Responding to disharmony
Advice on action in the event of community disharmony. How to support and build the resilience of students who have been affected by local and/or international incidents.
In times of community friction and national or international crises, students and their families will be impacted to varying degrees and in different ways. In times of community distress, it is important to create a supportive educational environment for members of the school community who are feeling alienated or vulnerable.
Schools remain safe places for students from all cultural, linguistic and religious backgrounds. Schools should work with their community to communicate school expectations and supports available.
Key messages about community harmony
Key messages to support students in the event of community disharmony:
- violence, racism, religious intolerance and harassment will not be tolerated in the school community
- prejudice and discrimination can be overcome
- schools and communities can work together to support students and help them cope.
Managing the school’s response
In the event of an incident of community disharmony or in times of crises, principals should consult with staff who have relevant expertise in wellbeing, trauma informed practice, and multicultural education to determine how to best engage with the whole school community, and support students and their families.
- convene a staff meeting to provide relevant information and discuss a planned school response
- ask staff to monitor students for signs of distress or changes in behaviour
- remind staff to be objective and empathetic, especially when speaking to students, families and other staff members
- arrange, where possible, for appropriately trained staff, including the Refugee Student Counselling Support Team, to support students and staff as required
- provide students the opportunity to ask questions and express their feelings in a safe and supportive environment
- remind students of the support available, such as the school counsellor, Anti-Racism Contact Officer (ARCO), Student Support Officer, class teachers and how they can help
- remind students that racism, religious intolerance, harassment and other forms of discrimination are not tolerated
- establish processes that allow students to anonymously and discreetly express concerns to staff
- send a note home with students and/or post a message on the school website and social network platforms outlining the school’s response and the support available for students (see Letter to parents regarding recent community events)
- remind staff of the importance of their own wellbeing and the support available from the Employee Assistance Program (EAP) 1800 951 158
- provide staff the opportunity and a safe space to debrief
- review events with staff and discuss the plan for the ongoing management of issues.
- model clear respectful discussion
- everyone has the chance to speak and share their perspective
- no yelling
- listen respectfully and without interruption
- do not blame, criticise or insult others
- do not use language that may promote discrimination or harassment
- do not ask individuals to speak on behalf of all people from their cultural, religious or linguistic background.
- centre and value the voices and views of students from the affected communities
- moderate and redirect the discussion where discussion protocols are not observed
- use their professional judgement to determine when the discussion should cease
- address any comments that may promote discrimination or lead to harassment
- reinforce the idea that schools and classrooms are safe places which support all students to express their cultural identity and perspectives respectfully.
Re-engaging the school community
Following any incident of disharmony in the school community take steps to re-build community harmony.
- Support after emergencies provides advice and assistance for parents, teachers and students following emergencies.
- The impact on the school and the wider community should be analysed to ensure that measures are in place to avoid further escalation. Consult with the wider community to create a plan of action to move the school and the community forward.
- It is important to ensure that all school communications, school practices and procedures are objective.
- Schools are encouraged to refer to a range of strategies to re-build community harmony (PDF 268 KB). Activities include: peer mediation, conflict resolution through restorative practices, and school community forums.
- Should there be a need for restitution or reconciliation between members of the school community, this process should only be undertaken in consultation and with the full co-operation and support of parents/carers and relevant community leaders.
- Schools will need to develop a range of measures to respond to behaviours that disrupt school community harmony. These will be included in the School behaviour support and management plan developed in consultation with parents/carers and the school community. Re-engagement of the school community and rebuilding community harmony is a long-term process. Heightened sensitivities may take time to resolve. Staff should remain vigilant to situations where sensitivities may rise again so that they can respond in a timely and constructive manner.
Email: multicultural.programs@det.nsw.edu.au