Wellbeing is pivotal for a positive, dynamic and caring learning environment at Kiama High School. Each child is valued, supported and encouraged by a professional and experienced team.
Wellbeing team
The Wellbeing team communicates and liaises with the whole staff on a child’s wellbeing or emotional status, and on the individual learning needs, so that each child can feel safe and supported within our school. This is vital so that each student can feel valued, can achieve their goals and fulfil their potential personally, academically and culturally.
Each year group has one year adviser that tracks and supports a year group through to the end of Year 12.
The Wellbeing team includes the following representatives:
- Head Teacher Student Wellbeing
- Year Advisers
- Counsellors
- Student Support Officer
- Learning and Support Teachers
- Deputy Principals
- Principal
Role of Year Advisers
The main objective of the Year Adviser is to look after the wellbeing of all students in the Year Group. There will be times in every student’s school life where they will need extra support to cope with the stresses that arise both in and out of school.
The Year Adviser can be accessed during school time to help with the following:
- provide a point of contact for parents with questions or concerns regarding their child
- liaise between the learning support team and counsellors
- be asked to provide progress reports on students or organise meetings with staff in certain circumstances
To allow staff to provide the best care and management of students it is often useful to know what is going on in their life outside of the school walls. If you consider that an event, or ongoing issues, may impact upon your child while at school, it would be beneficial to contact the Year adviser so that they can raise the issue at the weekly wellbeing meetings.
The wellbeing meetings, which involve Year Advisers of all Year Groups; allow the Principal, Deputy Principals, Learning and Support Teachers and Counsellors to be made aware of any issues and how they may impact on the individuals. In turn, they allow the relevant staff who interact with them regularly to be informed and they can adjust their management strategies as required.
Issues that are commonly identified and assessed include:
- injury requiring time off or modified activities/movement around the school
- medical conditions that may impact on students learning or general wellbeing
- death/serious illness in the family or close friends
- unexplained changes in behaviour or mental health
- issues that develop with peers
Bullying behaviour has three key features. It involves the intentional misuse of power in a relationship. It is ongoing and repeated, and it involves behaviours that can cause harm. Bullying behaviour can also involve intimidation, victimisation, and harassment, including that based on sex, race, religion, disability or sexual orientation, both online and offline. It is outlined in the Student Behaviour Code, students have the responsibility to not bully, harass, intimidate or discriminate against anyone in our schools.
Bullying can be illegal if it involves behaviours that include physical violence, threats of violence, damaging property, or stalking. The NSW Anti-Bullying Website supports school staff, parents and carers, volunteers and contracted staff, and students to discourage, prevent, identify and respond effectively to student bullying behaviour, where it does occur.
Preventing and responding to bullying is the shared responsibility of all school staff, volunteers, and contracted staff employed by schools, and students, parents, and carers. Teachers and other school staff are provided with support and professional development to discourage, prevent, identify and respond to student bullying behaviour.
Reports of student bullying can be made to any staff member at a school. A teacher or school executive staff (such as the Principal, Deputy Principal, Head Teacher or Year Adviser) at the school will address the reported bullying in a timely manner.
If a student, parent or carer believes a matter is not being dealt with effectively, they can refer the matter to the school’s principal (or delegate) for resolution. If the student, parent or carer still has concerns, after referring the matter to the school’s Principal (or delegate), and would like advice, they can contact the Learning and Wellbeing Advisor or Officer at the local departmental office. If the matter is then still not resolved they can contact the Director, Educational Leadership, at the local departmental office, who must follow the Complaints Handling policy.
At Kiama High School, we have outlined the responsibilities of all parties when it comes to bullying:
| Responsibility of KHS Staff | Responsibility of Students | Responsibility of Parents/Carers |
- Respect and support students. - Model and promote appropriate behaviour. - Have knowledge of school and departmental policies relating to bullying. - Respond and investigate in a timely manner to incidents of bullying. |
- Behave appropriately, respecting individual differences and diversity. - Abide by the departmental Behaviour Code of Conduct - Behave as responsible digital citizens. - Follow the school Anti-Bullying Plan. - Behave as responsible bystanders and promote upstanding behaviour. Report incidents of bullying according to the Anti-Bullying Plan. |
- Support their children to become responsible citizens and to develop responsible online behaviour. - Be aware of the school Anti-Bullying Plan and assist their children in understanding in bullying behaviour. - Report incidents of school related bullying behaviour to the school and work collaboratively within the school to resolve incidents of bullying when they occur. |
The Wellbeing Team at Kiama High School has developed an Anti-Bullying Plan to help support the learning and wellbeing of all students. Below is the Management of Bullying Processes followed in the reports of bullying.
Window of Certainty
Bullying Procedures
Resources
