School
Profile
Glenora
District High School is situated in the Upper Derwent Valley nestled amongst the
hop fields adjacent to Bushy Park Estates.
Students are drawn from Westerway, Maydena and National Park as well as
from Hamilton, Gretna and Ouse. This
means that the school community is a diverse population, creating challenges in
establishing good relationships and community support.
We are a small school with 230 students from K-10.
Getting Started
The
Peer Support Program was initiated in 1995 stemming from a need to create a more
supportive and cohesive school environment.
It was introduced to encourage students coming in from feeder schools to
feel comfortable in their new environment and to support the transition for all
students from primary to secondary education.
Planning
Initially,
two teachers were trained by the Peer Support Foundation so that they could
train Year 9 students to be Peer Support Leaders in Year 10. Peer Support Manuals for both primary and secondary were
purchased with the support of the Sunshine Foundation.
The
program was introduced to the staff for their approval and support and it was
decided that the program would proceed. A
student leadership handbook and workbook were produced by staff to cover a
ten-week program.
Students
were trained over a two-day period so they could experience the activities that
would be used during the program. All
training was initially undertaken off campus but this proved to be too
challenging due to our location so all leadership training is now done at
school. At the end of the training
students apply to be peer support leaders for the following year. They are selected from their application and their
willingness to participate in all training activities.
Successful applicants then participate in the peer support camp at the
beginning of the next year.
Major Focus
The
aim of Glenora’s Peer Support Program is to: -
·
make the transition from primary
to secondary school a more positive experience for all students
·
develop cooperative learning
strategies
·
promote positive group work
·
help students make new friends
·
provide support for students in a
new environment
·
allow interaction with older
students who may act as mediators, friends or advisors in varying situations
·
foster appropriate behaviours in
different situations in and out of the classroom
The
program begins with the training and the appointment of the peer support
leaders, preferably a male and female leader for each group.
The Grade 7’s were introduced to the peer support leaders at their
final transition day at the end of year 6 so they had a familiar face when they
arrived at school to begin their grade 7 year.
Bushwalking
group at training camp
The
second week of the new school year sees the grade 7’s and the peer support
leaders heading off for a three-day camp. At
the camp they participated in the initial peer support activities taken from the
handbook, as well as learning to live closely with each other.
They were also challenged on a more personal level to participate in a
variety of other activities including ropes courses, kayaking, flying foxes,
bushwalking and kitchen and bathroom duties. All of this with the support of
their new friends, leaders and teachers.
As
a part of their peer group activities each group was asked to plan and present
an item for the end of camp concert. The
success of their presentation was an indication of the new skills they had
learned while on camp. For some
students the act of presenting to an audience was a challenging and stressful
experience but with the support of all their peers they were able to complete
the activity successfully. More
confident students took on the more demanding roles while others were still able
to participate but on a level at which they felt comfortable.
A
leader and a grade 7 student
After
returning to school the program operated during pastoral care periods.
Peer Leaders planned lessons and activities appropriate to their groups
for a further seven weeks. At the
end of all the sessions the group came together for a BBQ to conclude the
program.
Key Results
There
has been a noticeable difference in the ability of students to interact more
positively with each other after participating in the program.
There has been an ongoing climate of support between the Grade 7’s and
Grade 10’s and there appears to be a more supportive school environment since
the introduction of the Peer Support Program.
Students are developing better social and cooperative skills and are now
able to more successfully work in group situations.
It has been apparent that years 7 to 10 have become a more cohesive group
in all areas, thus creating a more positive community atmosphere.
