Understanding the experience of the abused and neglected
child assists us to develop compassion, patience and empathy.
It is a key intervention in itself - Calmer Classrooms
Our Shared Response
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When trying to understand the complex worlds of children who have suffered abuse and neglect, it is most useful to integrate the theories of trauma, attachment and child development.
Yarra Me School uses a therapeutic approach which is informed by trauma and attachment theory. This approach is based on an understanding that positive relationships underpin the holistic development of students. The Vulnerable Children Action Plan details the Department of Education and Training (DET) commitment to achieving the whole-of-government goals outlined in Victoria’s Vulnerable Children: Our Shared Responsibility Strategy 2013-2022. The Strategy was released by the Premier and the Minister for Community Services on 3 May 2013. It commits the Departments of Education and Training, Health, Human Services, Justice, Premier and Cabinet and Victoria Police to work together to address child vulnerability. |
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Click here for more information about
the Vulnerable Children Action Plan
All students are entitled to an excellent education and genuine
opportunity to succeed irrespective of the school they attend,
where they live or their home background
Calm Classrooms
Calmer Classrooms - A guide to working with traumatised children assists teachers, and schools in understanding and working with children whose lives have been affected by trauma. Calmer Classrooms addresses the needs of children who have been traumatised by abuse and neglect, and the lasting impact on children’s overall development, which often has the effect of reducing their capacity to concentrate
and to learn.
and to learn.
Partnering Agreement: Out-of-Home Care Education Commitment
Children and young people at risk of disengaging or disengaged from school should have the same opportunity (as all other children and young people) to participate in meaningful and relevant learning opportunities. Disengagement refers to the detachment from school of those children and young people of compulsory school age. Children and young people in out-of-home care are at greater risk of disengagement because their life circumstances, history of trauma, disrupted schooling, learning experiences and/or behaviours impact on their learning and school participation. They require particular attention and support to overcome these barriers and achieve positive educational outcomes.
The Out-of-Home Care Education Commitment: A Partnering Agreement between the Department of Health and Human Services, Department of Education and Training acknowledges that providing the best start in life for children in out-of-home care is a shared responsibility and provides a strong platform for schools and case managers within Child Protection and community service organisations to work closely together to support the child. The Partnering Agreement supports the creation of a community in which the safety, stability, health, development and learning of every child is protected and promoted for every child.
The Out-of-Home Care Education Commitment: A Partnering Agreement between the Department of Health and Human Services, Department of Education and Training acknowledges that providing the best start in life for children in out-of-home care is a shared responsibility and provides a strong platform for schools and case managers within Child Protection and community service organisations to work closely together to support the child. The Partnering Agreement supports the creation of a community in which the safety, stability, health, development and learning of every child is protected and promoted for every child.
The Partnering Agreement aims to ensure that:
• processes are in place to actively support the educational achievement of every child in out-of-home care
• a strongly coordinated approach to support the needs of children in out-of-home care
• all parties understand each other’s roles and responsibilities and work cooperatively of-home care
• strategies are implemented to improve outcomes related to student enrolment, attendance, achievement, case planning, retention and school completion
• processes are in place to actively support the educational achievement of every child in out-of-home care
• a strongly coordinated approach to support the needs of children in out-of-home care
• all parties understand each other’s roles and responsibilities and work cooperatively of-home care
• strategies are implemented to improve outcomes related to student enrolment, attendance, achievement, case planning, retention and school completion
