News from the Deputy Principal

This week, in the media,  there have been some recent stories about the behaviour of students in schools and also the refusal of some students to attend school.  These can be very confronting stories when presented with information through social media or via current affairs programs.

For some of our students, the issues of school refusal and the behaviour of other students can impact their attendance at school. So what strategies can be put in place to support our students?

Strategies to support your child and family with school refusal:

When you’re talking to your child

• Show your child that you understand. For example, you could say, ‘I can see you’re worried about going to school. I know it’s hard, but it’s good for you to go. Your teacher and I will help you’.
• Use clear, calm statements that let your child know you expect them to go to school. Say ‘when’ rather than ‘if’. For example, you can say, ‘When you’re at school tomorrow ...’ instead of ‘If you make it to school tomorrow ...’.
• Show that you believe your child can go to school by saying positive and encouraging things. For example, ‘You’re showing how brave you are by going to school’. This will build your child’s self-confidence.
• Use direct statements that don’t give your child the chance to say ‘No!’ For example, ‘It’s time to get out of bed’ or ‘Jo, please get up and into the shower’.

When you’re at home with your child

• Stay calm. If your child sees that you’re worried, stressed or frustrated, it can make your child’s anxiety worse.
• Plan for a calm start to the day by having morning and evening routines. For example, get uniforms, lunches and school bags ready the night before, get your child to have a shower or bath in the evening, and get your child to bed at a regular time.
• Praise your child when they show brave behaviour, like getting ready for school. For example, you could say, ‘I know this is hard for you, but I think it’s great that you’re giving it a go. Well done’.
• Make your home ‘boring’ during school hours so that you don’t accidentally reward your child for not going to school. This means little or no TV or video games and so on. You could think about not letting your child use their phone during school hours.
• Get your child to do work provided by the school while at home. This will help to make sure your child doesn’t fall behind.

Getting to school

• Get someone else to drop your child at school, if you can. Children often cope better with separation at home rather than at the school gate.
• Drive through Kiss and Drop rather than walking your child up to school. Stay in your car and farewell your child from the car. Maintain a positive discussion on the way to school, also talking through what will happen at drop off.  This is often an easier method to assist your child with an easier morning school routine.
• Praise your child when they actually go to school. You could also consider rewarding them. For example, if your child goes regularly, they could earn bonus technology time, a special outing with a parent to their favourite park, or their favourite meal for dinner.

Assisting your child to deal with challenging behaviours:

At St Joseph's we have been focusing on Positive Behaviours for Learning which focuses on the areas of Respect, Responsibility and Resilience in the classroom, on the playground, and in the community.  Each week we focus on what it looks like to behave appropriately in each of the settings. Students are engaged in activities which explore the positive ways to act and engage in learning. 

Strategies to use with your child at home:

• Remain positive about school - ask about the positives at school, not the negatives
• If your child suggests that others are not allowing them to learn, discuss ways in which they might be able to "show or model the expected behaviours"  to the other child.
• Openly communicate with your child's teacher. Make a time to discuss your child's concerns.
• Ask your child about possible things they could do to help them learn and focus in this situation.  Ask them about what might be some of the strategies that might have been learnt or discussed during PBL at school.

Australian Early Development Census  2024(AEDC) data collection

This week and next, we will be conducting the Australian Early Development Census which will be conducted in May and focuses on the students in Foundation.  More information can be found for parents on the AEDC website https://www.aedc.gov.au/parents/faq-for-parents.

The Australian Early Development Census (AEDC) is a population based measure of how children have developed by the time they start school. It looks at five areas of early childhood development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills (school-based), and communication skills and general knowledge.   

Information for parents about their child’s participation in the AEDC is available via the Parents page.  Please click on the link below for the AEDC newsletter article.

A Parent information letter has been sent to the families of Foundation students last week. If you require further clarification or you do not wish for your child to counted in the survey, please email kvranken@sjyarrajunction.catholic.edu.au to confirm that your child will not be participating in the collection of data this year.

Wishing you all a wonderful week this week,

Katie