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Building Better Schools with Evidence-Based Policy Building Better Schools with Evidence-based Policy Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools. The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on sub- stantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective fields. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Lea- ders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use, adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community. This book is relevant to every person who works in a school – worldwide. Users of this book can rest assured that each policy has been carefully for- mulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices. Kelly-Ann Allen is a board-endorsed Educational and Developmental Psy- chologist and senior lecturer within the School of Education, Monash Uni- versity (Educational Psychology and Inclusion). Kelly-Ann is a Senior Fellow (Honorary) of the Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, and is the inaugural director and founder of the International Belonging Research Laboratory and Global Belonging Collaborative, which represents a large group of belonging researchers from around the world. She is the Editor-in-Chief of the Educa- tional and Developmental Psychologist and The Journal of Belonging and Human Connection. Andrea Reupert is a Professor at Monash University, Clayton and Director of Psychological Programs at the Krongold Clinic. Andrea’s area of expertise is in the promotion of young people’s mental health and the role of schools and other services in mental health promotion, prevention, and early intervention. Along with her team, and in consultation with parents and children, she has developed various evidence-based interventions for families and other profes- sional development resources for various practitioners, including teachers. Lindsay Oades is a Professor and Director of the Centre for Positive Psychology at the Melbourne Graduate School of Education, The University of Melbourne, Australia. With over 130 publications, Lindsay’s research and scholarship in wellbeing science spans the health, organizational, and education sectors. He is currently a coordinating lead author on a UNESCO Education Assessment examining the relationship between education and flourishing. Building Better Schools with Evidence-based Policy Adaptable Policy for Teachers and School Leaders Edited by Kelly-Ann Allen, Andrea Reupert, and Lindsay Oades First published 2021 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2021 selection and editorial matter, Kelly-Ann Allen, Andrea Reupert, and Lindsay Oades; individual chapters, the contributors The right of Kelly-Ann Allen, Andrea Reupert, and Lindsay Oades to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. Trademark notice: Product or corporate names may be trademarks or registered trademarks and are used only for identification and explanation without intent to infringe. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non- Commercial-No Derivatives 4.0 license. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record has been requested for this book ISBN: 978-0-367-45887-4 (hbk) ISBN: 978-0-367-45889-8 (pbk) ISBN: 978-1-003-02595-5 (ebk) Typeset in Times New Roman by Taylor & Francis Books The contributors of this book wish to dedicate this book to all school staff. You are our treasured colleagues, educators of our children, and gatekeepers of the next generation. We acknowledge your loyalty to and perseverance in the profession and hope this book provides a resource that will help you meet your personal and organisational aims and objectives towards building better schools. Contents List of figures xi Foreword xiii Preface xiv Acknowledgements xv About the contributors xvi About the practice-based reviewers xxvi 1 Implementing school policy effectively 1 KELLY-ANN ALLEN, ANDREA REUPERT, AND LINDSAY OADES 2 Applying the science of learning in the classroom 10 PAMELA SNOW AND CAROLINE BOWEN 3 Student wellbeing interventions and implementation 18 DIANNE A. VELLA-BRODRICK AND TAN-CHYUAN CHIN 4 Load reduction instruction policy 26 ANDREW J. MARTIN AND PAUL EVANS 5 Personalised wellbeing planning 33 LINDSAY G. OADES AND AARON JARDEN 6 Play policy framework for schools 39 MARILYN FLEER 7 Excellence in Indigenous education 46 MARNEE SHAY AND JODIE MILLER 8 Alcohol and other drug use policy 55 TRACY EVANS-WHIPP AND JOHN W. TOUMBOUROU 9 Feedback for learning 65 CAMERON BROOKS, ROCHELLE BURTON, AND JOHN HATTIE viii Contents 10 Activity participation policy 71 PHILIP WARD 11 Embedded careers education 77 LUCAS WALSH AND JOANNE GLEESON 12 Appropriate staff and student relationships policy 88 NICHOLAS GAMBLE AND CHRISTOPHER BOYLE 13 Self-injury response and intervention policy 95 EMILY BERGER AND JANIS WHITLOCK 14 School trauma-informed practice policy 104 EMILY BERGER AND KAREN MARTIN 15 Mental health promotion policy 112 ROB DONOVAN AND JULIA ANWAR-MCHENRY 16 Reading instruction and support 118 PAMELA SNOW, KATE DE BRUIN, AND LINDA GRAHAM 17 Catering for gifted and talented students in the regular classroom 125 JOE SANTORO AND JOHN MUNRO 18 Teachers’ work with digital technologies 131 NEIL SELWYN AND AMANDA HEFFERNAN 19 School belonging policy 139 KELLY-ANN ALLEN, DELEON L. GRAY, GÖKMEN ARSLAN, KATHRYN RILEY, DIANNE VELLA-BRODRICK, AND LEA WATERS 20 Apps for secondary school student mental health and wellbeing 147 SIMONE GINDIDIS AND MARK LARSEN 21 School cultural congruity 156 MIHYA WEBER, CHLOE ZHANG, ALESSANDRA MITTELSTET, AND SHANE R. JIMERSON 22 Inclusive education for students from refugee or migrant backgrounds 162 CLEMENCE DUE 23 Teacher wellbeing 169 REBECCA J. COLLIE 24 The use of digital devices in the classroom 176 TRACII RYAN, MICHAEL HENDERSON, AND JESPER AAGAARD Contents ix 25 Transgender and non-binary students, staff, and family members in schools 183 CLARE BARTHOLOMAEUS AND DAMIEN W. RIGGS 26 Family engagement 192 ANDREA REUPERT AND KATHLEEN MINKE 27 A whole school approach to preventing and managing bullying 198 GERALD WURF 28 Policy framework for the use of therapy dogs in educational settings 204 CHRISTINE GROVE, LINDA HENDERSON, AND FELICIA LEE 29 Establishing effective school and community collaborations to prevent student homelessness 213 MONICA THIELKING 30 Responding to students living with domestic and family violence 221 LARISSA FOGDEN AND CATHY HUMPHREYS 31 Promoting educational equity for students from socioeconomically disadvantaged backgrounds 230 MONICA THIELKING 32 Using research evidence to improve practice 239 MARK RICKINSON, LUCAS WALSH, MANDY SALISBURY, JOANNE GLEESON, AND CONNIE CIRKONY 33 Declaring a climate emergency 247 ALAN REID 34 Entrepreneurial learning 255 BRONWYN HINZ 35 Screening and assessment of learning policy 263 KATE JACOBS AND KAREN STARKISS 36 Strengths-based approaches for assessing student wellbeing 272 JENNICA PAZ, KATINA LAMBROS, AND SHAMEEKA LEWIS 37 Data-based assessment of psychological wellbeing in whole school environments 284 BETH DOLL 38 School-based empathy policy: A holistic approach 290 AILEEN FULLCHANGE, MÉROUDJIE DENIS, AND LEANN V. SMITH x Contents 39 Raising awareness and understanding of superdiversity in the classroom 301 NICHOLAS GAMBLE, DAVID BRIGHT, AND RUTH FIELDING 40 School policy development and creation 307 KELLY-ANN ALLEN, ANDREA REUPERT, ALAN REID, IAN HARDY, AND LINDSAY OADES Appendices 311 Index 319 Figures 1.1 The Stages of Implementation 5 2.1 Reading Instruction and Support Rating of Evidence 15 3.1 Student Wellbeing Interventions and Implementation Rating of Evidence 23 4.1 Load Reduction Instruction Rating of Evidence 30 5.1 Personalised Wellbeing Planning Rating of Evidence 36 6.1 Play Policy Framework for Schools Rating of Evidence 42 7.1 Excellence in Indigenous Education Rating of Evidence 51 8.1 Alcohol and Other Drug Use Rating of Evidence 60 9.1 Feedback for Learning Rating of Evidence 69 10.1 Activity Participation Rating of Evidence 74 11.1 Embedded Careers Education Rating of Evidence 82 12.1 Appropriate Staff and Student Relationships Rating of Evidence 92 13.1 Self-injury Response and Intervention
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