As mentioned in the last newsletter, I will be consulting with the school community to develop Wondall Heights State School’s Student Code of Conduct. Within the code of conduct there are a number of mandatory sections. This week, I am sharing the section on Restrictive Practices.

Restrictive practices are the use of interventions or strategies that have the effect of restricting the rights or freedom of movement of a student.

The restrictive practices procedure prescribes:

• when restrictive practices are permitted to be used in state schools
• the reporting, notification and oversight obligations of state school staff, principals and the principal’s supervisor or delegate
• the obligations of state school staff and principals to manage at risk behaviours of students with the aim of preventing the use of restrictive practices.

Generally, restrictive practices permitted under the procedure must only be used where:

• the restrictive practice is reasonable in the circumstances, and
• there is no less restrictive measure available to respond to the behaviour in the circumstances.

Restrictive Practices

School staff at Wondall Heights State School need to respond to student behaviour that presents a risk of physical harm to the student themselves or others. It is anticipated that most instances of risky behaviour can be de-escalated and resolved quickly. On some rarer occasions, a student’s behaviour may continue to escalate and staff need to engage immediately with positive and proactive strategies aimed at supporting the student to manage their emotional arousal and behaviour.

In some very rare situations, where there is immediate risk of physical harm to the student or other people, and when all other alternative strategies have failed to reduce the risk, it may be necessary for staff to use restrictive practices.

The use of restrictive practices will always be as a last resort, when there is no other available option for reducing immediate risk to the student, staff or other people. Restrictive practices are not used for punishment or as a disciplinary measure.

The department’s Restrictive Practices procedure is written with consideration for the protection of everyone’s human rights, health, safety and welfare. There are six fundamental principles:

1. Regard to the human rights of those students

2. Safeguards students, staff and others from harm

3. Ensures transparency and accountability

4. Places importance on communication and consultation with parents and carers

5. Maximises the opportunity for positive outcomes, and

6. Aims to reduce or eliminate the use of restrictive practices.

Very rarely restrictive practices will be planned and staff will employ, when necessary, pre-arranged strategies and methods (of physical restraint/ mechanical restraint/ clinical holding) which are based upon behaviour risk assessment or clinical health need and are recorded in advance. The use of planned strategies will only be where there is foreseeable immediate risk consistent with the Restrictive Practices procedure.

Seclusion will not be used as a planned response and will only be used in serious circumstances for managing an unforeseeable situation in an emergency. It will be used for the shortest time possible and in a safe area that presents no additional foreseeable risk to the student. In such emergencies, a staff member will observe the student at all times and seclusion will cease as soon as possible.

Following the use of any restrictive practice, a focused review will help staff to understand how they responded to the risk in any incident that involved the use of a restrictive practice. Staff will consider whether there are other options for managing a similar situation in the future. This strategy works well for reducing the use of restrictive practices.

All incidents of restrictive practices will be recorded and reported in line with departmental procedures.

Wondall Heights State School staff currently adhere to the above outlined expectations. If you have any questions in relation to the above process please feel free to contact me for further explanation, pkond4@eq.edu.au .

Psychology Today describes resilience as:

“that ineffable quality that allows some people to be knocked down by life and come back stronger than ever.  Rather than letting a failure overcome them and drain their resolve, they find a way to rise from the ashes.”

Resilience is an important life skill, the more resilient a person is the less they experience stress and are better equipped to deal with life’s pressures.  Parents and school staff play an important role in building resilience in children.  Resilience is shaped in part by upbringing and culture but can be developed through the teaching of social skills.  We promote resilience by role modelling coping skills, teaching problem-solving and assisting kids to solve their problems as they arise.  Kids are more likely to be resilient when they are supported by the adults in their lives.

We can support students to build resilience by:

• Make realistic plans and take steps to carry them out
• Build a positive view of themselves
• Have confidence in their strengths and abilities
• Foster skills in communication and problem-solving
• Encourage students to manage strong feelings and impulses.

My name is Lydia & I am the new Chappy here at Wondall!

Some fun facts to get to know me are

1. I absolutely love the boy band One Direction

2. I am originally from Coffs Harbour in NSW 

3. My favourite drink is strawberry milkshakes :)

I am really looking forward to being a part of the amazing community here at Wondall and getting to know all the students, staff and families!

My work days are Mondays, Thursdays & Fridays. If any parents would like to get in contact with me to discuss any matter, please reach out by ringing the school office or you can contact me via my email lydiap@chappy.org.au.

Looking forward to the rest of the year!

Click below to watch a video of Chappy Lydia.