Rights and Responsibilities 

Our society is built upon the fundamental principles of rights and responsibilities. In democratic societies, individual rights are safeguarded and upheld by laws and by common agreement between most individuals about how to behave as members of a community. Whilst Australia may lack a formal bill of rights, our legal and political system is dedicated to establishing rules and frameworks that promote the effective and equitable functioning of our communities.

With rights also come responsibilities. Although some obligations may be burdensome, they are essential for ensuring our safety and well-being as a community. Fulfilling responsibilities allows us to lead fulfilling lives and contribute positively to society. 

Schools are a microcosm of the broader society, and within the education system, both adults and students have rights and responsibilities. While our primary focus in schools is education and learning, at Sandringham College we also strive to work with parents and carers to foster 'good character' in our students so that they comprehend their rights and willingly accept their responsibilities.

Recently, I faced a challenging decision to exclude Year 12 students from the Innovation Centre. Initially, we allowed students access to this area for studying, but the use of this area as a study space, evolved into an unofficial Year 12 social space. Regrettably, the space was not treated with respect, and some staff members who attempted to address poor student behaviours were met with responses from students that were defiant and at times bordering on abusive. Behaviours of concern included incidents of purposely flipping tables over, wrestling matches, damage to the facilities including a hole being made in a wall, and a racial slur written on a whiteboard. Additionally, students collectively decided not to report those responsible for the wrongdoings, even covering up the damage.

I understand that students were upset about losing access to the space but the right to use the space had been undermined by the lack of responsibility shown by a large group within the cohort. I spoke to students and emphasised the importance of responsibilities as young adults and as members of our community. I highlighted the obligation to keep the spaces clean, to treat staff with respect, and to speak up against the wrongdoings of others. I also outlined that we do have a clear set of expectations in our community as clearly communicated by our SWPB (School Wide Positive Behaviours) Matrixes which are taught to students and clearly visible in all learning spaces.

We rely on parents to support us in our decisions regarding behaviours and consequences, trusting that we prioritise the growth and development of students as well as fostering learning.  Our responsibility is to ensure that within our community, students uphold the rights of others to feel safe, respected, and have the opportunity to learn. Our School-wide Positive Behaviours (SWPB) matrix serves as our guide and it clearly outlines the expected behaviours in our school.

By emphasising the principles of rights and responsibilities, we strive to foster a supportive and conducive learning environment, preparing students to become responsible and compassionate members of society.

10 Managing and responding to behaviour — consequences for students (Department of Education and Training information)

When discipline can be used

Schools can discipline students for behaviour incidents:

• occurring at school
• at a school activity away from the school grounds
• while travelling to or from school or a school activity.

Disciplinary measures should be consistent with a whole-school approach to behaviour support. Schools are responsible for ensuring that a local Student Engagement Policy is in place to provide positive supports for students.

Detention

Detention may be an appropriate response for a wide range of less serious classroom and school behaviour breaches. Detention can effectively reinforce to students the importance of maintaining appropriate behaviour standards.

Schools are permitted to require students to attend before or after school detention but are encouraged to take into account family circumstances and negotiate with parents and carers as appropriate.

During detention teachers may instruct a student to finish schoolwork which has not been completed in regular classroom time as a result of the behaviour, new work or other duties.

Schools must:

• consider local circumstances when determining what a reasonable time and place for detention entails
• make sure any special conditions relating to the imposition of detention are specified in the school's student engagement policy
• consider any other special circumstances, including whether a student has a disability. For example, a student with a disability may not understand that the detention is a consequence of their behaviour.

It is recommended that schools ensure:

• no more than half the time allocated for any recess may be used for detention
• students undertake detention at a reasonable time and place
• where students are requested to undertake detention outside of school hours:
  • parents or carers are informed at least the day before the detention
  • the length of the detention should not exceed forty-five minutes
• where the detention would create undue hardship (for example, where students regularly supervise younger siblings in the absence of parents, or where limited travel alternatives for students are available), that alternative measures are negotiated with parents.

At Sandringham College ...

Our responses to behaviour reflects our dedication to SWPB, to Child Safe Standards and to working with parents/carers to develop 'young people of great character'. 

As always, I am happy to discuss concerns with parents and to strive to work collectively to make our school a better place for our all. Please contact the school on 

8599 0500 to make a time to talk about how we can work together to improve our school. 

Regards

Amy