download "A solid school environment" review
The physical and social environment of a school has a huge impact on how connected students and their families feel to the school. Attention should be given to staff:
- supervising during recess and lunch breaks
- identifying ‘hotspot’ areas where bullying happens
- providing stimulating, developmentally appropriate schoolyard equipment
- encouraging use of safe, well supervised areas
- establishing semi-structured competitive and non-competitive activities
- Providing an area or space, such as allocated rooms for AIEOs (ATAs or AEWs) encourages parents and carers to drop in or visit with staff. This type of flexible, informal opportunity enhances relationships between school staff and students and their families. Areas with Aboriginal artwork create a distinct and identifiable Aboriginal presence within the school.
In schools with Yamaji students this could also include consultation with Aboriginal staff and local Elders to offer a ‘Welcome to Country’ at the commencement of each school year.
The reflection questions below link to the National Safe Schools Framework (NSSF) Key Element One, ‘School values, ethos, culture, structures and student welfare’ (DEST, 2003).
Reflection questions for solid school environment
- Does the school have a welcoming entrance?
- Does the school have an Aboriginal and/or Torres Strait Island flag?
- Does the school have open-door guidelines?
- Are Aboriginal parents and carers encouraged to visit the school?
- Does the school use outdoor classrooms?
- Does the school ensure the schoolyard and gardens are properly maintained?
- Does the environment enable native gardens to be integrated into the school setting?
- Is there a room/space allocated for AIEOs (ATAs or AEWs) and Aboriginal staff to meet with Aboriginal students and their families?
- Does the school include Aboriginal and Torres Strait Islander artworks and displays throughout the school?
- Are Aboriginal students and parents and carers encouraged to be involved in the development and improvement of the schoolyard?
- Are expectations of social behaviour in the schoolyard clearly outlined?
- Are incentives provided for students to behave positively in the schoolyard?
- Are ‘hot spots’ areas identified in collaboration with students?
Bullying and environment
There is a correlation between bullying and poor schoolyard environments. Improving the visual appearance of the schoolyard environment can encourage social interaction and feelings of connectedness to the school.
Facilities can be developed throughout the whole school to assist in making the school a welcoming environment for Aboriginal students and community members. Ensure there are grassed and paved areas, shade, play equipment and open spaces for all students.
Outdoor classrooms provide avenues for Aboriginal students and parents to participate and feel welcome within the school without being restricted to the classroom environment. Outdoor classrooms can also be used to include learning activities about bush tucker and native gardens.
Better schools for the Aboriginal community
Schools need to be pleasant places to visit for Aboriginal parents and community members. Employing Aboriginal staff in the front reception areas and displaying art and schoolwork that celebrate Aboriginal culture improves the approachability of schools.
A friendly school environment
- Yamaji wangi
- Recommendations from Sharing Days:
- Aboriginal staff expressed the importance of a friendly school that demonstrates the school’s appreciation and respect of Aboriginal culture. They suggested that schools celebrate their local Aboriginal community and the people by:
- displaying local Aboriginal stories and culture around the school
- displaying profiles on the lives of local Aboriginal Elders and significant Aboriginal people in the community
- having Aboriginal artwork displayed around the school
- engaging children in displays of Aboriginal artwork or projects around the school
- having friendly areas for Aboriginal parents to meet when they come to the school
- displaying stories of successful young Aboriginal people from the community, with information about their pathways after school
The physical condition of the school building affects student attitude, behaviour and motivation to achieve. When a school is not well maintained it sends messages like, ‘We don’t care about you’ to students and their families. Schools with buildings that are dirty, too cold or too hot, have graffiti or are in need of repair tend to have more fighting and violence. Schools that have landscaped gardens, murals, bulletin boards displaying student art and photographs typically have fewer incidents of fighting and violence.
Supervision
To address bullying in the school environment, attention needs to be given to teacher supervision during recess and lunch. Bullying is less likely to happen during recess and lunch when:
- duty staff are highly visible
- students are provided with opportunities to expand their understanding of social rules through semi-organised physical and non-physical games and activities
- all adults, including those who visit the school, model appropriate behaviour in the schoolyard
- duty staff encourage and acknowledge students who demonstrate appropriate behaviour
Use of the schoolyard
It is also important to consider the needs of students and the type and amount of play and activity areas available. Identify areas where students are currently not allowed to play, that might be suited to some students. Positive learning environments improve social relationships, reduce absenteeism and boost students' and staffs members’ self-esteem.
- Yamaji wangi
- Recommendations from Sharing Days:
- Aboriginal staff suggested that the schoolyard be utilised to support the varied learning styles of Aboriginal students by:
- creating a school garden
- inviting Aboriginal Elders to the school to teach the students about their local environment
- involving Aboriginal community members in a whole-school program to create an outdoor Aboriginal learning area
- involving Aboriginal community members in the creation of Aboriginal art around the schoolyard that reflects the local community
