Expectations & Regulations 

ANTI-BULLYING

When instances of bullying are reported, they are investigated thoroughly and dealt with in conjunction with our John Therry Catholic College "Maintaining Right Relationships Policy".

Students involved in bullying type behaviour may be required to sign and adhere to an "anti-bullying agreement". 

We encourage all students in the community to take responsibility in ensuring that ‘bullying’ type behaviours are not accepted. We acknowledge that that power of the ‘bystander’ is just as detrimental as the person ‘bullying’ another person. Therefore, bystanders may also be called to account for the role they play in perpetuating the situation.

There are many avenues for students to report bullying to a staff member. Students can speak to a teacher in person. They can speak to anyone with whom they feel comfortable, but the first person should be the student’s Learning Group Mentor or Pastoral Coordinator.

In this digital age, the importance of developing CyberSafe practices is extremely important. Students are explicitly taught appropriate ways to use technology and appropriate ways to interact via social networks. As part of our safe practices, all students and parents are expected to sign the "Appropriate Use of Internet Agreement". 

At all times, John Therry Catholic College follows policy provided by the Catholic Education Diocese of Wollongong. A copy of the full CEDoW Student Anti Bullying Procedure document can be found here.

RESTORATIVE JUSTICE PRACTICES

Relationships, Responsibilities and Reactions:  “It’s not the falling down, it’s the getting up that counts” 

RESTORATIVE PRACTICES AT JOHN THERRY CATHOLIC COLLEGE

For teachers, principals and school support staff, restorative practices provides a proactive approach for building a school community based on cooperation, mutual understanding and respect. Restorative practices provides processes for holding students accountable for their actions and behaviour while at the same time building a nurturing school environment. 

KEY PRINCIPLES 

• Focuses on repairing the harm done to people and relationships 
• Provides a continuum of strategies for social and emotional learning 
• Primarily concerned with building and maintaining relationships 
• Through dialogue, wrongdoers are encouraged to be accountable for their behaviour and take responsibility for their actions by making amends to those affected. 

EFFECTIVE QUESTIONS: Focus on the specific behaviours or incident without blaming. Use ‘relational’ questions to draw out who was affected and how they were affected. Direct questions towards problem solving: “What needs to be done to make things right?”

• What happened? 
• Describe what you saw and heard 
• Describe how things happened 
• How has this affected you or others/
• How were you affected?
• How were they affected?
• What do you need to do now to make things right?
• What do you need to do differently in the future?

AFFECTIVE STATEMENTS: Reflect on the impact that the behaviour or incident has had on you and the other. Consider the effect on other students, the class, the cohort, other teachers, parents or the school community as a whole.