Introductoryactivity-Optionb:Howwelldoweknoweachother?

ParticipantWorkbook

IntroducingKidsMatterPrimary

IntroductoryActivity-OptionB:Howwelldoweknoweachother?

Wearealllearners / Weareallleaders / Weareallpeople

Whattodo:
Writethenameofastaffmembernexttothestatementyouthinkappliestothem.Youcanonlyuseeachstaffmemberonce.

Mynameis:

Who? / statementthatappliestothem
hasabirthdayinMarch
hasapetgoldfishathome
enjoysrunningorexercise
isalwaysoptimistic
isaFacebookfanatic
alwaysthinksofothers
isleft-handed
getsabuzzfromsuccess
likesreadinghoroscopes
hasrecentlyreceivedsomegoodnews
wearscontactlenses
getsexcitedaboutstaffmeetings
hasbigfeet
hasthelargestfamily
displaysgreatleadershipskills
playsamusicalinstrument
loveseatingThaifood
isveryorganised
lovesthemovies
canstandontheirhead
isfluentinmorethanonelanguage
hasrecentlyhelpedacolleague

Activity2:Whatmayhelporhinderchildren’slearning?

Whatmayhelporhinderchildren’slearning?

Child / Family / School
Mayhelp
Eg .Averageorabovecognitiveability / Mayhinder
Eg .Delayeddevelopment / Mayhelp
Eg .Parentshighlyvalueeducation / Mayhinder
Eg .Familyhistoryoflearningdifficulties / Mayhelp
Eg .Supportiveandskilledteacher / Mayhinder
Eg .Lowsocioeconomicstatusofschool

RiskandProtectiveFactorsforChildren’sMentalHealth

Riskfactors / Protectivefactors
-difficulttemperament
-lowselfesteem
-negativethinkingstyle / Child
-abilitiesandneeds- / -easytemperament
-goodsocialandemotionalskills
-optimisticcopingstyle
-anyformofchildabuse,includingneglect
-familydisharmony,instabilityorbreakup
-harshorinconsistentdisciplinestyle
-parentwithmentalillnessorsubstanceabuse / Family
-circumstancesandrelationships– / -familyharmonyandstability
-supportiveparenting
-strongfamilyvalues
-peerrejection
-schoolfailure
-poorconnectionatschool / School
-practicesandenvironment- / -positiveschoolclimatethatenhancesbelongingandconnectedness
-involvementwithcaringadult
-supportavailableatcriticaltimes
-difficultschooltransition
-deathofafamilymember
-emotionaltrauma / LifeEvents
-opportunitiesandstressors- / -involvementwithcaringadult
-supportavailableatcriticaltimes
-discrimination
-isolation
-socioeconomicdisadvantage
-lackofaccesstosupportservices / Societal
-access,inclusionandsocialcohesion- / -participatingincommunitynetworks
-accesstosupportservices
-economicsecurity
-strongculturalidentityandpride

Session1:

Belongingandconnectedness

Groupdiscussion:

Whatdowedowell?Whatcanwedobetter?

Copythisinformationontoalargesheetsofpaperprovidedtoyourgroup .ThesewillbehandedtoyourschoolActionTeam.

Thebelongingandconnectednessof:(group)

Groupdiscussion1:Whatisourschoolalreadydoingwell?

Groupdiscussion3:Movingforward–goals,concernsandmessages

GroupDiscussion2:Lookingoutward-Schoolstoriesandideas
BelongingandConnectedness

Students’belongingandconnectedness
Considerthefollowingideas:

Introducea‘gettingtoknowyouweek’ .Everyoneisencouragedtofindout moreaboutothermembersoftheschoolcommunityduringtheweek .Partofthediscussionmayinvolveaskingquestionssuchas:Whatdoyoulikeaboutourschoolenvironmentandwhatcouldbeimproved?Studentscouldhelptotabulatetheresults.
Createaclassdirectoryofphotos,hobbies,lifeoutsideschool,futuredreams,etcetera .Allschoolmembersshouldcontribute:
Scheduleweeklycross-ageactivitiestoenablestudentstobuildrelationshipsacrosstheschool.
Invitestudentstobepartoftheenrolmentprocessfornewfamilies .Thisempowersthestudent,andreassuresnewfamilieswhowillalsogainanunderstandingofhowtheschoolfunctionsfromastudentperspective.

ConsiderthefollowingstoriesfromotherKidsMatterschools:

Oneschooldecidedthateachchildwouldhavethesameteacherforaminimumoftwoyears,butpreferablythree,sothatstudentcouldseearegularityandstabilityintheschoolroutine .Byseeingthesamefacesforalongerperiodoftime,stafffeltthestudentswouldrecognisethattheirconnectionwasunconditionalandconsistent .

Families’belongingandconnectedness

Considerthefollowingideas:

Eachdaymakecontactwithastudent’sfamily,whetherinpersonorbyphone,sms,letteroremail,toletthemknowsomethingpositivethattheirchildhasdone .Chooseanewfamilytocontacteveryday.
Electaparentrepresentativewholooksafternewfamilies .Theycouldinvitethefamilytocoffee,explaintheschoolandclassroutines,andintroducethemtootherfamilies.
Holdabreakfastforparentsandcarerswithstudentsatthebeginningofeachtermsoeveryonecancatch-upafterthebreak.
Offeravarietyofactivitiestofamilies,including,forexample,sporting,art,music,parenting,academicandeating.
Appointafamilyliaisoncontact .Makeitapositionofimportance,withadefinedjobdescription.
Setuparoomwithfacilitiesforparentsandcarers .Encouragethemtouseit,afterdroppingtheirchildrenoff,tohaveadrink,relaxorchattogether–orextendtheschoolcanteentoincludeacafewhereparentsandcarerscansitandchatafterdrop-off.
Createinterestgroupswhereparentsandcarerscometogethertoshareaskillonaregularbasis–craftgroup,bookchat,cookinggroup,etcetera.
Makeaspecialefforttoensurethosewhovisittheschoolaregreetedinafriendlywaybyeveryonetheycomeacross .Studentscouldrole-playsmilingandsayinghellotoeachotherandotheradults.
Showcasestudents’workinwaysthatareengagingforparentsandcareers,andprovidesopportunitiesforthemtoconnectwithotherfamilies,forexample,filmnights.

Staffbelongingandconnectedness

Considerthefollowingideas:

Schedulespecialmorningteasorlunchesforstaffsotheyhavetheopportunitytogettoknoweachotherandrelaxtogether.
Wherethereislargestaffbody,encouragestaff,throughtheexampleofleadership,tositnexttosomeonewhotheydonotknowverywell.
Talktostaffmembersabouttopicsotherthanschool.
Chooseastaffmembereachweektobeinterviewedbystudents .Responsestothequestionscouldbepublishedinthenewsletterundera‘GuessWho?’column .Atassemblytheidentityofthemysterystaffmemberisrevealed .Thestaffmemberthenstaysonafterassemblytochatwithparentsandcarersovermorningtea.
Haveawelcomepicnicforfamiliesthatishostedbythestaff.

Activity5:Nextsteps.

PromotingbelongingandconnectednessCaring,supportiverelationshipsareatthecoreofcreatingasenseofbelongingandconnectednessatschool .When peopleintheschoolcommunityexperience belongingandareconnectedtheyfeel:

•positiveaboutwhatishappeningintheschool
•safeintheschoolenvironment
•comfortableexpressingideasaboutissues,andsuggestingsolutions
•adesiretobeinvolvedinschoolactivities
•comfortableseekinghelporadvice aboutproblems.

Studentswhodonotfeelconnectedatschoolorthattheybelongmay:

•befrequentlyabsentfromschool
•‘actout’,insteadoftalkingabouttheirproblemswithsomeoneatschool
•avoidaskingforhelpiftheyarehavingdifficultieswiththeirschoolwork

Parentandcarerswhodonotfeelconnectedatschoolorthattheybelongmay:
•feelisolatedfromtheschool
•blametheschoolfortheirchild’slearningissues,insteadofseekinghelp
•avoidcontributingtotheschoolcommunity(forexample,volunteeringtohelp,attendingevents).

Schoolstaff(teachers,administrative,andsupportstaff)whodonotfeelconnectedatschoolorthattheybelongmay:

•feelundervaluedorunappreciatedintheirefforts
•experiencehighstresslevels
•feelunsupportedintheirrole
•thinktheirideasarenotheardoractedon.

Activity5:Personalreflectiononpromotingbelongingandconnectedness

Developingcaring,encouragingrelationshipsisimportantincreatingasenseofbelongingandconnectionforparentsandstudentsalike .Tofurtherpromotebelongingandconnectednessinourschoolcommunity,Icould:

greetparentsandchildrenastheyarriveatschoolinthemorning
makeanefforttomeetortalktoparentswhoIdonotknow
encourageparentstogetinvolvedinactivitiesaroundtheschool
seekparent’sideasonhowtheycouldbemoreinvolvedintheschool
shareinformationregularlywiththewholeschoolcommunityofupcoming schoolevents
hold‘specialevents’(forexample,morningteas,fairs,festivaldays)whereparents,staffandstudentscanallbeinvolved
holdmoreall-staff-get-togethers,alsoincludingadministrativeandotherstaff(forexample,dinners)
holdmorestaffandstudentspecialevents(forexample,staffversusstudentnetballmatches)
supportstudent-ledprojectsoropportunitiesthatwillfeedinformationtotheschoolcommunity(forexample,SRCtalkstotheSchoolCouncil)
holdstudent-organisedeventsinvolvingtheentireschoolcommunity.

PersonalReflection
Tofurtherpromoteasenseofbelongingandconnectioninourschoolcommunity,Icould......

Notes:

Session2:Inclusion

Activity10:Inclusionforstudentsandfamilies

Questionstothinkabout

Usethequestionsbelowasaguidetothinkabouttheschoolfromtheperspectiveofstudents,andtheirparentsorcarers .Writesummariesofyourresponsesontherecordingsheet.

Thephysicalenvironment

Thinkaboutthephysicalenvironmentofyourschool:
•Lookattheartwork,signage,displays,murals,posters,etcetera,thatyoucansee .Whatimagesareyouseeing?Thingstothinkaboutinclude:facialfeatures,skinandhaircolour,dress,genderroles,familycompositions,differingabilities,etc.
•Lookatthenoticeboardsandprintedmaterial thatisvisible .Howinclusiveisthisofthelanguageandliteracyabilitiesofthestudentsandtheirfamilies?
•Howfriendlyisitforthosewithbabiesoryoungerchildren?Aretheretoystoplaywith,nappy-changingfacilities,etc?
•Whatsoundsdoyouhearasyouwalkaroundtheschool?Whatkindsofgreetings,languages,musicetcetera,areyoulikelyhear?

Thepersonalenvironment

Thinkaboutstudentsandtheirinclusionbyotherstudents:
•Identifysomegoodthingsthathappenat schoolthatmakethemfeelincludedeg, aretheypartofafriendship group?).
•Whentheyarriveatschooleachmorning,whodotheylookforwardtoseeing? Wholooksforwardtoseeingthem?
•Whentheyareaskedtoworkingroups,whathappens(forexample,dootherstudentsinvitethemtojointheirgroup?)?
•Whentheygoouttoplay,willtheyhavesomeonetoplaywith?Willitbeaconsistentfriendorgroupoffriends?

Thinkaboutparentsorcarersandtheirrelationshipsintheschool:
•Identifysomegoodthingsthathappen atschoolthatmakethemfeelincluded.
•Dotheyknowotherparentsandcarers?
•Hastheschoolprovidedopportunitiesforthemtomeetotherfamilies?
•Havetherebeenopportunitiesforthemtoregularlymeetwiththeirchild’steacher?

Schoolcommunicationandactivities

Thinkaboutschoolactivities:
•Whennotesaresentoutaboutschoolexcursions,swimmingorschoolcamp,whatdiscussionsmaygoonathome,andaretheylikelytoattend?
•Whenparentsorcarershearabouteventsattheschool,suchasinformationevenings,whatisitlikeforthem?Aretheylikelytoattend?

Thinkaboutschoolcommunications:
•Isinformationprovidedtotheminaformat theycaneasilyunderstand?

Curriculummaterials

Thinkaboutstudentsandthecurriculummaterials:
•Cantheyrelatetothecontentandimagesinthebooks?Dotheyseeimagesofchildrenwholooklikethem?Dotheyhear storiesthatreflecttheirexperiences?
•Doesthecurriculumhelpthemfeelincludedordoesitmakethemfeelthattheyarequitedifferentfromeveryoneelse?
•Arethemusic,musicalinstruments,artstylesandmaterialsdiverseenoughtobeinclusiveoftheirculture?

Activity10:Inclusionforstudentsandfamilies

Recordingsheet

Thephysicalenvironment

Whatiscurrentlyhappening?

Whatisworkingwell?

Whatareourgoals,concernsandmessages?

Thepersonalenvironment

Whatiscurrentlyhappening?

Whatisworkingwell?

Whatareourgoals,concernsandmessages?

Schoolcommunicationandactivities

Whatiscurrentlyhappening?

Whatisworkingwell?

Whatareourgoals,concernsandmessages?

Curriculummaterials

Whatiscurrentlyhappening?

Whatisworkingwell?

Whatareourgoals,concernsandmessages?

Activity11:Nextsteps

PromotingInclusion-Schoolstoriesandideas

Aninclusiveenvironment

•Howdodifferentcommunitymembersseeourschool?
–Whatdiversityofskincoloursmighttheysee?Diversityofgenderroles,ofdress,food,celebrations,familycompositions,abilities.
–Invitearangeoffamiliestovisittheschoolandrecordtheirimpressions.Askthesefamiliestosharetheirimpressionsatastaffmeeting,includingsuggestionsonhowtomaketheenvironmentmorewelcomingtoallfamilies.
–Askstafftoimaginethattheyarefirst-timevisitorstotheschool
–invitethemtowalkaroundtheenvironmentandreviewwhattheyexperience.
–Invitestudentstocreatea‘photowalk’,takingphotosoftheirfavouritepartsoftheschoolandthoseareasthatthefeelcouldbemademorewelcoming.

•Givetheschoolawelcomingandinclusivefacelift,including:
–betterandclearersignage
–amuralthatreflectstheschoolcommunity
–acommunitygardenwithlandscapingfeatures.

Inclusioninschoolactivities
•Criticallyreviewschoolactivities(forexample,camps) byaskingquestions like,“Willtheactivitybeappealingand acceptabletofamiliesfromdiversebackgrounds andcircumstances?Will thisactivitypromoteinclusion andbelonging?”

Inclusivecommunication
•Setupaspecific noticeboardfor parentsorcarersandstudents.
•Utiliseface-to-faceconversationswithfamiliesratherthanrelyingsolelyonwrittencommunications.
•Criticallyreviewcommunicationstoparentsandcarers by askingquestionslike,“Aretheyeasytounderstand?Aretheyfamilyfriendly? Dotheydemonstrateunderstandingofthefamiliesandtheirneeds?Dotheysendmessagesof inclusion andbelonging?”

DiverseAbilities
•Offerarangeofopportunitiesforstudentstobeinvolvedinphysical-educationactivities.For example,during a bike-education program for Grade 5students,a(stationery)exercisebikewasprovidedfor a studentwithDownSyndrome,whowasunabletorideabicycle.

Socialinclusion
• Organiseregularsocialeventsattheschoolso parents and carer canmeeteachother.
•Organiseopportunitiesfordadstovisit,meeteachotherandtalkaboutinterests specifictothem.
•Organisegamesatlunchtimestoassiststudentsinlearningtoplaygames;ensureallstudentsareincludedandhaveagrouptobeapartof.

Culturalinclusion
• Criticallyreviewcurriculummaterials,includingartwork, reading material,stories,andmusic.Askwhatarethemessagescommunicatedtostudentsfromarangeofculturalbackgrounds?Searchfor materialsthatareinclusive ofallcultures.
•Provideopportunitiesforstudentstoexpress andlistentodifferentculturalperspectives.
•Talktoparents,carersandfamiliesabouttheirculturalvaluesandneeds.
• Invitefamilymembersintotheclassroomtoobserveandparticipate.
•Createasafeplaceforallfamiliestocomeandsharetheirstories.
•Holdaweeklymeetingforparentsandcarerstomeetwiththemulticulturaleducationaide,wherethecontentsoftheschoolnewsletteraretranslatedorallyanddiscussedamongst thegroup.

Consider the following stories from other

KidsMatter schools:

• A Christian school has several Muslim families as part of their school community. As part of their work in KidsMatter Primary, the school considered how inclusive their policies and practices were. They sought out to increase their knowledge about cultural practices, language and other important information that would help them to develop, and practise, a more inclusive policy. They used websites (for example, Office of Multicultural Interest resources (for example,

Opening the School Gate), and also consulted with key representative members of the Muslim community. One of the outcomes is that during the school year significant days and periods in the Muslim calendar are acknowledged, and all students have the opportunity to learn more about those days and the culture. Conversely, when Christmas themes come to the fore, Muslim students and families participate in related activities. Within this school both groups share and experience their different cultures freely and with interest, without a sense of having no choice.

• A school with a large Aboriginal and Torres Strait Island population recognised and celebrated Mabo Day with colourful displays and activities that included ten parents singing songs and others showing how to strip and weave coconut fibre.

Other schools:

• purchased instruments and played music that was relevant to the cultural groups within the school

• ensured what students were exposed to in art, and what they were creating, was representativeof the cultures within the school community

• supplied art materials including paper, pencils and crayons which represented all varying skin tones.

• ensure food at the canteen was inclusive of the school’s diverse cultural groups

• used a multicultural calendar when planning to ensure activities were respectful to all

• provided information to the parents and carers that was translated into the main community languages.

Activity 11: Next steps...

Personal reflection on promoting inclusion

Inclusion in a school community is important because it:

• is beneficial to mental health and wellbeing

• contributes to a positive school community

• increases feelings of belonging and connection to the school

• reduces negative experiences, such as isolation or discrimination.

How do you feel if you are included?

Inclusion is about being sensitive to culture, language, ability and family circumstances.

Examples of inclusion:

• School communications and activities sent home through notes, and school newsletters are accessible by everyone in the school community (for example, there are translated materials).

• School policies are easily accessible by the whole community.

• Diverse skills and talents in the school community are celebrated (for example, academic, sporting, music).

• The cultural beliefs of the school community are known and respected.

To further promote inclusion in our school community, I could...

• Cultural diversity is celebrated (for example, festivals showing food, cultural beliefs, or religions, from different cultures in the school community.)

• School stories, music, art, and displays are representative of community members.

What if you don’t feel included?

Students, staff and families who don’t feel included may not:

• reach their full potential

• engage with the school (for example, they may not attend events like parent teacher meetings and special nights)

• participate in the available range of programs offered by the school

• contribute to or attend school activities and functions.

Personal Reflection

To further promote inclusion in our school community I could......

Session 3:

Collaborative involvement

Activity 13: A look at perspective-taking

Questions to consider:

What new ideas do you have about building strong collaborative involvement in your school?

Based on this activity, what do you think collaborative involvement looks like, sounds like, feels like?

What are some key features of collaborative involvement that would make it successful?

How do you think your school listens and communicates with parents and carers, staff and students?

Will collaboration always be the same (that is, will the relationships between everyone be the same?)

Activity 14: Collaborative involvement – questions to think about and

recording sheet

Think about each of these groups: students, parents and carers, or staff. Using the questions below as a guide, think about whether these groups would feel listened to or involved in decision-making. Write summaries of your responses on the recording sheet.

What are some ways (both formal and informal) in which we currently hear the voice of each group?
How does this happen for each group?

Think about the differences within each group

Whose voices are we currently hearing?
Are there any voices we are not hearing, or any we would like to hear more from?

Circle who you are focusing on:

Students Parents Carers Staff

Listening to people

What is currently happening (both formally and informally)
What is working well?

Activity 15: Moving Forward – collaborative involvement for students, parents and carers, or staff

Collaborative involvement for students, parents and carers, or staff

Listening to people

Write these questions onto the large piece of paper provided to your group.

This will be handed on to your school Action team.

1. What are your goals, concerns, and messages?

2. Share stories about what other schools have done, record any favourite ideas for the Action Team to consider.

All school members should be encouraged to share their views– they also need to be acknowledged for their contributions.

Collaborative involvement is important because it:

• is beneficial for good mental health for all school community members (school staff, parents and carers, and students)

• gives people a chance to give back to the school, creating feelings of value and empowerment

• provides opportunities for support and connections (for example, staff meetings)

• can positively affect school decisions and practices.

What might collaborative involvement encompass? It could include:

• involving those who will be affected by the outcome in the decision-making process

• actively including groups who may not be heard (for example, cultural groups)

• consulting widely in the school community

• making it easier for people to be involved and considering who can, and can’t, make decisions at the school.

Personal Reflection

To further promote collaborative involvement in our school community, I could...

School staff professional learning Component 1: Positive school community

Feedback form – school participant

Location/School: Date

State/Territory: Cluster:

Current role in school

(indicate where most appropriate)

Leadership
Student wellbeing/welfare coordinator

Teaching

Non-teaching (support)

Non-teaching (administration)

Parent/ Carer

This was a:

Three-hour session for whole-school professional learning

OR Component 1

One-hour session for Session 1: Positive school community and belonging and connectedness
One-hour session for Session 2: Inclusion
One-hour session for Session 3: Collaborative involvement and conclusion of

Component 1 professional learning for school staff

Thank you for attending this KidsMatter Primary school professional learning session.

Please give us feedback so we know what we are doing well and where we need to improve.

Please circle the rating that best fits your opinion

Strongly disagree / Somewhat disagree / Neutral / Somewhat agree / Strongly agree
1. This session was relevant to my school’s needs / 1 / 2 / 3 / 4 / 5
2. This session provided me with useful ideas to
apply within my role at the school / 1 / 2 / 3 / 4 / 5
3. The ‘activities’ and discussions’ of this session
supported my learning / 1 / 2 / 3 / 4 / 5
4.These activities were relevant to help me
understand a more positive school community / 1 / 2 / 3 / 4 / 5
• ‘What helps and hinders children’s learning?’ / 1 / 2 / 3 / 4 / 5
• ‘Positive school communities’ / 1 / 2 / 3 / 4 / 5
• ‘Diversity walk’ / 1 / 2 / 3 / 4 / 5
• ‘Walk in my shoes’ / 1 / 2 / 3 / 4 / 5
• ‘Checking out our school environment’ / 1 / 2 / 3 / 4 / 5
• ‘How inclusive are our practices?’ / 1 / 2 / 3 / 4 / 5
• ‘Perspective-taking: circle of viewpoints’ / 1 / 2 / 3 / 4 / 5
• ‘Collaborative involvement’ / 1 / 2 / 3 / 4 / 5
Very poor / Poor / Average / Good / Very good
5. Overall what rating would you give to this session?
6. Do you have any recommendations for improving
this session?

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Recommended readings and other resources

KIDSMATTER PRIMARY

INFORMATION SHEETS

Each of the KidsMatter Primary componentsincludes a range of information sheets forparents and carers, and for teaching staff.The topics relating to Component 1 include:

• About KidsMatter Primary

• Cultural Diversity and children’s wellbeing

• Children with additional needs andmental health

Literature review by KidsMatter Primary inconjunction with the University of WesternSydney: