Save and positive school environments

1. UNIVERSITY OF THE ARMED FORCES
DEPARTMENT OF HUMAN AND SOCIAL SCIENCES
APPLIED LINGUISTICS IN ENGLISH PROGRAM
LOGICAL FRAMEWORK
SECTION 2
SAVE AND POSITIVE SCHOOL ENVIRONMENTS
STUDENTS
KARINA CHANCUSIG
ANDREA GUERRERO
TEACHER
MSc. MIGUEL PONCE

2. 9. WHOLE-SCHOOL APPROACHES
Students have to be in a safe, positive
physical and emotional school environment
Whole-school approaches should involve local sports
groups and youth organizations, and ensuring they know
about and support their school’s strategies and
approach towards bullying.
Consolidate a positive climate to reduce intimation and
build confidence in the students
In the Effective approaches of school life exist:
Students, staff, parents and whānau, and
other members of the community share
the responsibility to make your school
respectful and have an inclusive
environment
There is good evidence of reduced
student-reported bullying when schools
change their policy and culture.
There should always be a school-wide
expectation for mutual respect and
demonstrating what that means in practice
makes a difference
Strong leadership and staff are essential for positive
values and behaviors
Encourage students build their knowledge and skills in
relating to others within the curriculum and wider
school activities, including the safe and responsible use
of digital technology
Providing high levels of social support and
opportunities for social civic learning
EFFECTIVE
WHOLE-SCHOOL
APPROACHES

3. Developing a
whole-school
approach to
preventing bullying
Supporting
their school’s
approach to
bullying.
Parents, family, whānau and community need to be
involved in:

4. 10. BULLYING PREVENTION AND THE NEW
ZEALAND CURRICULUM / TE
MARAUTANGA O AOTEAROA
This section provides guidance about aligning bullying
prevention with the curriculum.

5. ALIGNING BULLYING
PREVENTION WITH
THE CURRICULUM
Develop the digital literacy
of students
• Managing self: associated with self-
motivation.
• Relating to others: It is to interact
effectively with a diverse range of
people in a variety of contexts.
• Participating and contributing: this
competency is about being actively
involved in communities.
For maximum impact
Health and Physical
Education (HPE) learning
area
• Students are encouraged to demonstrate
empathy and develop skills that enhance
relationships.
• Students learn to take responsible and
critical action to contribute to healthy
communities and environments.
• The underlying principles of tolerance
and respect for others can be woven into
all aspects of teaching and learning.
The New Zealand
Curriculum
• Technology is included in teaching to
improve opportunities for students to
participate in communities beyond the
classroom.
• The relationship between key
competencies in the curriculum (for
example relating to others) and ideas of
‘safety’ and ‘citizenship’ can be shown
through the integration of digital
technology into teaching and learning.
• Digital literacy is a key
component of the concept of
digital citizenship and aligns
with the key competencies and
values.

6. 11. POSITIVE APPROACHES
AND GOOD PRACTICE
This section outlines some of the positive approaches and
effective practices that have been shown to work in schools.

7. For bullying prevention programmes to be
effective
and sustainable schools need to have:
• Skilled and competent staff
• An ongoing commitment to, and focus on,
fostering a positive, inclusive and respectful
school environment that values diversity
Effective bullying prevention approaches and
programmes
involve the following elements:
• Commitment to a whole-school
approach
• A long-term sustainable approach
• Professional development for all
staff.
• To have effective schools they must be
immersed positive staff, parent, whānau
relationships in place.
• Bullying occurs in ‘good’ schools and not
so good’ schools, so teachers, principals
and Boards of Trustees deal with bullying
issues
Social problem solving involves students,
parents and whānau working with school
staff to create solutions (for example,
promoting opportunities for students to
be involved in decisions about the
management of digital technology
at the school).
• Many schools have responded to
bullying incidents using
punishment, and by standing-
down students who initiate
bullying behaviours.
• Students reporting bullying to
adults, and adults taking action to
fix the situation

8. 6
78
• Who produce bullying do not occurs in
front of adults.
• School staff should be encouraged to be
aware of, observe and be responsive to
signs of bullying.
Schools can foster a safe culture by promoting:
• Establish a confidential reporting system
• Encourage two-way communication
between home and school to share
information about bullying behavior.
• Students have to be heard.
• Teachers follow the respective processes
when the case is reported
• Schools need to actively promote a culture
of ‘safe telling’
• A safe telling culture also provides students
with acknowledgement that they have done
the right thing whenever they report
bullying.

9. EXAMPLES OF APPROACHES
AND PROGRAMMES
These programmes include practical advice and strategies for
preventing and responding to bullying behaviour.
Effective approaches and programmes to address bullying need to
involve parents, family, extended family and community at all stages of
implementation.

10. Approaches and Programmes
• Wellbeing@School : preventing bullying through developing safe, positive physical and
emotional school environments.
• Positive Behaviour for Learning (PB4L): School-Wide all students should have access to
support to prevent the development and occurrence of problem behaviour, including
bullying behaviour.
• Kia Kaha: helps schools create environments where all members of the community feel
safe, respected and valued, and where bullying cannot flourish.
• Restorative practice: . Restorative practice proactively emphasises building and restoring
relationships to improve students’ social and emotional learning, increase engagement with
school, lessen risky behaviour and enhance students’ success at school.
• Other programmes: send a clear message that schools are accepting of difference and
supportive of all students and will not accept homophobic, biphobic and transphobic
bullying.

11. STUDENTS WITH
DISABILITIES
This section outlines considerations for students with disabilities in the
context of bullying.
Parents, family and extended family of children will know their child’s
strengths and needs and will be able to help reinforce strategies their child
can use to prevent and respond to any bullying that may occur.

12. Students with disabilities
• Many factors, such as physical vulnerability, social skill challenges, and intolerant
social environments and segregation can contribute to this increased risk.
• Positive modelling by teachers and others of respect and inclusiveness towards
students who may be targets can reduce risk. Individualized approaches to
preventing or responding to bullying behavior can be included in individual
education plans for students with disabilities.
• An emphasis on including all students and valuing diversity are powerful ways to
lessen the risk that students with disabilities will experience bullying.
• Determining how to respond effectively to a particular instance of bullying involves
taking students’ individual circumstances and support needs into account

13. STUDENTS’ RIGHTS AND
RESPONSIBILITIES
This section sets out the rights and responsibilities of students in the
context of bullying.
Parents, family and extended family should be aware of students’ rights
and responsibilities, and should feel they are valued and respected
members of their school community

14. Students’ rights and responsibilities
Bullying behaviour compromises the ability of students to learn and achieve in school. Developing school
cultures (inclusive, value diversity, promote positive, healthy social relationships, ensure everyone
understands their rights and responsibilities) help students to understand they have a responsibility to treat
others with respect and dignity.
• Students have a right to have their family or extended family informed and involved in
matters that affect them.
• Students have rights and responsibilities relating to:
• personal security and protections from physical, emotional and sexual harassment or abuse.
• freedom from discrimination
• participation, to express their views and have a say in matters which affect them
• an education that nurtures them to their full potential
• owning property and having it treated with respect
• being taught, and having demonstrated to them, respect for the rights of others

15. THANK YOU FOR
YOUR ATTENTION