Key Features of Welfare Programs in New South Wales Schools

• In Event: Roundtable Session 32
  In Roundtable Session: The Centrality of Learning to Students’ Welfare in Rural Schools in Australia, Canada, and Korea

Abstract

Purpose and Methods. The New South Wales Department of Education and Communities describes ‘student welfare’ as encompassing “everything the school community does to meet the personal, social and learning needs of students”. Thus, welfare or student support programs relate in a broad sense to student well-being. In a recent large-scale study of 52 successful junior secondary programs in New South Wales, a team of researchers visited each rural school setting for a period of five days in order to observe lessons, analyse school documentation, and to interview teachers, students, parents, principals and other senior administrative staff.
Evidence. This extensive use of qualitative methodologies uncovered welfare issues as an integral part of students’ school experiences. For example, at a large, rural school students appeared to have a clear understanding of what student welfare meant to them. They defined it as: “taking care of bullying and stuff” and “looking after people and making sure they’re happy”. Across all schools in this study, welfare and student support programs proliferated in schools in accordance with the interests and passions of teachers themselves; the connection between the school and its community, and the perceived characteristics of students at the school.
Significance of the Study. The fact that welfare programs are developed to meet the needs of a school community, however, provides no guarantee of their quality or success. The quality and success of support programs and the degree to which programs thrive depends as much on a supportive school environment or culture as on any features internal to the program itself. Importantly, as a result of this research, key cultural factors that are linked to the flourishing of student Welfare programs in rural schools have been identified.
Results. Specifically, the following cultural conditions seem to be conducive to effective, quality student Welfare Programs:
A focus on students and their learning. There is a whole school focus on students and their learning with student Welfare programs effectively integrated into the activities of the school. Teachers do not focus exclusively on academic or welfare outcomes. They focus on student well-being more broadly.
A positive school climate. Student Welfare programs are nourished by a positive school culture in which students and teachers feel valued and in which teachers demonstrate that they care about and are dedicated to enhancing their students’ well-being.
A culture of openness. In managing student Welfare programs teachers establish links within the school and across faculties, and links beyond the school to other schools, the system, the wider school community and the wider professional community.
A culture of cooperation. In implementing student Welfare programs, teachers work effectively in teams. Teams are well led and cohesive with team members sharing values and approaches.
A framework of rights and responsibilities. Student Welfare programs are implemented as part of a framework of rights and responsibilities of students within and beyond the school. Teachers set clear expectations for students. The extent to which these expectations are met is closely monitored and followed up with flexibility according to student need.

Author

• Lorraine J. Graham, University of New England