In 2008 the Solid Kids, Solid Schools project held Sharing Days in Geraldton, Meekatharra, Shark Bay and Carnarvon. These Sharing Days were attended by AIEOs (ATAs or AEWs) and Aboriginal teachers to discuss ways to support Yamaji students involved in bullying.
- Yamaji wangi
- Recommendations from Sharing Days:
- The role of the school community including the principal, AIEOs (ATAs or AEWs), teachers, other staff, parents, families and students are very important in addressing bullying among Yamaji students.
A solid school approach ensures that everyone is involved in developing guidelines and a solid ethos within the school that supports the strengths and needs of Aboriginal students. Leadership that encourages staff, students, school families and community members to create a welcoming culture that celebrates diversity is likely to be effective in reducing bullying.
A solid school approach is essential for achieving positive change in bullying and should:
- be collaborative
- take into account the cultural perspectives of the whole school community
- create a shared understanding about the nature of violence and bullying and their effects on the lives of individual students and the school community
- build awareness at all levels of the school’s community, enabling the development of common goals and a shared understanding
- ensure cultural security and understanding of the different perspectives associated with bullying behaviour and cultural differences
- assist members of the school community to acquire the specific knowledge, skills, and language to respond to violent and bullying situations
- move toward prevention and early intervention instead of treatment and crisis management
- open discussion at all levels of the school community, helping to create a supportive ethos and to break down the culture of secrecy that often surrounds bullying
- Yamaji wangi
- Recommendations from Sharing Days:
- Aboriginal staff suggested that principals, teachers and other school staff should be supportive of Aboriginal education by:
- respecting and supporting the role of AIEOs (ATAs or AEWs)
- ensuring ALL staff undertake professional development in cultural awareness
- developing a program that responds to students’ strengths and needs with input and guidance from local Elders
- including more cultural content in the curriculum (with guidance from AIEOs (ATAs or AEWs))
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