 2009d; DEECD, 2009g), as is parental and community involvement (DEECD, 2009d; DEECD, 2009g; VICSSO, 2008a). In addition, a number of strategies and services are incorporated, focusing particular attention on ‘at risk’ students, to assist with recovery and building coping skills to deal with trauma and other difficult circumstances that have arisen (DEECD, 2009g; DEECD, 2009d).

The student welfare policy also incorporates into it the requirements as stated in the current legislation regarding reporting and duty of care obligations ensuring student safety and wellbeing (for example, through anti-bullying policy, inclusive environment, emergency response planning, management of students at risk, etc.) (Austlii, 2009a; Austlii, 2009b; Austlii, 1992; Austlii, 2009c; Austlii, 2009d; Austlii, 2008a; Austlii, 2009f; Austlii, 2008c, Austlii, 1975; Austlii, 1995; Austlii, 1984), attendance (Austlii, 2009c; Austlii, 2009d), involvement in decision-making in school councils and subcommittees (Austlii, 2009c; Austlii, 2009d), the informing staff of their obligations regarding student welfare (for example Austlii, 2008d), privacy (Austlii, 2008b; Austlii, 2009e), the rights of students with disabilities to have their needs catered for (Austlii, 1992), discipline (to be covered in discipline policy) and the incorporation of student rights to learn.

Aim High has a student-centred focus, trusting in the abilities of the students to know how they need to learn (for example, the use of individual learning planning and student-led programs) and pedagogy to complement this approach to student learning (McMillan, 2004).

Supporting students in making links with life and becoming involved is a key aspect to the welfare program and flavour of the school. Our goal by creating this policy is to assist student in finding their talents and pursuing their goals as they want to, in a manner that is meaningful and will assist them to do so in a positive way. For those that still struggle with difficult experiences, a network of support exists to assist them back on their feet and back into the community.