​Involving students

School leaders and teachers foster genuine involvement of students through:

  • supporting positive relationships between teachers and students
  • fostering and maintaining positive, caring and respectful peer relationships (both same-age and cross-age).

In a safe and supportive school community, students feel a sense of belonging, consider their school to be a good school, care for and support other students in their school community, and contribute to the school's positive reputation.

This page is based directly on content from the National Safe​ Schools Framework (PDF, 2.7MB).

Enhancing the involvement of students
Respect for student diversity
Student leaders

Mentoring and peer support
Transition programs

Enhancing the involvement of students

Involving students requires genuine efforts by schools to listen to and incorporate student views.

This includes fostering 'student voice' and engaging students in developing their personal identity and their strengths in decision-making.

Enhancing the involvement of students in preventing bullying also includes opportunities for students in:

  • participating in class and school leadership and decision making (e.g. class and school committees, student representative councils, class meetings, student action teams)
  • contributing ideas in the drafting and refining of safety and wellbeing policies. (e.g. invited to participate in safe school initiatives, as members on student wellbeing and safe school representative groups)
  • participating in aspects of community engagement that promote school and broader community connectedness
  • having responsibility for teaching anti-bullying and cybersafety messages to others (e.g. peers, younger students, teachers, parents and carers)
  • developing anti-bullying and cybersafety resources and networks for the school.

Respect for student diversity

School staff can demonstrate respect and support for student diversity through:

  • regularly reflecting on practices to ensure they are inclusive of all students (e.g. cultural diversity is accommodated in events such as swimming carnivals, excursions and celebrations)
  • recognising and highlighting student diversity through all academic and other school-based or community activities
  • exploring the issues of diversity and power within the curriculum
  • making provision for students with disabilities and learning and/or social-emotional difficulties
  • following guidelines the Disability Standards for Education (particularly Part 8 'Standards for Harassment and Victimisation').

Student leaders

Student leaders play a central role in creating a positive school climate in which bullying is not acceptable.

Schools can harness experience and status of student leaders, both formal and informal, through:

  • discussing with senior students (and others) the importance of modelling appropriate behaviour in resolving conflict and responding to bullying
  • fostering peer support by older students for younger students
  • delegating responsibility to students for teaching anti-bullying and cybersafety messages to others (e.g. peers, younger students, teachers, parents and carers)
  • encouraging students to participate in activities that build empathy with others
  • formalising student leadership roles that focus on student wellbeing and fostering a safe and supportive school.

Mentoring and peer support

Mentoring and peer support for students includes:

  • teacher-student mentoring
  • events that include a special focus on family relationships (e.g. father-daughter nights)
  • mentoring of students by adults outside the school
  • establishing peer support structures (e.g. buddy programs, forums, peer mediation, peer mentoring structures)
  • providing opportunities to participate in activities and structures that promote cross-age interaction and relationships (e.g. cross-age house systems, cross age musical, art, drama productions, clubs, cross-age tutoring groups).

Transition programs

Establishing proactive, comprehensive and staged transition programs can be a highly effective way to prevent bullying. Transition programs can target students entering school for the first time, moving from primary school to secondary school, and moving to a senior school or senior campus.

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