New Zealand & Argentina
STUDENT
WELLBEING
2020-2021
Student Wellbeing Handbook
New Zealand
Contents
Principles and Aims of Student Wellbeing at OneSchool NZ ........................................................ 3
Wellbeing Framework .................................................................................................................................. 4
What needs to be in place to support all students’ wellbeing? .................................................... 5
Intervention Process for Students with Wellbeing Needs. ............................................................. 6
All – Universal Strategies. ........................................................................................................................... 6
Some – Targeted Strategies. ...................................................................................................................... 7
Few – Intensive Interventions. ................................................................................................................... 7
Signs, Indicators & Care Recommendations ........................................................................................ 9
Self Harm Prevention Policy .............................................................. Error! Bookmark not defined.
Safety Plan example ...................................................................................................................................10
Transition back to campus from Learning from Home ..................................................................11
Info Sheet 1 – Anxiety .................................................................................................................................13
Info Sheet 2 – Low Mood ...........................................................................................................................14
Info Sheet 3 – Self Harm ............................................................................................................................15
Info Sheet 4 – Mentalization .....................................................................................................................16
Info Sheet 5 – Exam Stress .......................................................................................................................17
Info Sheet 6 – Sleep Problems .................................................................................................................18
Info Sheet 7 – Eating Disorders ...............................................................................................................19
Info Sheet 8 – Substance Use ..................................................................................................................20
Info Sheet 9 – ADHD ...................................................................................................................................21
Info Sheet 10 – Traumatic Events ..........................................................................................................22
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Student Wellbeing Handbook
New Zealand
Principles and Aims of Student Wellbeing at OneSchool NZ
Research shows that 1 in 4 people experience either depression and/or anxiety in some
point in their lives. Depression, anxiety and bipolar disorder are the three most common
wellbeing issues for students around the world. Other wellbeing issues may include;
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Low mood
Panic attacks
Phobias
Eating disorders
Bipolar affective disorders
Obsessive compulsive disorders
Personality disorders
Post-traumatic stress disorder
Some self-harming behaviour
Schizophrenia
Autistic spectrum disorders
Dyslexia and dyspraxia
Learning disabilities
As a school we have a responsibility to provide nurturing, supportive relationships,
experiences, and settings that foster development and learning, and support parents
and the PBCC community to overcome these wellbeing issues.
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Student Wellbeing Handbook
New Zealand
Wellbeing Framework
At OneSchool Global we all have a role to play. Within the ecosystem of our campuses
we all have a role to play as teachers to all students.
We know from research that there are aspects that need to be in place to support all
children and young people (see diagram on page 5) and whilst prevention is a key
aspect we must also be prepared to deal with wellbeing issues effectively.
To this end we have developed a three-tiered approach.
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Preventative and Universal Supports and Interventions for everyone,
Targeted and Preventative Supports and Intervention for community, providers,
staff, children and their families with identified needs and risks,
Intensive Supports and Intervention for children and their families who are in
crisis or at risk.
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Student Wellbeing Handbook
New Zealand
What needs to be in place to support all students’
wellbeing?
In order to ensure that the school meets its professional and moral responsibilities to
student well-being, the following initiatives have been put in place;
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Engagement in professional learning to support the school’s plan for wellbeing
and support (Bravehearts and St John Mental Health First Aid Training)
Engagement in professional learning to ensure each campus and site has staff
and campus administrator teams trained in the identification and management of
student wellbeing issues,
National Leadership Team engagement in professional learning to ensure all
members are trained in the identification and fundamentals of mental health and
wellbeing,
Development of a national database of external professionals whose services
align with the ethos of the school.
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Student Wellbeing Handbook
New Zealand
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Development of and access to resources, programmes and interventions that
align with the needs of the school community,
Continued National overview (including regular reporting to the National
Leadership Team) of school data regarding students with wellbeing concerns,
Intervention Process for Students with Wellbeing Needs.
OneSchool NZ uses a 4-tiered strategy for students with wellbeing needs. This is based
on the fact that wellbeing issues exist on a continuum. (St John MHFA)
Healthy
Reacting
Injured
Unwell
This 4-tiered strategy is based on the following foundations.
1. Mental Health and wellbeing awareness for all staff,
2. Mental Health and Wellbeing supports at the Campus level and through the
National Learning Support Committees Group,
3. Ensuring all staff and campus administrators are trained to identify and support
students with mental health or wellbeing needs.
All – Universal Strategies.
All
•Relationship building
•Effective training of teachers
and CA teams including follow
up H.E.A.D
•Engagement and learning
Some
•Effective early screening and
monitoring
•Individual and group
interventions where needed
•Wellness plans (Pit Plan/ILP)
•Planning with student, family,
staff, commuity, support team
Few
•Counselling and support
•Safety plans
•Guided referral and follow up
•Collaboration with student,
family and commuity
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Student Wellbeing Handbook
New Zealand
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Relationship building. Developing strong professional and trusting relationships with
students is the key to teacher success in all aspects of school life and is no less
important in dealing with wellbeing issues. Students who have positive relationships
with school staff will be more likely to discuss the stressors and concerns that can
lead to wellbeing issues.
Effective training of teachers. Teachers play a critical role in assisting to identify
wellbeing issues in students. Due to the constant interaction between teachers and
students, teachers are often the first to notice emotional and behavioural changes in
their students. Staff need to be able to recognise the signs and know what to do
when those signs appear.
Engagement and Learning. Students who are highly engaged in the classroom tend
to be more enthusiastic, optimistic, curious, and interested. In contrast, less
engaged students tend to be bored, depressed, anxious or angry and can be
withdrawn or rebellious. School engagement has been positively associated with
peer acceptance and self-esteem, and negatively associated with anxiety,
depression, disruptive behaviour, and conduct problems. It is an important part of
our wellbeing strategy that students are engaged in their learning and in school.
Some – Targeted Strategies.
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Effective early screening and monitoring. Staff and community need to be proactive
in identifying students at risk of wellbeing issues and putting in place ways of
identifying and monitoring those students.
Individual and Group interventions. Students who are identified as having wellbeing
issues need to have interventions that address their specific needs. This should
always be developed in association with the parents and CA team to ensure
alignment with the school’s ethos.
Wellness plans. Where a student has been identified as having wellbeing issues,
campus staff, under guidance from the Campus Principal will develop, either
formally or informally, a plan to support that student.
Planning with student, family and community. The most effective intervention will
involve all parties. It is vital that planning for a student with wellbeing issues
includes the family and the CA team.
Few – Intensive Interventions.
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Counselling and Support. Where a student exhibits serious wellbeing needs there
may be a need to engage the services of a counsellor or psychologist. In all cases
these providers need to be approved by the National Learning Support Committee
to ensure alignment with the those of the school.
Safety Plans. Any student exhibiting serious wellbeing issues must have in place a
formal safety plan which outlines the interventions, strategies and programmes that
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Student Wellbeing Handbook
New Zealand
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have been put in place to support the student. The safety plan will also detail what
will occur if there is any type of incident of concern involving the student.
Guided referral and follow-up. In all cases these students need to be overseen by the
National Learning Support Committee, which will guide campus interventions and
ensure that any external providers or support comply with the school’s ethos.
Collaboration with student, family and community. At this level it is very important
that any intervention is a collaboration between all part of the student’s life.
Effectiveness will reduce greatly if all parties are not involved.
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Student Wellbeing Handbook
New Zealand
Signs, Indicators & Care Recommendations
Reacting
Common
reversible
distress
Injured
Severe,
persistent
functional
impairment
Signs and indicators
> Normal mood changes
> Normal sleep patterns
> Physically and socially active
> Consistent performance
> Physically well
> Eating normally balanced diet.
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Unwell
Clinical
disorder
severe
functional
impairment
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Recognise limits, take breaks
Get enough rest, food,
exercise
Reduce barriers to seeking
help
Identify/resolve issues early
Take personal responsibility
for action
Tune into own signs of
distress
Make self-care a priority
Talk to someone; ask for
help; get help sooner – not
later
Maintain social contact; do
not withdraw.
Contact GP
Follow care
recommendations
Know resources/supports
and how to access
Seek specialist help/referral
(GP/private specialist)
Call 111
Need specialist agency involvement
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Nervousness, irritability
Feeling overwhelmed at times
Difficulties sleeping, occasional
nightmares
Low energy
Procrastination
Decreased social activity
Eating patterns in food
increases/decreases
Anxiety, anger, pervasive sadness,
tearfulness, sense of hopelessness,
worthlessness
Recurrent, vivid nightmares, restless
disturbed sleep
Increased fatigue, aches/pains
Decreased performance or workaholic
tendencies
Hard to concentrate/make decisions
Eating pattern change – over/under
eating/loss of appetite
Avoidance, withdrawal
Recurrent intrusive thoughts/images.
Excessive Anxiety
Panic attacks
Easily angered/aggressive
Cannot fall asleep/stay asleep
Constant fatigue/illness
Overt ‘insubordination’
No appetite/over-eating as a pattern
Absent from social events
Alcohol or other additions
Depressed
Suicidal thoughts/intent
Care recommendations
> Focus on task at hand
> Break problems into
manageable tasks
> Good support systems
maintained (home and
school)
> Maintain healthy lifestyle
Mental Health First Aid Training can help
Healthy
Normal/
functional
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POL_NZ_PAS_Self
Harm Prevention
Policy_v2.0
Self Harm Prevention Policy
Policy Code
POL_NZ_PAS_Self Harm
Prevention Policy_v2.0
Authorisation Date
03/03/2017
Next Review Date
20/05/2023
Enquiries Contact:
admin@nz.oneschoolglobal.com
Approval Authority
OSG NZ Board
Policy Author
NZ Principal Team
Associated Documents
Health and Safety Policy, Child Protection Policy
RATIONALE
Schools are required to provide a safe physical, and emotional environment for students, in
accordance with MoE National Administration Guideline 5. (NAG 5)
PURPOSE
To support OSG NZ Health and Safety Policy:
‘To provide adequate resources to maintain an effective health and safety program through worker
engagement, participation, and representation’
SCOPE
This policy applies to all staff, students, family and community.
A clear procedure is to be available to campus leadership and office administrators in the event of a
disclosure, attempt, and/or successful self-harm. (Both on campus and/or off campus).
DEFINITIONS
Term Definition
MoE Ministry of Education
OSG NZ OneSchool New Zealand
GUIDELINES
Staff identification of at-risk students
a. All school staff are responsible for detecting students who are experiencing emotional distress
and possibly at risk of self-harm
b. All concerns must be responded to and details noted: Date, Time, and by Whom.
c. The concerned staff member must report the case to the Campus Principal and/or Regional
Principal. The respective Principal will inform the National Learning Support Team in the first
instance.
d. The concerned staff member is considered a support, and part of the support process to the
student until the student deems their support complete.
OneSchool Global
New Zealand & Argentina
Copyright © 2020 OneSchool Global Ltd.
1
POL_NZ_PAS_Self
Harm Prevention
Policy_v2.0
FLOW DIAGRAM OF ACTION TO BE TAKEN
Suspicion, evidence or declaration of intent to self-harm
Report to the Campus Principal, Regional Principal, or Campus Site
Coordinator
National Learning Support Team to be involved. Parents contacted
(unless reasons for not
doing so). Referral to Community for support.
Family doctor or medical intervention be involved as necessary.
Information gathering – from various sources for risk assessment / next
steps.
Collaborative Plan of Action: Support structure prepared by National
Learning Support Committee
Refer on as necessary – local health agencies
VERSION CONTROL
Policy Code
Date
POL_NZ_PAS_v2.0
OneSchool Global
New Zealand & Argentina
March 2017
May 2020
Version No.
1.0
2.0
Nature of Change
Initial Policy
Policy Review and Rebrand
Copyright © 2020 OneSchool Global Ltd.
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Student Wellbeing Handbook
New Zealand
Safety Plan example
Step 1
Step 2
Warning signs (thoughts, images, mood,
situation, behaviour) that I am feeling
distressed:
1.
2.
3.
Internal coping strategies – Things I can
do to take my mind off my problems
without contacting another person
(relaxation technique, physical activity):
1.
2.
3.
Step 3
Step 4
People and social settings that provide
distraction:
People whom I can ask for help:
Name/phone/place:
Name/phone/place:
Name/phone/place:
Name/Phone
Name/Phone
Name/Phone
Step 5
Step 6
Professionals or agencies I can contact if I
get distressed:
Making the environment safe: e.g.
removing access to things that can harm
you
Name/Phone/Place
Name/Phone/Place
Name/Phone/Place
The one thing that is most important to me and makes life worth living is:
This form should be filled in with the support of the parents and paraprofessionals.
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Student Wellbeing Handbook
New Zealand
Transition back to campus from Learning from Home
Rationale
From time to time students experience challenges that require them to have/take some
time out from being onsite within their campus. These reasons may include illness, fatigue,
mental health challenges, family circumstances changing or behavioural challenges being
presented by the student onsite that require the campus to take steps to develop a plan
to support the student before full reintegration back to campus can occur.
Definitions
Term
H.R
I.L.P
L.S.C
N.L.T
Definition
Human Resources
Individualised Learning Plan
Learning Support Committee
National Leadership Team
Guidelines
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National Leadership Team approval sought
Campus Administrator, local L.S.C, and National L.S.C must be notified when a
student is undertaking the Learning from Home.
Student must be seated at a table within a shared space, such as the living room,
dining room or kitchen (student not permitted to be in bedroom). Students may
work in an office setting if door is open or in a workplace if walls are glass.
Parent/caregiver must always be able to see the screen
If student is wearing headphones, parent /caregiver must be able to hear
dialogue
Teacher to record all lessons
Student to be on time to all classes
Parent/Caregiver to be sent timetable at the start of the week if in Years 3-8 with
the requirements of the week. All information to also be put up on Canvas for
years 3-13.
Parent/Caregiver demonstrate that they can access and understand where to
find what they need to on Canvas.
Plan put in place with parents/caregiver and student (where appropriate)
reviewed every 5 weeks with view of student returning to school full time. This
plan will be called a transition I.L.P.
Transition back to school plans should be documented on the ‘I.L.P template with
HR requirements’ document and are found on the Learning Support Resource
canvas page.
Transition plans will include current status, goal of returning to school full time
and how that will happen and over what time frame.
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Student Wellbeing Handbook
New Zealand
See example below:
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If not already, student to be added to the Learning Support Campus Register.
When students are learning from home through the transition plan they should
be marked as F. It is recommended for all students who are undertaking schoolled learning from home that you use the attendance code F - student attending
an offsite course/class (the student is not in class but is on a legitimate off-site
school-based course).
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Student Wellbeing Handbook
New Zealand
Info Sheet 1 – Anxiety
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Student Wellbeing Handbook
New Zealand
Info Sheet 2 – Low Mood
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Student Wellbeing Handbook
New Zealand
Info Sheet 3 – Self Harm
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Student Wellbeing Handbook
New Zealand
Info Sheet 4 – Mentalization
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Student Wellbeing Handbook
New Zealand
Info Sheet 5 – Exam Stress
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Student Wellbeing Handbook
New Zealand
Info Sheet 6 – Sleep Problems
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Student Wellbeing Handbook
New Zealand
Info Sheet 7 – Eating Disorders
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Student Wellbeing Handbook
New Zealand
Info Sheet 8 – Substance Use
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Student Wellbeing Handbook
New Zealand
Info Sheet 9 – ADHD
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Student Wellbeing Handbook
New Zealand
Info Sheet 10 – Traumatic Events
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