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Balwyn High SchoolStory recorded in 2001 At Balwyn High School, the Gatehouse Project has been seen as complementary to the Integrated Health approach that positions health promotion as a whole school responsibility. Promotion of emotional well-being has been acknowledged as central to both welfare programs and curriculum, particularly the study of texts in English. BackgroundBalwyn High School is a large co-educational Year 7-12 school of 1750 students located in the inner-eastern suburbs of Melbourne. Established in 1954, the school has developed an outstanding record of achievement and excellence that has underpinned heavy demands for enrolments that extend both interstate and overseas. Academic programs include accelerated mathematics, advanced studies in music, four languages other than English, and a range of enrichment programs. The school promotes the all-round personal development of each student and offers a wide range of co-curricular activities including music, drama, academic enrichment, debating, cultural pursuits, camps, the house system, sport and school and community service. An extensive range of services provides support for students and there is a strong commitment to student leadership and parent involvement. How was a team established?An appropriate team already existed. In 1994 an Integrated Health (IH) Committee had been established, later adding Equal Opportunity to its portfolio. Its purpose was to draw together the strands of Health and Wellbeing education within the school. This committee reports to both welfare and curriculum committees. Its membership comprises Assistant Principal (Welfare and Discipline), Assistant Principal (Curriculum), Curriculum Co-ordinator, Faculty Co-ordinators or representatives, Careers Advisor, Welfare staff, SRC representatives and Equal Opportunity/Integrated Health Co-ordinator. It was the role of this committee to co-ordinate whole-school welfare initiatives such as the Gatehouse Project. Initial correspondence went through the IH Committee that decided to recommend to the Curriculum Committee and School Council that the school should participate in the project. It was then the responsibility of the IH Committee to set up the curriculum liaison between Gatehouse and the English faculty and to co-ordinate professional development and units of work. The audit of school policies practices and programs coincided with the review undertaken for Turning the Tide, the Department of Education, Employment and Training drug education strategy. Throughout the life of the Gatehouse Project, the IH Committee oversaw the continuing development of the Gatehouse Project into a whole school framework as well as the school's accountability to the Project. How did the school use the data from the survey and school audit processes to inform planning and determine priorities?The Individual School Drug Education Strategy (ISDES) review process coincided with the schedule to include Gatehouse Project principles in the whole school program. The ISDES and Gatehouse Project audits underlined the importance of combining welfare and curriculum approaches in promoting the health and emotional well-being of students and supported the Integrated Health approach across curriculum areas. Auditing of policies and practices highlighted the extensive range of programs related to health and well-being and reinforced the importance of co-ordinating these within a whole school approach, particularly given the size of the school. The audits also highlighted many opportunities for students to participate in activities that could enhance positive regard and for celebration of achievements. The school had already developed an anti-bullying policy. Data from the project generally reinforced the fact that this was an important area in which to continue to maintain efforts, and supported the involvement of students in taking on leadership roles in peer mediation and introducing the anti-bullying policy to new students. What strategies were used to address these priorities?The initial area of focus in the school was on the integration of the curriculum approach of the Gatehouse Project into existing English curriculum. This was congruent with the integrated approach to health education, an approach that sought to avoid the isolation of health messages in one learning area or as add-ons. There was robust discussion about ways in which elements of the Gatehouse Project's curriculum strategy could be adapted and introduced via the study of existing texts. This was seen as offering an opportunity for students to explore ways of dealing with challenging issues in everyday life without problematising young people or distressing students. A third person approach, using experiences of characters from texts such as Looking for Allibrandi and the film The War, allows students to see that others have similar experiences to deal with and to rehearse ways of dealing with different situations. The development of this approach was enhanced by professional development sessions where English staff workshopped teaching and learning strategies with Gatehouse Project staff and this was extended in 2000 to include discussion with a media studies teacher about film texts. The terminology of security, connectedness, belonging and positive regard is the language chosen in the broad preventative policies and practices outlined in the school's ISDES policy, to provide safe and supportive learning environments. A parent night was held where Gatehouse Project staff explored issues relating to the promotion of emotional well-being with parents of junior students. The school charter for 2000-2002, with the goal of providing a safe, caring and pleasant teaching environment, includes a specific focus on proactive programs (including the Gatehouse Project) that promote the development of social, personal management and coping skills among students. What role have teachers, parents and students had in developing and implementing these strategies?Senior management staffSenior management staff was involved in the IH Committee that oversaw the Project. TeachersTeachers were involved in adapting and delivering curriculum strategies in English and through Integrated Health. StudentsStudents have been involved in curriculum activities and a range of programs that have contributed to the enhancement of security, communication and positive regard. These include peer mediation and involvement in introducing the anti-bullying policy to younger students. Two Year 10 students attended a briefing on some of the findings from the survey across all the schools involved in the Project and subsequently delivered a PowerPoint presentation on these findings to the rest of the Year 10 group. ParentsParents were not directly involved in the development and delivery of Project strategies, but the parent information night was well attended. What strategies implemented by this college might be useful for other school communities?
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