Supporting Students with Complex Social and Emotional Needs Policy

4.1 Principals and School Leadership Teams

The Principal supported by the school leadership team is accountable for:

4.1.1 Compiling and maintaining comprehensive documentation that may include but is not limited to the following support plans:

• Developing a targeted intervention response, which is a planned and documented process or action set out in the Student Support Plan.
• Risk Management Plan sets out the strategies and actions the school will put in place to minimise the risk of harm and determines whether this risk is manageable.
• Safety Response Plan lists the immediate actions required to keep student/s and staff safe when a student engages in high risk behaviours.

4.1.2 Identifying and collaborating with relevant parties, including parents/carers, SCS staff and outside agencies (where necessary), to support and manage a student’s complex social and emotional needs.

4.1.3 Obtaining information, as required under Part 5A, Education Act 1990 (NSW), which allows schools in NSW to exchange information that is relevant to the assessment and management of risk posed by a student’s violent behaviour.

4.1.4 Educating and encouraging students and staff to practise safe and appropriate behaviours.

4.1.5 Providing support to teachers to assist in the identification of triggers and intervention strategies for students with complex social and emotional needs.

4.1.6 Establishing a case management team consisting of relevant school personnel as required, for the support of a student with complex social and emotional needs in collaboration with parents/carers and external agencies.

4.1.7 Liaising with the SCS Student Wellbeing and Learning team in circumstances where the presentation of a student’s complex social and emotional needs provides serious concerns for their safety, wellbeing and engagement with learning within a mainstream educational setting.

4.1.8 Ensuring that, at all points of intervention, exercise of discretion, in consultation with relevant SCS staff, is guided by the best interests of the student and school community.

4.1.9 Reporting any concerns of extremist behaviour (when a person believes that fear, terror and violence are justified to achieve ideological, political, or social change) or anti-social behaviour (such as bullying, harassment, criminal or violent behaviour, which threatens the safe and secure atmosphere of the school) to the Supervisor, Child Safety in accordance with the SCS Deradicalisation of Students Policy.

4.2 Teachers
4.2.1 Planning and implementing support at a classroom level for a student with complex social and emotional needs.

4.2.2 Participating in a case management team for the support of a student with complex social and emotional needs.

4.3 SCS Student Wellbeing and Learning Team

4.3.1 Collaborating and consulting within a school-based case management team, the Diverse Learning team and with other SCS directorates to assess, plan, facilitate and coordinate the management of a student’s needs at school. External service providers may be engaged and consulted, as required.

4.3.2 Working in conjunction with the school Principal in circumstances where the presentation of a student’s complex social and emotional needs raises serious
concerns for their safety, wellbeing and engagement with learning within a mainstream educational setting.

4.3.3 Providing opportunities for professional learning, including in-site coaching, to enhance the ability of school staff to effectively support students with complex social and emotional needs.

4.4 Parents and Carers

4.4.1 Collaborating with the school and SCS staff in the development and implementation of strategies and plans for the improvement of student outcomes

4.4.2 Providing the school with all information relevant to a student’s complex and social emotional needs, including from previous schools or other relevant agencies and professionals, to enable the effective assessment and management of risk.