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Whole school community

Building a safe and supportive school and preventing bullying

Engage the whole school community in a cycle of continuous improvement

Explore ways of monitoring, evaluating and informing progress that respond to school community needs

• Summary
• Examples
• Resources

Summary

Evaluation, planning and action need to be ongoing and reflective to have a positive influence upon the culture that informs abusive behaviours and beliefs in our schools and society. These activities need to include all stakeholders and aspects of school life, and respond to local needs. Only in this way will new and viable options be created in school communities and society.

The wellbeing of school community relationships can be measured quantitatively and qualitatively through behaviour and attendance records; surveys of perceived safety; observations of homogeneity and diversity of social groups; and reports from students, carers and the local media. (For some ideas on measuring the wellbeing of school community relationships see Where to now.)

A democratic, participatory or collaborative approach provides a means for incorporating quantitative and qualitative techniques, engaging diverse groups in a cycle of continuous learning, informed action and improvement based on rigorous testing and alignment of theory and practice. Participatory action research (also called action learning) and learning circles are examples of this approach.

The approach is particularly useful for improving social situations because it:

• involves students, administrators, all staff (including ancillary staff and carers) as equal participants in the whole change process - rather than one group deciding and directing how the behaviour of another group should change. This allows all stakeholders the opportunity to experience the lessons of the research, value the evidence and understand the arguments for change.
• highlights common ground for collaboration - and addresses differing interests and values
• improves social practice by changing it and learning from the consequence of change
• encourages a shared understanding of underlying issues and constructs that perpetuate discriminatory behaviours
• builds evaluation as a part of the research itself, implemented by those who are involved in the action
• encourages attention to 'sacred' areas of school life, for example teachers and administrators looking at their own beliefs and actions regarding the use of power and practice of it over others; and the alignment of behavioural and curriculum actions and goals
• encourages all individuals to monitor and maintain their own personal commitment in a non-threatening environment
• models and encourages the knowledge and skills for working and living productively and respectfully with people of different cultures, and for developing responsible and transformative citizenship in personal relationships and in civic and community life.

While participatory action research can begin with just a small group, for example a few teachers, or a teacher and class choosing to improve their own practice, 'critical mass' is achieved when all groups are voluntarily and actively represented in making a positive difference.

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Examples

• A group of teachers in a primary school noted an increase in bullying and harassment about race, class and gender - and inconsistency in their responses to these behaviours. They gathered school data and information from university people studying violence and harassment in schools, engaged a 'critical friend' to help them consider their own practices, and consulted with other staff and other community members. They adapted the curriculum to enable students and teachers to survey school 'hot spots', learn about power and social constructs, learn new relationship skills and work with younger students to develop safer and more equitable social dynamics for all groups. Teachers, students and carers contribute to the ongoing monitoring and evaluation process.

  Schools in action:
  Examining gender, race, class and power

• In response to literacy concerns and boys' aggression, a cluster of primary schools developed a 'Which Boys/Which Girls?' literacy project. Teachers formed a learning circle to review individual research projects and reflect on current theory about social change, power, gender equity and literacy. Teachers' and students' thinking and practices are changing, and parents are being invited to participate.

  Schools in action:
  Social action through literacy

• To assist their process of continual improvement, many school communities:
  • regularly and collaboratively review and align their school policies, practices and programs to ensure the promotion and modelling of respect, social harmony, connectedness and the constructive resolution of conflict
  • monitor the process to maintain attention beyond individual behaviours, short-term effects and punitive responses
  • have comprehensive feedback mechanisms to identify, value and respond to community perceptions about the school's performance and areas for improvement
  • have established non-threatening environments where comprehensive feedback mechanisms enable them to:
    • identify, value and respond to school community perceptions about the school's performance and areas for improvement
      
  • welcome and gain personal feedback on their practice from others (for example teachers get feedback from their students through surveys each term or semester)
  • monitor teachers' own personal commitment to ensure that education for all students is free from discriminatory attitudes, bias and behaviours.
  • provide ongoing training and workshops to change attitudes and behaviours and draw new students, carers and staff into the school's bullying-free and harassment-free culture and practices.

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Resources

• 'Conflict Resolution at School: Building Compassionate Communities',
  Social Alternatives 21(1) January, pp. 49 - 55
  Carter, C. (2002)

  An article that examines the goals and factors that inhibit the success of school conflict resolution programs including mediated dispute resolution. Includes recommendations for increasing the productivity of conflict mediation, and a list of references.

• 'Challenges for Peace Educators at the Beginning of the 21st Century', Social Alternatives 21(1)
  January, pp. 28 - 31 Harris, I. (2002)

  Identifies key issues for creating peaceful schools including a militaristic culture, educational policy issues, developing ways of evaluating the success of peace and conflict resolution programs and developing peace building strategies in schools.

• Do It Yourself Social Research
  Wadworth, Yoland (1997), 2nd edition
  Sydney: Allen and Unwin

  A practical and relatively jargon-free guide to getting started, managing a research project, using techniques and resources, and the interpretation, analysis and communication of findings. The resource serves as a companion book to Everyday Evaluation on the Run.

• Everyday Evaluation on the Run
  Wadsworth, Yoland (1997), 2nd edition
  Sydney: Allen and Unwin.

  A practical introduction to program evaluation and strategies, with examples of how these can be incorporated into the daily practice of people working in the human services field. Includes a wall-chart on the action evaluation research planning process.

• The Action Research Planner
  Kemmis, Stephen and McTaggart, Robin (1988) (Eds), 3rd Edition
  Melbourne: Deakin University

  A guide for school community members interested in working together on improvement and change in the school. The resource provides a step by step guide to action research with case study examples.