Premier’s Country Energy Education Indigenous Scholarship
Supporting Aboriginal adolescents
in mainstream high schools
Vince Severino
Sydney Region Behaviour Team
Sponsored by
Rationale
The aim of this study tour was to further develop and refine an established and inclusive
model of student support for Aboriginal adolescents in mainstream high school settings.
These students have typically been identified as having an emotional/behavioural
disability and/or considered to be ‘at-risk’.
Objectives
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To investigate successful approaches to community and inter-agency involvement for
Aboriginal students identified with an emotional or behavioural disability (at-risk).
To investigate effective programs and strategies in:
o Behaviour management;
o Teaching and learning practices;
o Improving attendance and retention rates;
o Transition to Vocational Education and Training (VET), TAFE, post-school
employment and tertiary education for adolescent Aboriginal students in
mainstream high schools who are identified as having an emotional or
behavioural disability or considered ‘at-risk’.
The study
The schools and programs visited were coordinated with key personnel as follows:
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David Hobson, Breakaway program, Cowra High School, NSW;
Wayne Morrow, ACCESS Program, Swan View Senior High School, Perth, WA;
David Rattray, Peace River North School District, BC, Canada.
Methodology
A semi-structured interview protocol was used as a guide to capture the individual’s
understanding of practical implications with the following questions:
1. What factors contribute to the successful community/inter-agency involvement in
the program/strategy?
2. What program and/or strategies do you implement to:
o Improve behaviour management?
o Promote effective teaching and learning practices?
o Increase attendance and retention?
o Provide successful links and transition to VET, TAFE, post-school employment
or tertiary education?
The Breakaway Program, Cowra High School
This program is an inter-agency program between Cowra High School, the Cowra TAFE
Campus, NSW Mid-Western Area Health and the Cowra Police Citizens Youth Club.
It aims to develop a community-based, inter-agency approach by providing an
alternative, off-campus program to re-engage Aboriginal students in learning activities
and increase school attendance by developing life skills, communication and
assertiveness skills. It also aims to support the students’ transition from school to further
education and employment.
Findings
Factors contributing to successful community/inter-agency involvement
A memorandum of understanding was developed which identified and clarified the roles
and responsibilities for each participating agency. This was mentioned by several people
as being paramount to underpinning the development of Breakaway.
Regular meetings of the inter-agency group are fundamental in driving the whole process
and provided a forum in which ideas, collegiality and commitment flourish. They are held
weekly (straight after the Breakaway program when it is being run) or monthly (at other
times) for planning and preparation. The meetings provide a venue for debriefing,
reflection, problem solving and future planning.
Another factor contributing to the inter-agency programs success is having members of
the team who demonstrate amazing commitment to the project and willingness to spend
extra time looking at problem-solving, planning, involving new people and inviting
Aboriginal people to contribute.
Strategies to improve behaviour management
Students in the Breakaway program discuss and set the rules. Because it is an alternative
and off-campus program, staff felt this disoriented and discouraged the students from
displaying any of their inappropriate classroom behaviours. The program focuses on
building positive relationships and relying on the students to self-regulate and work
together rather than rely on external controls.
The students communicate and relate in the program with a broad range of people (both
inter-agency staff and guest presenters), who demonstrate interest and genuine care for
them. Staff felt this also influences positive behaviour.
Formal evaluations conducted in 2004 and 2005 indicated that student behaviour had
improved. At Cowra High School there were fewer incidents of these students moving
into higher levels of the school discipline system and suspension rates dropped
dramatically for students who participated in the program.
Although the program targets Aboriginal adolescents who are considered to be at-risk of
disengaging from school, the Breakaway program does not target students with severe
behaviour issues.
Strategies to improve teaching and learning practices
Staff from Cowra High School involved in the Breakaway program remarked that as an
off-campus alternative program, other teachers at the high school were not directly
involved with the program. The Aboriginal in-class tutor also felt that improved
classroom teaching and learning practice in the Breakaway program didn’t transfer to the
regular classroom.
However, the formal evaluations carried did indicate that the Breakaway project was
most successful in the engagement of students. This was regarding participation in the
one-day-per-week program, where elements of best practice in teaching involved handson activities, getting the students to actively participate by being given an active role (that
is, being a scribe or given some responsibility), making the lessons very interesting and
relative to their needs, using various learning packages which use different gadgetry,
colourful resources and a variety of activities for them to do.
The TAFE teachers noted that changing the program content to be age and skills
development appropriate was important in engaging the students. Pauline Rowston
modifies the Health component after assessing student abilities and interest levels,
deciding the depth or length for discussing a topic, or changing the language so concepts
are easily understood. She expands on topics that are of greater interest to the group,
such as sexual reproduction or safe sex practices.
The Breakaway team’s action research has suggested that shorter sessions and frequent
short breaks work better for Aboriginal students to maintain engagement and
motivation.
Strategies to improve attendance and retention
An analysis of the statistical data for Breakaway I and II (compiled by Therese Jones,
Research and Evaluation Manager, Public Health) indicated that the students’ attendance
and retention rates had improved during Terms 2 and 3 when the program was being
implemented. On the Thursday when the program was being run, there was 100 per cent
attendance, but that figure dwindled during the school terms Breakaway was not run.
The health workers felt that ‘perhaps we don’t really impact directly with the school
program’, Pauline Rowston said, but particularly with the first year’s group (that is, 2003),
100 per cent of the students completed year 10 and attained a School Certificate, whereas
three months before the Breakaway program, David Hobson estimated that 50 per cent
would have dropped out of school before the end of that academic year if it had not
been for the program and its team. It was also noted that most of the students didn’t
return for years 11 and 12.
Transition to VET, TAFE, post-school employment or tertiary education
The Breakaway program’s job preparation skills component has been effective in
broadening Aboriginal students’ post-school options. The careers advisor, Celia Klinger,
has been able to place five of the Breakaway students into work experience. Celia felt
that in the past, those students would never have put themselves up for something like
that. The head teacher for Aboriginal education had also noted an increase in the number
of Aboriginal students now seeking part-time work as a result of participating in the
program. School staff stated that previously there had been little to motivate students to
seek employment in Cowra due to a shortage of work opportunity.
Some of the vocational lessons are held on the TAFE campus. That provides an
introduction to the more relaxed and flexible TAFE setting, and some of the students
have decided to complete their School Certificate and Higher-School Certificate at TAFE
and enrol in VET courses there.
The Breakaway students receive a skills passport, for example, using a cash register;
writing a job application, completing job interview skills and OH&S Certificate. The
employment experiences outlined offered a window to the world of work and a valuable
and vocational education experience which was seen by the Breakaway team as very
important for future employment. It is vital that they facilitate this further by assisting the
participants’ access to work programs.
ACCESS Program, Swan View Senior High School,
Perth, Western Australia
The acronym ACCESS stands for Alternative Curriculum Combining Employment and
Study Skills. It is a VET alternative for Aboriginal students entering years 10, 11 or 12
who may be at risk of not completing their schooling, or may have already entered the
juvenile justice system.
The program is underpinned by school-based traineeships. Students attend school for
three days and spend the remaining time in the workplace, connecting with traineeships
in fields of their choice. Some of these include areas such as retail and personal services;
business administration, education and community work, primary industries and
plumbing and automotive industries.
The program’s curriculum focuses on literacy, numeracy, information technology and
health. It has a strong community focus, seeking to involve Aboriginal families in active
learning initiatives such as health and wellbeing.
Findings
Factors contributing to successful community/inter-agency involvement
One of the major thrusts of the program has been the development of an interface
between structured workplace learning school-based traineeships and curriculum. This
draws on inter-agency involvement through a variety of community employment groups,
for example, mining companies, Jobs Australia and Centrelink, and incorporated into the
Health Curriculum are community projects which have developed from ACCESScoordinated youth forums in liaison with North Metropolitan Area Health Services, the
Department of Community and Development, the local council, various community
groups and other schools. Through these youth forums, other agencies were able to
access the Aboriginal students and identify their needs in the community.
Strategies to improve behaviour management
The coordinator of the ACCESS program, Wayne Morrow, believes that the small
student to teacher ratio helps to establish and develop successful relationships with the
students. This perception was reinforced by an ex-student who said that ‘being able to
work in small groups and having access to one-on-one help when required enhanced
positive relationship on them’ (Kelly, ex-student). The ACCESS program requires
students to sign an agreement in line with the program policy regarding behaviour and
attendance requirements for both school and workplace sites, along with a levels system
of consequences reflecting the collective support of staff, parents and student. The
program coordinator feels that the involvement of parents and caregivers influences
positive behaviour, especially when it involves letting the parents know how well their
child is doing.
Another factor ACCESS staff report that assists behaviour management is the early
intervention in any emerging behaviour issues. In most cases the students’ behaviour
issues are dealt within the ACCESS unit and would rarely need to be dealt with the
school administration. Activity rewards are used to promote desired behaviours every
second Friday (roller-skating, excursions or watching a DVD).
Strategies to improve teaching and learning practice
Most of the curriculum teaching in the ACCESS program is centred on well-equipped
information technology classrooms, where each student has a computer which is linked
to a teacher’s SMARTBoard that can be viewed by the whole class. The hands-on
assignments are broken down into achievable tasks so students can complete something
in a lesson or two, and feel comfortable about it.
The program utilises ‘jigsawing’ as an approach to group tasks, and ‘explosion charts’ to
develop ideas with the plenary group. This allows the individual students to take
responsibility in organising the steps of their learning tasks. The students are encouraged
to do it themselves with minimal teacher instruction (unless required). Again, the
consistent small number of students and the relationship building with staff was highly
regarded by the students. The classroom environment was friendly, with fewer teachers
coming and going as they do in the mainstream program. Students don’t have to relate to
many different personalities.
Improving attendance and retention rates
In the ACCESS program, the Aboriginal education Indigenous Officer follows up
absentees each morning by telephoning (or visiting if necessary) to find out if everything
is going well and encouraging them to attend. In a post-graduation student survey,
students commented that even though they hated getting calls, it was the most driving
force in keeping them at school and completing their schoolwork. They acknowledged
that without it, they probably would not have graduated or attended.
Of the 20 enrolments from the first cohort of year 10 students to commence the
ACCESS program in 2003, all students (apart from those left to commence full-time
employment) achieved full secondary graduation in 2005. Seven were accepted into
university and most have been offered full-time employment as a result of the schoolbased traineeship experiences.
The second cohort of students numbered 25 (maximum capacity) and all of those
students are on track to graduate at the end of this year (2006). In the space of two years,
the school has managed to reverse the chronic pattern of Indigenous students droppingout prior to year 12.
Transition to VET, TAFE, post-school employment or tertiary education
The ACCESS students undergo the Certificate of General Education for adults at TAFE.
Hence, if they don’t obtain a HSC graduation they will at least attain this certificate,
which is recognised throughout Australia.
In year 10, students complete a TAFE Certificate in Workplace Readiness each
Wednesday for two terms. This is effectively a business course centred on students
setting up a business to sell sunglasses at the school. The activity is monitored and
coordinated by the TAFE staff.
Tanya, the Indigenous youth support worker, focuses on post-school work placements,
TAFE apprenticeships and courses or tertiary education placement. Her role provides
for monitoring and supporting the transition of students after graduation for up to one
year. Her role facilitates the link, organises an on-site mentor as well as one for
community support, and finally communicates issues of cultural awareness and
understandings beneficial to the employers.
Pastoral care, the team approach in bringing the various parties (including family)
together and good communication are reported by Tanya to be the basis of this
successful transition strategy.
Peace River North School District, British Columbia,
Canada
For the purposes of this study, the School within School Program, which operates at two
schools (Dr Kearney Junior High School and North Peace Secondary School), has been
considered for the inclusion of primary data. This program was developed after
awareness that academics were often not the only issue for Aboriginal students. Many
demonstrated difficulty with accepting authority and following the school routine,
problematic attendance and lateness, lack of support from home, recreational use of
drugs/alcohol/sex, weak or non-existent social skills, and had multiple discipline referrals
or suspensions from school.
Findings
Factors contributing to successful community/inter-agency involvement
David Rattray (Aboriginal Counsellor, Peace River North District) stated that when you
start to work with Aboriginal students, there are three questions you need to ask:
3. Who am I?
4. Where did I come from?
5. Where am I going?
The various agencies coming together in their different roles need to reflect on these
three questions.
David Rattray felt that you need to find ways to empower native communities. Quite
often, he believes, the school/district takes the responsibility from them as opposed to
finding ways for them to take responsibility. Empowering Aboriginal people in the
school system is often masked by ‘tokenism’, pushing them to say yes when it’s not really
what they want. The challenge is to walk that line between empowering Aboriginals and
telling them what to do.
David noted that in smaller but Aboriginal dominated communities there was greater
commitment from the various bodies and Aboriginal people.
The School within School program resulted after a First Nations study caused the Aboriginal
community to approach the school about their concerns that by year 10 a significant
number of their children had dropped out of school, and that the school system was not
working for them. Their involvement is an ongoing process; whenever issues or
problems arise, the school gets them back again to work out solutions.
Strategies to improve behaviour management
Building positive relationships with Aboriginal students was considered paramount.
Carleen Andrews reiterated that the Aboriginal students needed to build healthy, trusting
relationships with non-Aboriginal teaching staff. Carleen provides time to listen to and
discuss problems and, when students’ behaviour escalates, time to calm them down and
work out what’s happening.
Students positive behaviour and engagement in the learning program were perceived to
be related to the relevance of the learning. As well, the class teacher liaises with the
Aboriginal youth worker (AYW) regarding behaviour issues. They can suggest strategies
or liaise with other professional support that can be accessed to help the student. AYWs
provide classroom teachers with an understanding of the students with ‘emotional
baggage’ with which they come to school. They provide the student with time out of
class during a crisis or difficult period to try to get them to understand where their
emotional pain is coming from and to support them in handling their situation.
School within School utilises the ‘healing circle’ (a restorative practice) as opposed to school
suspensions. The main objective of a healing circle is to help the people who have been
in conflict with others or within themselves, to reconnect in a positive way. People who
may be involved could include the victim, the perpetrator, parents or representatives of
each side, administrators, teacher(s), support workers, counsellors, members of the
Aboriginal Advisory Committee, elders and anyone else that is felt should attend.
Aboriginal people felt it was important that they were part of the solution if effective
commitment to solutions, consequences and positive behaviour change were desired.
Improve teaching and learning practice
School within School’s philosophy is to create a safe and friendly classroom community
environment for the Aboriginal students. Having a ‘Refrigerator and Food’ program for
the classroom was a great catalyst to create that sense of community. Fewer teachers to
relate to and smaller class sizes, that is, small enough for staff to provide individualised
programs, were considered important to a successful program. The classroom teachers in
the program had become aware that they needed to work at the students’ pace, that is,
slow down their teaching style and break down learning tasks into achievable individual
learning components for each student.
Weaving in culturally relevant hands-on activities through which the Aboriginal students
connect with the curriculum where also considered important, for example, building the
sweat lodge (an igloo-style tent where an indigenous sauna-bath ritual takes place) in
preparation for a sweat, drum-making, traditional songs and dance etc. Building a log
cabin the traditional way was another project David had nurtured with a group of
adolescent Aboriginal boys which had grown through the students’ interest.
Providing culturally relevant resources for academic skills development has assisted
maintaining interest as well; for example, in English, students read a novel written by an
Aboriginal author who had been sent to a residential school. Later an Aboriginal elder
who had lived that experience came to address the group at their talking circle. Those
learning experiences assisted the students to develop a healthier Aboriginal awareness
and self-concept. Other curriculum is modified; for example, the study of European
settlement is done from a First Nations perspective. It has been effective in maintaining
interest and engaging the students. Students identified pre-teaching in preparation for an
external test as a strategy that had been quite effective in lowering Aboriginal students’
anxiety and equipping them for success.
Improve attention and retention rates
Attendance is probably one of the most significant outcomes for the School within School
program. It showed Aboriginal students had an attendance rate of about 70 per cent, as
opposed to 20 per cent for Aboriginal in mainstream. Currently all 10 students at Peace
North Secondary School who are enrolled in the School within School program will meet
school attendance criteria and graduate to the next grade level.
The AYWs play a pivotal role in maintaining good student attendance rates. They
provide the monitoring, prompting and cueing that continually needs to take place, that
is, they make phone calls in the morning if students are absent or late, accompany them
to class if they don’t have the confidence to walk into class late, explain the important or
relevance of a particular subject so students understand why they have to learn it and
assist them to engage. Again, their role is powerful in generating a sense of belonging at
school among the students.
Transition to VET, TAFE, post-school employment or tertiary education
The data show that in 2004 there were nine Aboriginal students in trades and that now
there are a total of 20 Aboriginal students in trades. Trade options have grown and the
schools, colleges and district administration are developing more initiatives.
Again, the AYWs play an important role in liaising between career counsellors and
agencies offering vocational or tertiary placement. They network to find the students a
mentor if the student is going to study or work away from Fort St John. They liaise
between previous teachers (who may prepare required paperwork on any relevant or
required academic information, and assist students to prepare applications and meet
deadlines for scholarships, bursaries and apprenticeships). The value of the AYW cannot
be underestimated; they are often the significant other who makes it happen.
Conclusion
This study tour investigated successful approaches to community and inter-agency
involvement for at-risk Aboriginal students identified as having an emotional or
behavioural disability. It enabled me to identify the most important aspects of an
effective model of support for Aboriginal adolescent students in a mainstream secondary
setting. The most important common principles for effective delivery of support are:
1. Relationship building and pastoral care. These are vital for managing students in a
consistent and flexible manner in order to develop trust and rapport.
2. An alternate relevant and modified curriculum. This includes hands-on activities
within the context of small group learning environments which allow individualised
learning needs.
3. Team approach between school, other agencies and parent/carer and student. It is
vital that in the team at least one significant figure acts to facilitate change and act as
a case manager to oversee each student’s intervention.
Implementing those principles in programs for at-risk Aboriginal students in secondary
schools will, I believe, give the program a greater chance of succeeding and producing
desired outcomes.