UNIVERSITY OF BAMENDA.

FACULTY OF EDUCATION.
DEPATRTMENT OF EDUCATIONAL LEADFERSHIP.

Name: NFORMI WILLIAM NGENGE

Degree Program: PhD, EDUCATIONAL LEADERSHIP

“SUPPORTING AND MONITORING STUDENT WELFARE”

INTRODUCTION
Student welfare comprises all the work that the school staff do to support and help develop the well-
being of the students. The central aim of the student welfare is to create a safe and healthy school and
learning environment, to strengthen the mental health of the students, to prevent marginalisation and to
promote well-being in general. Student welfare work is done both on an individual and a group level,
and co-operation with the students’ parents is integral. Though it is done in school and not somewhere
else, it takes into consideration facts that concerns the students everywhere during his or her school
life.
Schools are community agencies whose prime concern is teaching and learning. As learning
communities, schools must be concerned for the well-being of young people for whom they are
responsible. Student welfare is therefore a basic aspect of the work of all involved in education.

To guide individual development in the social context within and beyond the school is a major aim of
education. It is therefore important for schools to establish policies and practices which provide for the
pastoral care and welfare of all students. This need is particularly important today because of the social
problems which have emerged in a society of rapid change. School welfare is both an activity and a
department within the school.

As a department, it provides a range of student welfare services including developmental, preventative

and remedial measures which encompass all the curricula, activities and support personnel directed at
meeting the social and personal need of students Special initiative, such as those related to school
absences and preventative drug education, are introduced when needed.

As an activity, all member of a school staff have a continuing role in student welfare. The leadership of
the principal is critical. Parents and the community must also be involved for Schooling provides only
part of a student's education. The contribution of schools is made in partnership with the homes and
communities in which students live.

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This topic aims to draw together the effective support for the implementation of policies, principles
that monitor actions in schools no matter the type and location, for best results. Nations need policies
and its support documents to assist school communities in meeting the welfare needs of their students
whatever their individual or group backgrounds.

 SCOPE AND CONTEXT

In the context of this topic, 'student welfare' encompasses everything that a school community does to
meet the personal and social needs of students and enhance their well-being. lt involves recognising,
valuing and developing each student as a total and unique person. In the context of society the 'student
welfare program' is the sum total of all of the policies, structures and activities which are planned and
implemented by the school to promote student welfare.

The school community consists of all those associated with the school: students, staff,
parents/guardians, friends and others from the local community.

A caring school community is fundamental to student welfare. The following factors contribute to the
development of such a community:

- the quality of leadership in the school;

- the philosophy, policies and goals of the school;

- the appropriateness of learning programs and teaching methods;

- a sense of discipline and appropriate codes of behaviour;

- the values and attitudes of staff, students and parents and their interpersonal relationships;

- the valuing of the family and social background and experiences of all students;

- sensitivity to the particular needs of individuals and groups;

the quality of school-community relations; and

- the willingness of staff f to share the responsibility for the welfare of all students.

I- RATIONALE OF STUDENTS WELFARE SUPPORT.

The society accepts that parents and families have the prime responsibility for the welfare their
children. Families however share that responsibility with the general community and a range of its
social institutions, including schools. In sending their children to school, parents/guardians rightly
expect that they will learn in a caring community concerned for their welfare. They place their trust in
the principal, teachers and other school staff and, indeed, in the education system as a whole.

Every teacher has a responsibility for student welfare. The principal and executive staff have a specific
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leadership role in planning, coordinating, monitoring and evaluating the school's student welfare
program. Of course much of the caring in schools occurs spontaneously and incidentally, as it does in
any community of caring people. Many countries expects it schools to
- provide children with basic skills and knowledge ensure that children know how to discover
new knowledge;
- ensure that children know how to assemble facts pose questions and arrive at tentative answers;
- prepare children to cope with, and contribute to, life in society; develop in each child a sense of
personal worth;
- and prepare children to work co-operatively with others

In addition, society expects of schools that:

- Children should be motivated by teachers who display warmth, supportiveness and respect
towards them, and
- Learning should be fostered by children and teachers working together on significant problems. In
other words, schools are encouraged to be "humane learning communities".

AIMS
Through its student welfare program, the school aims to help its students to develop:
* a sense of enjoyment and satisfaction from learning; an ability to communicate effectively.
* a coherent set of values to guide behaviour.
* a sense of personal and social responsibility for their actions and decisions.
*a sense of personal dignity and worth.
* Self-reliance; a sense of cultural identity.
* a feeling of belonging to the wider community; a caring attitude towards others; and
* an ability to form satisfying and stable relationships.

A school, co-operating with parents, can work towards realising these aims through learning programs
and support services in three major areas:
* general measures to promote the personal development of students;
* Preventative measures to ensure the safety and well-being of students;
* remedial measures to overcome specific difficulties.

Each school should take account of such expectations and provide an effective student welfare
program to meet them. Such a program will have developmental preventative and remedial aspect. It
will take account of the contemporary social context and will recognise accepted personal and social
values.
The rapid social economic and technological change of our time is placing pressure on the family unit.
For some young people the stability of relationships within the immediate family and among relatives
and friends may be affected. These young people will need particular support.

Teachers are constantly aware of the influence of social pressure on their students, including the
influence of peers and the media. Such matters are also of central concern to parents and guardians.
Teachers must also respect the responsibilities of parents/guardians, and consultation regularly.
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 Involvement and participation are to be actively sought. With regard to controversial issues
consultation with parents/guardians is required.

The principal is responsible for ensuring that the school develops, implements, and regularly evaluates
its own student welfare policy.

To assist the school, the Department provides a range of services including school counsellors, support
teachers for children with behaviour disorders home/school liaison officers, special classes and support
materials. Other community agencies such as the Departments of Health and Youth and Community
Services also have a responsibility to assist students.

In summary

- Parents and families have the prime responsibility for the welfare of their children;

- The general community shares responsibility for the welfare of young people;

- The Ministries and other community agencies support the school in this task; schools as part of the
general community, have a role in student welfare

- Student welfare is basic to educational and is a responsibilities of all teachers; the school needs a
program for student welfare;

- The principal is responsible to ensure that the program is developed, implemented and regularly
evaluated.

i. GENERAL PERSONAL DEVELOPMENT - OBJECTIVES

Through its structure, practices and courses, and the relationships formed within it, the school
contributes to the general personal development of students by providing opportunities for them
to:
* Gain the satisfaction associated with challenge and achievement.

* Develop understanding and skills in communication and interpersonal relationships.

* Develop a realistic and comprehensive self-concept; enhance their self-esteem; develop their
interests and abilities.

* Develop their personal values within a framework of broadly accepted community values.

* Develop their skills in decision-making.

* Understand their own feelings and behaviour and those of others.

* Positively value cultural differences.

* Be Caring and supportive of others. And

* Contribute positively to the life of the school.

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 ii. PREVENTATIVE MEASURES - OBJECTIVES
Teachers need to take specific action in the normal course of their duties to enhance or protect
the welfare of their students. Such action is designed to

* maintain a school and classroom climate conducive to learning, ensure a safe and secure
environment where basic needs are met; encourage appropriate forms of behaviour; and

* protect students from harm.

These objectives are more likely to be achieved when those who teach, advise and counsel
students:

* provide interesting and challenging learning programs

* model and reinforce the qualities and values which the school aims to develop and foster;
listen with empathy to the cares and concerns of their students;

* respond to questions and provide information and guidance a necessary:

offer students genuine opportunities for choice and participation in decision-making; establish a
firm code of school behaviour

caution or constrain students for the sake of their own safety and that of others and take
appropriate disciplinary action when necessary.

iii. REMEDIAL MEASURES - OBJECTIVES

Remedial measures are special actions designed to:

* assist students toward full participation in the school's educational program;

* cater for specific learning difficulties; address behavioural problems.

Remediation is an essential part of every teacher's function and is a requirement of the learning
process at any level.

The remedial needs of students varies. Most can be addressed in the regular classroom situation.
Some may require provision such as counselling, the services of teachers with particular skills
or special classes.

 IMPLEMENTATION
The objectives in all three major areas - general personal development, preventative and
remedial - are more likely to be achieved if schools:

* have an interesting and challenging learning program;

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* involve students at all appropriate levels of decision-making;

* recognise the responsibilities of parents and guardians and encourage their participation in
decision-making,

* adhere to a set of clearly stated principles developed in consultation with parents and the local
community;

* ensure that the developmental, preventative and remedial measures taken fit within the context
of a co-ordinated student welfare program; vary the measures taken to meet the needs of
individuals or groups:

* direct the measures to the particular individuals or groups who are at risk or for whom the
desired change is needed;

* use teaching, counselling, consultation and other approaches as appropriate;

* provide for parent and community consultation when planning, evaluating and varying
programs.

The school Director or Principal should be responsible to ensure that:

there is a relevant, diverse and challenging learning program within the school;

* all staff accept their responsibilities in relation to student welfare;

* the school has a student welfare policy including the areas of discipline, pastoral care and
school attendance;

* there are appropriate structures to enable the student welfare program of the school to function
effectively;

the counsellor's expertise is fully utilized to serve the needs of individual students;

* the support services of the Department and community welfare agencies are utilized
effectively by the school; and

the school's student welfare program is regularly evaluated and adjusted to meet emerging
needs.

1. GENERAL REQUIREMENTS RELATING TO STUDENT WELFARE IN SCHOOLS.

Each school should have a written policy of student welfare to serve as the basis for its student
welfare program.

All members of staff have a responsibility, under the leadership of the principal, to contribute to
the school’s student welfare program.

Developmental, preventative and remedial aspects should all be included in such programs.
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 Parents and guardians will be encouraged to participate in the development and implementation
of the school's student welfare program.

2. THE PROGRAM SHOULD ENCOURAGE STUDENTS:

- To contribute to the welfare of others
- To contribute to the life of the school community
- To develop self-reliance
- T0 take responsibility for their own welfare and development

The student welfare work is coordinated by the student welfare team, which is led by principal,
guidance counsellors, special needs teacher, school social worker, psychologist, nurse and form
teachers. Also, students and parents, as well as outside experts, are invited as necessary.
The student welfare team deals with the general student welfare in school and does not discuss
individual students or groups. The school social worker, psychologist and nurse are available for
individual students' matters. Concern about an individual student or group, brought up by a teacher, is
discussed in a multi-professional expert team. These expert teams always require each student’s
consent and the teams are formed by those teachers and staff members that are needed in the specific
matter.

CLINICAL SUPPORT OF STUDENT WELFARE

1- School Social Worker and Psychologist
Many important choices and decisions are made in the last school years and at times students need
someone to talk to about these. Students can turn to the school social worker for confidential
discussions on private matters and personal difficulties. Parents can also contact the social worker in
matters concerning a student. If additional help is needed, the school social worker can aid the student
and/or parents to find the right contacts.
The school psychologist supports, counsels and advises students in matters concerning their mental
well-being, studies and situation in life. The school psychologist also does psychological assessments
and evaluations when necessary.
2- School Nurse
Student health care promotes the health of students and is responsible for organising the care of their
illnesses in co-operation with health stations. There is an examination by the school doctor during the
first year or during enrolment and a nurse’s examination during the school years. Other students are
given health examinations when needed. Students may consult the school nurse in matters concerning
vaccinations, sexual counselling, contraception, intoxicants, mental health issues and other health-
related matters.
The school nurse should also have regular open reception hours, during which students can seek help
with acute issues without an appointment. Students can get an appointment for the student health care
doctor through the school nurse. If necessary, the student will be referred to additional examinations or
special health care. Emergency first aid should be carried out in co-operation with the other school

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staff. In a first aid situation, the guardian should be responsible for arranging further care for the
student.
3- School Doctor
The school doctor is part of the welfare support and performs a full health check on students. Health
certificates for various professional qualifications can be issued by the school doctor

4- Special Needs Teacher

Students with learning disabilities can contact the special needs teacher for individual counselling.

5- Study guidance
Tutorials are an important part of student guidance and students should attend regularly. During the
counselling course issues like study skills and alternatives for further studies are introduced, and during
the school years the students can see the Guidance Counsellor for private consultation in these matters.
In more time-consuming matters students should make appointments beforehand.

II. MONITORING STUDENTS WELFARE

Rationale:
The school must be committed to providing a safe, secure and stimulating learning environment, where
risk of harm is minimised and students feel physically and emotionally secure to reach their full
potential. The school must acknowledge that student welfare and student learning outcomes are
inextricably linked and that within the school community students have a wide range of needs that
require additional support. The provision of the priority felt support should be monitored to ensure the
expected impact is attained.
Monitoring Purpose are aimed at:
 Implementing preventative and early intervention strategies to support positive behaviours.
 Implementing Child Safety Standards to keep children safe as set out in the United Nations
charters implemented by UNESCO and UNICEF as well as national laws that relate to students
welfare.
 Implementing procedures to support school attendance
 Utilising school data to help to identify students requiring additional support
 Developing school wide procedures to support student welfare and student learning needs

Monitoring Guidelines:
 The focus of this policy should be on promoting positive behaviours as well as prevention and
early intervention in response to individual student needs.
 School administration, teachers and Education support Staff work collaboratively to support the
needs of all students.
 The school works with parents to understand their children’s needs and where necessary, adapt
the learning environment accordingly.
 The school responds appropriately when inclusive, safe or orderly behaviour is not
demonstrated and implement appropriate interventions. There should be a Behaviour
Management Policy.
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MONITORING IMPLEMENTATION:
A- Prevention and Early Intervention
Prevention and early intervention strategies the school deploys include:
 Defining and teaching school-wide classroom expectations
 Establishing consistent school-wide and classroom expectations
 Establishing school-wide and classroom processes for early identification of students
experiencing academic and/or behaviour difficulty
 Providing school-wide and classroom processes for ongoing collection and use of data for
decision-making
 Empowering students by creating multiple opportunities for them to take responsibility and be
involved in decision-making
 Providing a physical environment conducive to positive behaviours and effective engagement in
learning
 Utilise evidence-based interventions, monitored regularly for students who face difficulty with
learning and/or behaviour

B- Student Attendance
The school promotes and maintain high levels of student attendance and participation through:

 Articulating high expectations to all members of the school community

 Adopting consistent, rigorous procedures to monitor and record student absences
 Following up student absences promptly and consistently
 Implementing data-driven attendance improvement strategies
 Creating safe, supportive learning environments where all students experience success through
active participation and engagement in purposeful learning
 Providing early identification of, and supportive intervention for, students at risk of non-
attendance
 Linking with local community groups and agencies to maximise program and individual support
 Providing a staged response

C- Additional Assistance and Support to students welfare

The school should use coordinated early intervention and prevention strategies to identify and respond
to individual students who require additional assistance and support. For this to be effective, the school
should provide the following support structures:
 Monitoring of, and responding to, protracted student absences
 Critical Incident plan
 Protocol for mandatory reporting
 Student Support Groups for students in need
 Student / Child Safety Standards

MONITORING STRATEGIES

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Additional data should be collected regarding frequency and types of welfare issues, so as to measure
the success or otherwise of school-based strategies and approaches.
Some sources of data are:
 The Attitudes to School Survey data
 Principal’s Portal
 Parent Survey data
 Data from case management work with students
 Student Mapping Tool

Risk Factors explored include:

 Poor attendance
 Low literacy
 Low numeracy
 Problematic school behaviour and relationships through the number of suspensions and the
number of days suspended
 Low income or unemployed family background - the occupation code of parents
 Refugee or IDP status
 Presence of a physical disability
 Presence of learning disorders leading to integration support
 Restricted access arrangements as a result of parent separation
 Presence of a risk alert
 Experience of significant health issues
Support Services
The school should utilise relevant external student wellbeing support services in order to identify and
address the barriers to learning that individual students may be facing. Such services that will provide
support for students and staff include:
 Psychologist for psychological and academic assessment
 Mentors - providing support for 'at risk' students
 Department of Human Services case managers and support staff
 Social workers to provide services such as counselling, social skills and behaviour management
programs
 Youth agencies
 Local parent support groups
 trauma management service
 Assault and gender based violence unit
 School Focused Youth Service (SFYS) for Wellbeing Programs

The school should be committed to providing additional peer programs to support the welfare of
students. These programs will complement the other interventions and support services already in
place and will be flexible according to identified student need. Programs may include activities that
support:
1- Whole School Programs slogans like
 Kids Matter
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  You Can Do It
 Pal System
 Peace Makers
 Restorative Practice
 Student Hope etc

 School Policies which underpin this policy may include:

 Anaphylaxis Management Policy (Anaphylaxis is a serious, life-threatening allergic
reaction. The most common anaphylactic reactions are to foods, insect stings,
medications and latex. If you are allergic to a substance, your immune system overreacts
to this allergen by releasing chemicals that cause allergy symptoms.)
 Asthma Management Policy
 Behaviour Management Policy
 Bullying, Cyber-bullying and Harassment Policy
 Duty of Care Policy
 Excursion Policy
 First Aid Policy
 Health Care Needs Policy
 Incursion and Excursion Policy – when learning with an external provider
 Child Protection Reporting Policy
 Child Safety Policy
 Medication Management Policy
 On-Site Supervision of Students Policy
 Parent Concern and Complaints Policy
 School Attendance Policy
 School Camps Policy
 Student Engagement and Wellbeing Policy
 Student Safety Policy
 Student freedom of worship policy
 Student recreational policy

Conclusion
Student welfare encompasses everything the school community does to meet the personal, social and
learning needs of students. It creates a safe, caring school environment in which students are nurtured
as they learn. It provides opportunities for students to enjoy success and recognition. Student welfare is
therefore a basic aspect of the work of all involved in education. To guide individual development in
the social context within and beyond the learning environment.
Pastoral care is part and parcel of student’s welfare. It is not merely a complementary practice; it is
policy and practices fully integrated throughout the teaching and learning and structural organisation of
a school to effectively meet the personal, social (wellbeing) and academic needs of students and staff.

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