It is the primary responsibility of the principal to ensure systems are in place to promote and support the health and wellbeing of students when at school or involved in school activities.
Learning and wellbeing are inextricably linked - students learn best when their wellbeing is optimised, and they develop a strong sense of wellbeing when they experience success in learning.
The Learning and Wellbeing Framework supports state schools with creating positive school cultures and embedding student wellbeing in all aspects of school life through connecting the learning environment, curriculum and pedagogy, policies, procedures and partnerships for learning and life.
Schools are expected to demonstrate an explicit commitment to wellbeing and to communicate this commitment to their school community.
A safe learning environment covers the physical and cyber spaces students engage in for school activities. Schools develop school wide rules and consequences in collaboration with their school community. A positive learning environment supports students' personal and social development and staff wellbeing. Schools provide rich learning environments that are open, respectful, caring and safe.
Schools build the foundations for wellbeing and lifelong learning through curriculum embedding personal and social capabilities (self-awareness, self-management, social awareness and social management) in the implementation of the P-12 curriculum, assessment and reporting framework.
As part of the whole school's curriculum, schools provide age-appropriate drug and alcohol education that reinforce public health and safety messages; HIV, Hepatitis C and sexuality transmissible infections education as part of a broader sexuality and relationships education program; and ensure CPR for Life in schools skills training is provided to all Year 10 and 12 students.
Schools acknowledge the positive impact that a meaningful relationship between teacher and students can have on students' academic and social outcomes. Schools enact a pedagogical framework that reflects the Pedagogical Framework expectations and principles.
Within a school community there are specific health and wellbeing issues that will need to be addressed for the whole school, specific students, or in certain circumstances.
Ensuring students and staff are protected from the harmful effects of the sun is important for all Queensland schools. All schools have a sun safety strategy that is developed in consultation with the school community. The strategy includes planning considerations for outdoor activities to reduce, as far as practicable, time spent by students in the sun between 10am - 2pm and the student dress code which includes wearing of hats and swim shirts. All schools provide SPF 30+ (or more) broad spectrum water resistant sunscreen for students to use. The entire school community has a part to play in sun safety.
Unless the Principal or Regional Director determines that the school must temporarily close due to a disaster or emergency situation, Queensland state schools remain open and students are not sent home during periods of excessive heat or heatwave conditions.
If the ambient temperature is between 31 and 35 degrees Celsius and the relative humidity is over 50%, planned vigorous, sustained physical activity should be limited in intensity or duration to less than 60 minutes per session.
If the ambient temperature is over 36 degrees Celsius and the relative humidity is over 30%, planned vigorous, sustained physical activity should be postponed to a cooler part of the day or even cancelled.
Schools implement drug intervention measures for students involved in drug-related incidents at school or during school activities.
Schools manage illicit drug-related incidents in line with their Responsible Behaviour Plan for Students to protect the health and safety of the student/s involved, other students, school staff and the wider community.
Schools provide opportunities for students to participate in structured and unstructured physical activity during school time to support health and wellbeing.
Schools implement a cooperative approach regarding road safety initiatives in and around schools that promotes safe road user behaviour, reinforces the road safety messages, and as much as possible protects students against risk of injury or harm associated with road use.
Schools record road safety incidences that occur in the immediate vicinity of the school in the MyHR WH&S system to enable monitoring and tracking of issues.
Schools work in partnership with the school community to enable safe and responsible travel of students travelling to and from school.
Schools ensure students with specialised health needs, including those requiring specialised health procedures, have access to a reasonable standard of support for their health needs whilst attending school or school-based activities. This means that appropriate health plans are developed and followed for students with specialised health needs, that staff are aware of the student's medical condition and that an appropriate number of staff have been trained to support the student's health condition.
Schools require medical authorisation from the student's prescribing health practitioner and written instructions from the parent to administer any medication to students (both prescription and non-prescription).
For students with a long term health condition requiring medication, parents need to provide the school with a Request to administer medication at school form signed by the prescribing health practitioner.
Every school maintains a minimum of one adrenaline auto-injector and asthma reliever/puffer, stored in the school's/campus first aid kit to provide emergency first aid medication if required.
In the event that a child at school is found to have a prescribed contagious condition or is suspected of having one, schools take action in accordance with the Public Health Act 2005 (Chapter 5, Part 2) and comply with directions from the Public Health Medical Officer (PHMO) at the Public Health Unit.
Schools implement early intervention measures and treatments for students where there is reasonable suspicion that a student has a mental health difficulty. This includes facilitating the development, implementation and periodic review of a Student Plan.
School staff who notice suicide warning signs in a student should seek help immediately from the school guidance officer, senior guidance officer or other appropriate staff.
When dealing with a suicidal or mental health crisis, schools call 000 when there is an imminent threat to the safety of student in the first instance, and where necessary provide first aid. In all other situations, schools follow suicide intervention and prevention advice by ensuring:
In the case of a suicide of a student that has not occurred on school grounds, schools enact a postvention response, by communicating with the family of the student and ensuring immediate support is provided to students and staff who may be affected.
Where a suicide has occurred on school grounds or at a school event, schools immediately enact their School Emergency Management Plan and communicate with the family of the student and ensure immediate support is provided to student and staff who may be affected.
The presence of head lice is a very common childhood condition. The detection and treatment of head lice in students' hair is the responsibility of parents. Schools do not exclude students from class because of the presence of head lice. Instead, if head lice are evident, schools will notify parents to check their children's heads and to treat head lice if found. Teachers will aim to minimise head to head contact of students during school activities to reduce transmission of head lice.
Schools facilitate collaborative and productive partnerships with and between students, teachers, parents and carers, support staff and community groups, and engage a range of school-based services and external agencies to support the health and wellbeing of students and their families.
This page was last reviewed on 20 Oct 2017 at 03:23PM