SARINA STATE SCHOOL

Responsible Behaviour Plan 2019

1.

PurposeSarina State School is a positive learning school environment which strives to provide students with the opportunity to engage in quality learning experiences and acquire values supportive of

being a lifelong learner. The Responsible Behaviour Plan is designed to establish high standards of behaviour that support quality teaching and learning so that students are enabled to participate positively within our school community. It aligns with our school’s motto, ‘Aim High’.

2. Consultation and data review

Sarina State School developed this plan in collaboration with our school community. Consultation with parents, staff and students was undertaken through meetings held during November 2018 A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents from 2016-2018 also informed the development process.

The Plan was endorsed by the Principal, the President of the P&C and The Assistant Regional Director (ARD) in January 2019, and will be reviewed in 2021 as required in legislation.

3. Learning and behaviour statementAll areas of Sarina State School are learning and teaching environments. We consider behaviour management to be a skill for valuable social learning as well as a means of maximizing the success of academic education programs.

Our responsible behaviour plan outlines our systems for facilitating positive behaviours, preventing inappropriate behaviour and responding to unacceptable behaviours. Our school plan ensures that shared expectations of positive students’ behaviour are plain to everyone, creating and maintaining a positive and productive learning and teaching environment where all school community members have clear and consistent expectations and understandings of their rights and responsibilities.

Our school community has identified the following school rules to teach and promote our high standards of responsible behaviour:

Be a learner Be respectful Be responsible Be safe

Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in education Queensland’s code of school behaviour.

4. Processes for facilitating standard of positive behaviour and responding to unacceptable behaviour

Universal behaviour support

We believe that the foundation of positive school behaviour is respectful relationships, effective teaching as well as inclusive and engaging learning opportunities. To establish and maintain an excellent reputation, we expect every member of our school community to understand their role in positively supporting the educational process and consistently modelling high expectations themselves. To promote our standards of positive behaviour we communicate our expectations to all students. At our school we emphasise the importance of parents and teachers directly teaching students the behaviours we want them to demonstrate. Our plan also strives to identify, promote and reward positive behaviour as a reinforcement of our goals and expectations. The Appendix A indicates that all our students will receive universal behaviour support, but as students’ needs increase, so too will our support strategies. Celebrating positive behaviours

At Sarina State School positive behaviours are reinforced through formal recognition and monitoring systems. These systems acknowledge positive behaviours and increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards, such as:

Gotya tickets – Staff members hand out Gotya tickets aligning to the school rules in all school areas when students display positive behaviours.

Weekly parade draw – Students place their Gotya tickets in a weekly prize draw. Each class will have its own box to be drawn from.

Gotya Certificates – When students receive fifty Gotyas for a specific school rule, they receive a certificate and their photo is displayed on parade.

Golden Kookaburra – When students receive all four Gotya Certificates, they receive a Golden Kookaburra badge on parade. Students may also receive an additional end of year reward, (e.g.). Extra session on water slide.

Gotya Medallion – When a student collects an additional 200 Gotyas in any rule focus, they receive a medallion on parade.

Student of the Week – Each week, teachers choose up to two students who have displayed positive social or learning behaviours to be presented with a certificate.

Class Rewards – Teachers have their own class rewards system which may involve praise, stickers, prizes or activities.

End of Term Rewards – Students with few to no behaviour notices are eligible for end of term rewards which may include discos, water play, movies, etc.

Responding to unacceptable behaviourStudents come to school to learn. Behaviour support represents an important opportunity for learning how to get along with others and be productive members of society.

Re-directing low level and infrequent problem behaviourWhen students exhibit low level and infrequent problem behaviours, a teacher’s first response is to use the ten essential skills strategies for teachers to manage/ support students/. Then, remind the students of the expected school behaviour, then ask them to change their behaviour so that it aligns with our school’s expectations. To support students with redirecting their behaviour, teachers utilise a visual behaviour flow chart. Students are provided with support to make better choices at each step.

Targeted behaviour supportEach year a small number of students are identified through our data as needing extra support. In most cases the problem behaviours of these students may not be immediately regarded as severe, but the frequency of their behaviours may put these students’ learning and social success at risk if not addressed in a timely manner.

A case meeting is held for an identified student to discuss behaviour goals and effective support measures. The meeting minutes are documented and added to the student’s school file. Where required, adjustments are made to the classroom programs through academic support, adult mentoring or intensive social skills training.

The case management of students with challenging behaviours is coordinated by a school-based team with active administrator support and staff involvement. All staff members are provided with continuous professional development consisting of an overview of the Schoolwide Positive Behaviour program, the referral and response process, and the reporting responsibilities of staff and of the students being supported.

Students whose behaviour does not improve, or whose previous behaviour indicates a need for specialised intervention, are provided with intensive behaviour support.

Intensive behaviour supportSarina State School is committed to educating all students, including those with the highest behavioural support needs. We recognise that students with highly complex and challenging behaviours need comprehensive systems of support. The behaviour support team:

works with other staff members to develop appropriate behaviour support strategies monitors the impact of support for individual students through continuous data collection makes adjustments as required for the student. Works with parents to communicate issues that arise throughout the day.

The Behaviour Support Team has a simple and quick referral system is in place. Following referral, a team member contacts parents and any relevant staff members to form a support team and begin the assessment and support process. In many cases the support team also includes individuals from other agencies already working with the student and their family, a representative from the school’s administration and district-based behavioural support staff.

5. Consequences for inappropriate behaviour

Sarina State School makes systematic efforts to support students and staff so that the learning environment is an opportunity to experience success. To achieve this, consequences for unacceptable behaviours are taught and reinforced so that students are aware of behavioural expectations. At SSS, we seek to ensure that responses to unacceptable behaviour are

consistent and appropriate to the nature of the behaviour. All inappropriate behaviours are communicated between school and home.

Major and minor behavioursWhen responding to inappropriate behaviours, staff first determine whether the behaviour is of a critical nature or can be categorised as a minor &/or major inappropriate behaviour. From this point, staff refer to the agreed-upon flowchart.

Minor behaviours are handled by staff as they occur and include, but are not limited to: Inappropriate verbal language Physical contact – non serious but inappropriate Defiance/ disrespect/ non-compliance Disruption (talking while teacher is speaking; loud voices or noises indoors) Property misuse Dress code violation Late to class Cheating/ plagiarism

Major behaviours are handled by staff as they occur and referred to administration staff, as necessary. Examples of these behaviours include, but are not limited to: Abusive language/ profanity Defiance/ disrespect/ non-compliance Disruption (sustained loud talk, yelling or screaming; noise with materials; horseplay or

roughhousing; sustained out of seat behaviour i.e. tantrums, excessive yelling or screaming) Physical aggression Theft/ fire Harassment/ tease/ taunt Property damage/ graffiti Leaving school grounds Actions considered criminal/ delinquent behaviour Substance/ weapons on grounds

Sarina State School’s Behaviour Management Flowchart

Does student have? Repeated and documented 3-5 slips in one week? 10 slips in one term?

Executive actions

Review incident

Determine consequencesGive positive

Behaviour continues

Behaviour stops

Step 1 (10 ESCM)– Use of in class 3 step process. Prompt Redirect Reteach Choice Consequence

Step 1

Inform student of rule violation

State expected behaviour

Complete major office

Oneschool referral

Student to exec

Follow PBL Minor behaviour response

Follow PBL Major behaviour response

MajorOffice/Exec Managed

Inappropriate verbal language

Physical contact – non serious but inappropriate

Defiance/ disrespect/ non-compliance

Disruption (talking

MinorTeacher Managed

Is behaviour Office/Exec managed?

Problem Solve with Student/s

Observe Problem Behaviour

N Ye

Abusive language/ profanity

Defiance/ disrespect/ non-compliance

Disruption (sustained loud talk, yelling or screaming; noise with materials; horseplay

Responsible Thinking Centre (RTC)

When student behaviour has been determined to be an infraction of the rule, they can face a referral to our Responsible Thinking Centre. Teachers are responsible for filling out the referral slip and sending it to administration (Refer to Appendix B). Administration will then decide on what action is to be taken. Both cards go back to class with student. Students are to take the yellow copy to RTC and the white copy is to go home to be signed to acknowledge it has been read by the parent/ caregiver. If the copy does not return to school the next day, then further consequences will be given to the student.

1. Responsible Thinking Centre’s intent is to provide students with the opportunity to reflect on their choices and gain an insight as to why they make certain choices and how they can make better choices if the situation occurs again.

2. Students may be referred to the Responsible Thinking Centre by:a. Administration - in response to classroom and/or playground infringements

6. Emergency responses to critical incidences

A critical behavioural incident is defined as an occurrence that is sudden, urgent, often unexpected, unsafe and/or requires immediate action.

Our staff have a consistent understanding of how to respond to critical behaviour incidences. Appropriate responses include both non-physical and physical intervention. This consistency ensures that appropriate actions are taken to maintain the safety of all members of our school community.

Basic defusing strategies

Avoid escalating the problem behaviour(Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language.)

Maintain calmness, respect and detachment(Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.)

Approach the student in a non-threatening manner(Move slowly and deliberately toward the problem situation, speak privately to the student’s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.)

Follow through(If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continues unacceptable behaviour.)

Debrief(Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations.)

Strategies to use in de-escalating situations: Maintain calmness

Executive actions

Review incident

Determine consequencesGive positive

Inappropriate verbal language

Physical contact – non serious but inappropriate

Defiance/ disrespect/ non-compliance

Disruption (talking

Abusive language/ profanity

Defiance/ disrespect/ non-compliance

Disruption (sustained loud talk, yelling or screaming; noise with materials; horseplay

Avoid shouting Avoid cornering the student or invading their space Choose language carefully Model the desired behaviour Ensure safety of all Minimise body language Redirect behaviour through making consequences clear Always debrief

Physical interventionStaff may make legitimate use of physical intervention if all non-physical interventions have been exhausted and a student is:

Physically assaulting another student or staff member Posing an immediate danger to him/herself or to others.

Appropriate physical intervention may be used to ensure that Sarina State Schools duty of care to protect student and staff from foreseeable risks of injury is met. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury.

Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint.

It is important that all staff understand: Physical intervention cannot be used as a form of punishment Physical intervention must not be used when a less sever response can effectively resolve

the situation The underlying function of the behaviour.

Physical intervention is not to be used as a response to: Property destruction School disruption Refusal to comply Verbal threats Leaving a classroom or the school, unless student safety is clearly threatened.

Any physical intervention made must: Be reasonable in the particular circumstances Be in proportion to the circumstances of the incident Always be the minimum force needed to achieve the desired result, and Take into account the age, stature, disability, understanding and gender of the student.

Record keepingEach instance involving the use of physical intervention must be formally documented. The following records must be maintained:

Incident report recorded onto One School Health and Safety incident Record Student debriefing report

7. Considerations of individual circumstances

When implementing any strategies to support student behaviour, whether whole school, targeted or intensive behaviour support or applying any consequence, the Principal and teachers will take into account individual factors, such as:

Age of student Previous behaviour record Severity of incident Amount of reliable evidence Degree of provocation Intent of the action Honesty and perceived level of genuine remorse The student’s cultural background, emotional state and/or level of impairment Child’s living arrangements and available parental supervision Complex needs of the individual

We recognise the right of all students to express their opinions in an appropriate manner and at the appropriate time, and to work and learn in a safe environment regardless of their age, gender, cultural background, socio-economic situation and/or impairment. When rules have been broken or a breach of the Responsible Behaviour Plan for Students occurs, a range of fair, equitable and non-violent consequences will be applied, ranging from the least to most intrusive. Taking into account individual student circumstances and the needs and rights of the school community when applying consequences, ensures that our practices align with the Code of School behaviour.

Appendix A

PBL ResourcesPBL Lessons

Appendix B

Process for Filling Out a Behaviour Notice

A referral slip is used to refer student who have been warned several times about their unacceptable minor behaviours or engage in behaviour that is deemed major. The process for referrals is as follows:

1. Both yellow (carbon copy) and white slips are brought to administration. 2. Administration then fills out the ACTION section of the slips after having a conversation with

the student. 3. The student then takes both slips back to their teacher. 4. The teacher asks the student to place the white slip in their bag to take home, so it can be

signed by their parent and brought back the next day. If the student fails to bring the slip back then additional consequences will apply.

5. The yellow slip is kept with the teacher, unless admin ACTION is RTC. Then the yellow slip will be placed with the teacher and then given back to the student prior to them attending the RTC.

6. The RTC staff will place the completed worksheet and slip in the teacher’s pigeon hole for them to file.

7. It is the teacher’s responsibility to enter all behaviour notices Oneschool.

Appendix C

AT ALL TIMES, IN

ALL AREASLEARNING

AREAS PLAYGROUND EATING AREAS/TUCKSHOP

MOVEMENT AROUND SCHOOL

GROUNDSTOILETS

BEFORE AND

AFTER SCHOOL

BE R

ESPE

CTFU

L

□ Respect your own & others’ personal space and property□ Use polite language & good manners□ Wear school uniformappropriately

□ Raise your hand to speak□ Knock on classroom door then enter quietly□ Treat equipment in learning areas appropriately

□ Participate in school approved games□ Take turns & wait patiently□ Respect & return borrowed equipment

□ Eat your own lunch□ Talk in a quiet voice

Tuckshop:· Line up quietly· Wait your turn

□ Keep passage ways clear□ Walk quietly &orderly/ in two lines

□ Respect privacy of others□ Respect school property (toilet doors, paper hand towel, toilet seats)□ Use the appropriate toilet

□ Line up in designated area & talk quietly□ Wait your turn

BE R

ESPO

NSI

BLE

□ Right place, right time, right equipment□ Follow instructions immediately□ Keep our school clean of graffiti& rubbish□ Use drinking taps appropriately □ Keep toys &sports equipment at home

□ Complete set tasks to the best of your ability□ Take an active role inclassroom activities□ Ask permission to leave the classroom

□ Use the High 5 strategy□ Report issues to the staff member on duty immediately□ Go to toilets at first bell□ Return to class promptly

□ Eat healthy food first□ Put rubbish in the bins at the appropriate time□ Leave food containers in the appropriate place

Tuckshop:· Only buy food for yourself

□ Keep to the left□ Place bags in appropriate area□ Walk on pathways only

□ Use toilets before school & during breaks□ Use bins provided for rubbish□ Report issues to the staff member on duty immediately

□ Arrive/depart from school in an appropriate manner□ Follow all bus rules□ Keep your belongings nearby□ Eat at the right time & place

BE S

AFE

□ Use equipment appropriately□ Keep all body parts to yourself□ Wait in line patiently

□ Move appropriately□ Sit appropriately in the classroom

□ Play fairly – take turns, invite others to join in & follow rules□ Use playground equipment in a safe and sensible manner□ Be sun safe

□ Remain seated whilst eating□ Eat your own food only (no sharing)

□ Use stairs & handrailsappropriately□ Carry items safely

□ Walk□ Sit on toilet seat □ Wash hands

□ On the bus - stay in your seat & sit still□ Walk bike/scooter in school grounds□ Use road crossings & obey the traffic lights

BE A

LEA

RNER

□ Listen to & follow all instructions□ Complete set tasks to the best of your ability□ Work quietly□ Active listening & learning

□ Follow classroom rules & routines□ Hand in assignments & homework on time

□ Talk quietly near classrooms□ Return to class promptly

□ Wait to be dismissed by staff member

Tuckshop:□ Have money ready forpurchase□ Know what you want to buy before getting to the window

□ Follow directions of bus driver□ Know how you are getting to & from school

Appendix D

Sarina State School - Anti-Bullying Policy, 2018

Aim of the PolicyThe aim of the policy is to signal to all members of the school community that we takebullying seriously and that we will intervene in a way to deal with incidents of bullying in theschool in a timely and consistent fashion. The policy will outline basic approaches andstrategies that will be used when dealing with bullying when they occur. The Anti-BullyingPolicy supports the School Responsible Behaviour Management Policy.

Values and BeliefsAt Sarina State School, we believe that:Students have a right to learn in safety. Where students are not safe their capacity tolearn is affected. Adults, in the setting of the school, have a right to teach and work in safety. Whereadults do not feel safe they cannot teach and work effectively. All members of the school community have a right to respectful, fair and decent treatment. We value diversity and tolerance. Despite our differences (ability, gender, race, appearance or background) we can learn and work together in a productive way. We believe that individuals who have been harmed by bullying need to be believed and protected from further harm. We believe that the harm done by bullying can be repaired, in general, through taking educative, non-punitive responses, which aim at restoring the balance in relationships, which have been affected by bullying. We also believe that in the case of repeat offences, firm and unequivocal action needs to be taken at home and at school.

RationaleUnfortunately, bullying behaviours can occur at any time. At Sarina State School, bullying behaviours are not accepted or tolerated. Bullying which goes unchecked can have a negative impact on teaching and learning in a school. We have a duty of care to all members of the school community to take action against bullying. For those who try to intervene, it can be difficult without an effective plan of how to do so. Research and practice indicates that for intervention to be effective it must be consistent across the whole school. Research and practice also indicate that intervention must both preventative as well as reactive.

Definition of TermsBullying may be defined as:

o Repeated violence, physical or psychological, against a victim unable to defend herself/himself.

o It can take a number of forms: (e.g.) Teasing, threats, assault, property theft/damage and/or gestures.

o The term bullying also includes sexual, racist or disability harassment. It can also refer to a pattern of victimizing behaviour on the part of an individual.

The key features of bullying are that it:- is repeated,- causes hurt and distress,- involves the use of power in an unfair way.

The terms bully and victim are shorthand terms that we use, because most people understand, through the use of those terms, the dynamic that we are addressing. We do not seek to negatively label individuals who are involved in bullying. We acknowledge that individuals who bully others are not bullies in every situation. We similarly acknowledge that victims of bullying are not victims in every situation.

Cyber Bullying:

Cyber bullying is a growing problem in society. Modern technologies empower the individual, even the most unlikely of individuals, with an immense capacity to cause harm. It is also an attractive means of bullying for it can, under certain conditions, be carried out with relative anonymity. Cyber bullying can be particularly damaging because of the capacity it has to humiliate, hurt and harm a person in front of a huge ‘audience’. Many students are too young to be aware of the impact of their words and the posting of images online. The bully feels protected by the distance and has little understanding of the awfulness of their behaviour and the impact on others. Cyber bullying includes but is not limited to:

o Sending hateful words, images, filmed images or textso Stealing the identity of someoneo Sending messages of hate or sharing confidential informationo Referring to your school/other students/teachers in a negative wayo Using an alias to hide behind in order to bully another

Students at Sarina State School are generally not old enough to be able to participate in most social media sites, where the age of consent is thirteen years of age. Parents should monitor the access their children have to these sites and take responsibility for their children’s actions by being in control of passwords, having devices used by children not located in bedrooms, limiting screen time and ensuring parents can have access to all devices that your children use.

Strategies and ProceduresThe policy provides both preventative and responsive strategies.

Preventative ActionIt is important that the school community address the underlying causes of bullying relatingto school organizational issues, learning and teaching issues and relationship issues.

Preventative Strategies Learning the ‘High 5’ strategies for conflict resolution Education and promotion of the school's Anti-Bullying Policy through Social Skills

Programs, Parade and Posters. Productive and respectful working relationships established between all members of the school community. Classroom room rules, routines and processes negotiated and applied consistently. Adequate supervision of students during breaks, on playground ovals etc. Modelling of appropriate problem-solving, non-aggressive behaviours by adults in the school. Skilling of students and staff in conflict resolution strategies including peer

mediation.

Intervention Pathways for Dealing with Reported Incidents

All students have the RITE to feel safe.R = RECOGNISE you have the right to feel safe and to operate in an environment freeof bullying.I = INFORM the bullies that you want them to stop. Do this in a polite but firm way.T = TELL a responsible adult about the bullying.E = EVALU ATE the situation. If it does not improve, seek further help.All cases of bullying, which are reported, will be followed up. Members of the schoolcommunity are encouraged to report bullying and can do so through a number of people:

Parents Teachers and Aides Guidance officer and Chaplain Deputy Principal and Principal

Reported cases can be dealt with immediately and in several ways. It is recognised, however,that each case is different and may require a special approach. In all cases it is important toensure:

That victims are believed and made safe That the principles of natural justice and due process are followed in regard to

students reported for bullying.

Resources:Bullying No Way: https://bullyingnoway.gov.au/Alannah and Madeline Foundation: https://www.ncab.org.au/get-help/Kids Help Line: https://kidshelpline.com.auBeyond Blue: https://www.youthbeyondblue.com/understand-what's-going-on/bullying-andcyberbullying

Appendix EBYOD Program and Technology

Use of personal devices at schoolThe school places high importance on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices.

Certain personal technology devices banned from schoolStudents must not bring valuable personal technology devices like mobile phones, cameras or MP3 players to school, with the exception of the BYO devices, as there is a risk of damage or theft.

ConfiscationPermitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent. Devices potentially containing evidence of criminal offences may be reported to the police. In such cases, police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly. Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one week, or longer if deemed necessary by the Principal.

Recording voices and images Every member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them

being recorded without their knowledge or consent. We uphold the value of trust and the right to privacy at Sarina State School. Students using their iPad to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc.) for the purpose of dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting) builds a culture of distrust and disharmony. Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). A student at school who uses an iPad to record private conversations, ordinary school activities or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be a breach of this policy.Text communication The sending of text messages that contain obscene language and/or treats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school should ensure they keep the message as evidence and bring the matter to the attention of the Principal or Deputy Principal.

Assumption of cheating Personal technology devices may not be taken into or used by students at examinations or during class assessments unless expressly permitted by staff. Staff will assume students in possession of such devices during exams are cheating. Disciplinary action will be taken against any student who is caught using personal technology during examinations or assessments.

Recording private conversations and the Invasion of Privacy Act 1971It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, “a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation”. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others.

Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained.

Special circumstances arrangement Students who require the use of a personal technology device in circumstances that would contravene this policy (i.e. to assist with a medical condition or other disability of for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal.

Networks of student support

Students at Sarina State School are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour support, by:

Parents Teachers Support staff Administration staff Guidance officer Advisory visiting teachers Positive Learning Centre Staff (located at Victoria Park State School)

Support is also available through the following government and community agencies: Disabilities services Queensland Child and youth mental health

Queensland health Department of communities (child safety services) Police Local council Sarina youth centre Miller House (Aboriginal and Torres Strait Islander students)