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Community engagement showcasing events

• Brisbane Community Engagement Showcase 2007
• Brisbane City Council Showcase
  • Creative Democracy - Homelessness
  • Engaging communities using cultural processes - Chermside Community Hub
• Central Queensland Showcase
  • Devising and implementing the District Youth Achievement Plan for the ETRF Senior Phase of Learning
  • Integrated Area-Wide Management as an Approach to Landscape Management
  • Rolleston Coal Project
  • Yeppoon Western Bypass Road
• Emergency Services Showcase
  • Community Safety Project
  • Engaging Indigenous Communities
  • Local Ambulance Committees
  • Queensland Ambulance Service First Responders
• Goodna Outreach Showcase
• Hervey Bay Showcase
  • Australian Industry Engineering Manufacturing Network Ltd
  • Wide Bay Burnett Human Services Network
  • New prison in a new town
• Ipswich Showcase
  • Swanbank Community Reference Group
  • Community Hubs Project in Esk Shire
  • Ipswich Area Regional Disability Council (IARDC)
• Mackay Showcase
  • Mackay Highlands Coordinating Committee
  • Queensland Marine Academy
  • Mackay Childhood Injury Prevention Project
  • Mackay Alcohol and Other Drugs Community Partnership
• NRM Showcase
  • Review of Ministerial Advisory Arrangements
  • CHRRUPP Experiment and Future Options for Community Engagement
  • Community Involvement in Mary River Planning
• Queensland Police Service Showcase
  • Mareeba Truancy and Graffiti (TAG) project
  • Community Support
  • Mareeba Shire Council - Local Government view
  • Mareeba State High School - Community Education Counsellor view
  • Mareeba State High School - Education view
• Townsville Showcase
  • La Luna Youth Art
  • Minimizing Road Trauma
  • Speak Out 2003
  • Palm Island Community Youth Centre Consultation Process
  • District Youth Achievement Plan
  • Young Achievement Enterprise Education Program

Queensland Police Service Showcase

Mareeba State High School - Education view

Mareeba State High School is located on the Atherton Tablelands approximately 65 kms west of Cairns. It is the only high school in Mareeba and boasts a school population of about 645 students with over 100 indigenous students. Mareeba SHS was experiencing difficulty in managing truant students and students who did not attend school. Retention and transition were of concern, with some students being absent from schooling for prolonged periods. For some students this timeframe stretched to years. At the same time, the Police were also recognising criminal problems in the community by absent and truant students, and were approached by the Chamber of Commerce to address this. A meeting between these parties resulted in a collective and community approach - the Truancy and Graffiti Group (TAG).

As a priority action for Mareeba SHS, problems relating to students and education were identified. These included:

• Students were falling through the gaps in the procedure for enforcement of truancy in both the education and policing systems - regular reports from the school to the police were not acted upon until a second letter was forthcoming, parents were actively avoiding both school and police, authorities were being told students had enrolled in a private school when, in fact, they had not and police reports on actions taken were not forthcoming to the school. There appeared a lack of follow through from Police as there were no consequences for parents not sending their children to school (no charges were laid). The school then had 'no big stick' to enforce attendance by children.
• The transition from Year 7 to Year 8 was seen by students as a gap to be exploited. Some students never made the changeover to year 8 and when chased up by school staff stated they were already enrolled at other schools. Information dissemination was restricted under the Privacy Act making it difficult to determine if the enrolment information given was correct. The private schools approached were not co-operative.
• Education Queensland policy of removing student names from active enrolment at the school after 15 days, meant students after 15 days ceased to be enrolled and therefore no-one followed up on their educational position. This placed already at-risk students back on the street (which these students arguably preferred rather than conforming to a traditional classroom situation). Disenchantment and a lack of recreational pursuits led to substance abuse, graffiti and other petty crimes for some of these children.
• Low socio-economic status of some families with a median weekly income of between $200 and $299 per week for households. With low incomes come compromises in the family budget for nourishing food and subsequently nourished bodies and minds, and difficult choices between life's essentials and educational materials. Low incomes leave no room for recreational pursuits, or industrious and creative experiments.
• Some students had been truant and absent from school for prolonged periods, some for two or three years. These children:
  • could not physically remain in a seated classroom environment for 70 minutes
  • had little or no social skills in dealing with school staff and other students
  • were educationally disadvantaged through their lack of schooling. Poor literacy and numeracy skills
  • could not accept discipline easily. Their mode of behaviour when confronted about their behaviour was to get angry, swear and become violent
  • were faced with a curriculum that had no or little meaning to their world, that they did not understand or cope with
  • were often primarily concerned with the basic needs of food and sleep. Education was not a priority
  • often did not have the resources to attend school eg clothing, books and equipment.
• Parents, although stating they wanted an education for their children, were at a loss as to how to deal with the situation. Lack of parenting skills, and lack of confidence in approaching the school and asking for help was evident.
• Students had not and did not develop meaningful relationships within the school. This lack of relationships meant that students had little connection to the school.

The goals identified by the school for this group of students were that they were:

• happy and healthy
• not at risk
• attend learning opportunities / less truant
• responsive
• active and lawful members of society
• able to demonstrate socially acceptable behaviours.

Clearly this problem was larger than either the School or the Police could deal with in isolation, or even together. Indeed, the whole community needed to become involved, to disengage from perpetual dysfunction, blame and lack of ownership of the problem. It required creative and innovative solutions to break this spiralling problem. Where an authoritarian approach would meet with failure, the creation of TAG in 2002 as a community forum was to have greater success.

Education responses undertaken

For Mareeba State High School, TAG acted as a catalyst for change. Changes needed to be undertaken within the school to meet the needs of the identified young people. The following outlines the changes undertaken. Outcomes were primarily centred around the reconstruction and reconnection to the community and the school with the secondary benefits of improved relationships through respect and understanding.

Alternative Education Program

The Community Learning Program has been piloted by a Registered Training Organisation - Quality Industry Training and Employment (QiTE) in 2003 and continues into 2004 with school and community support. This program has evolved from the needs identified by TAG and the school, for students who are at risk of not achieving in mainstream schooling, who are truant and have not been at school for a period of time, are involved in the justice system and/or display negative social behaviour. Simply - they cannot sit and co-operate in a conventional class; they do not and cannot (at this time) conform. This program achieves outcomes in skill development, personal development and behaviour modification through various learning experiences.

Diversion Program

Within the more conventional school system, a pro-social skilling course has been conducted for students who are able to remain in class with minimal disruptive behaviour to other learners. These students have been removed from two core classes and spend lessons with two teachers, male and female with the aim of developing relationships and establishing connections with the school. A series of counselling sessions with the Guidance Officer, School-based nurse, School Chaplain, Community Education Counsellor and Year Group Co-ordinator has proven successful. A camp for these targeted students, focussing on teamwork, self-esteem and behaviour is also part of the program. Literacy support is provided across the year groups for students who need this extra support. In Year 8 there are targeted literacy classes.

Breakfast Program

Free breakfast program is provided each morning. The provision of this food has increased the energy levels and concentration spans of students who were otherwise neglecting this meal. Over 200 students participate in this service each week - students from impoverished families; students who have to travel large distances necessitating early departure from home. Food and equipment for this is resultant from the on-going commitment of local business - including Martins IGA, Retra-Vision and Shane Thorpe Refrigeration. The ASSPA committee at the school has always provided a lunch program for any student to avail themselves of, and this is regularly accessed.

Nutrition Focus

School administration was directly relating anti-social behaviours to dietary intake. One of the first questions asked of students referred to the school administration for a symptomatic behavioural problem is, 'What have you eaten today?' The P&C has removed lollies from the tuckshop, and certain lollies are no longer tolerated in the school after proving to have adverse effects on student behaviour. Students found to have a high sugar intake spend time away from classes or are sent home in an attempt to prevent misbehaviour resulting in serious consequences. A proactive approach.

Appropriate behaviour responses

Pro-active approaches to bullying with 'Escape Fast' and 'Sticks and Stones' workshops within the school. These actively target issues of personal safety and behaviour management. Following these workshops, students have been seen to adopt techniques to deal with given situations, resulting in a reduction in incidences of physical attack amongst students. For some students they had to be taught alternative behaviours other than violence, as a method of resolving conflict.

Student support services team

The creation of a Student Support Services Team within the school, lead by the Guidance Officer and including the Community Education Counsellor, School Chaplain, School-based Nurse, Youth Trainee, and Community Liaison Officer. Regular meetings for this team have created cross-references to get a greater picture of the influences and successes with target students.

Youth Trainee

Employment of a Youth Trainee by the Mareeba Shire Council, based at Mareeba State High School to increase contact with youth client-base. The trainee being based at the school has provided a human resource which has been utilised by the school in the engagement and retention of these students. Students are more inclined to work with this young person if they are familiar with them. A fostered relationship between the trainee and the youth in the community has also created a mediatory link for youth to voice concerns and risks to appropriate authorities.

Community Support

TAG has encouraged community members to physically enter the school. Where before there was reluctance, a fear of the unknown, lack of ownership, no familiarity and a perception of intimidation by authority, we are now seeing an ownership of the institution by the community. In turn members of the community are now more inclined to become involved in school activities. TAG has created networks in this community, and in particular relationships between school, varied organisations and parents to a huge extent. This school is an embedded, influential and pivotal influence within the community.

Student Retention

Return to school of 25 children, some of whom had not been to school for a number of years or had significant gaps in their schooling. These children are retained at the school through engagement in the above programs.

Educational resources

Through ASSPA and the P and C of Mareeba SHS, a uniform borrowing system has been established where students without the correct uniform, change into a school owned uniform for the day and then return it at the end of the day. The Special Education Unit washes the clothes as part of their life skills program. This has removed the concern over not having the resources to purchase school uniforms. ASSPA also has provided materials such as exercise books and pens for student use. Lack of resources is no longer a reason not to attend school.

Tracking of students

Police and the school now have a system of managing student absenteeism where processes are followed. Parents have now been prosecuted for failure to send their children to school. This has assisted greatly in 'getting kids to school'. Transition from primary to high school has been tightened with high school personnel personally chasing up the location of students who fail to enrol for year 8. Location of students has been assisted by community support. Education Queensland's policy of removal after 15 days is still adhered to but now the location of students is known and information can be passed to Police for their assistance with student attendance.

Relationships focus

The building of relationships has been a major focus in all programs/activities undertaken by the school in the retention and attendance of these students. The attendance by school personnel at out of school activities organised by TAG has fostered these relationships as well as the concerted efforts made in school to develop student-school relationships. Time is spent talking to the students and to their families with home visits. Students now demonstrate more ownership for their school and a sense of belonging.

A vision, valuing inclusion, consultation and respect to foster the reconciliation process was defined as, simply: 'Getting the kids back to school!' Through TAG, the community effectively created a force for change - for the better. Mareeba State High School became a motivational leader and active partner in this process. We are proud of our association and can say 'we have got kids back to school!

Contact person:

Julie Pozzoli Deputy Principal
Mareeba State High School
Telephone: (07) 4092 1399
jpozz2@eq.edu.au.