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Q1. What are some structures, processes and practices to put in place based on your group's focus area?                             Q2. What are some barriers and leverage points for your school?

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Q1. What are some structures, processes and practices to put in place based on your group's focus area?                             Q2. What are some barriers and leverage points for your school?

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1. What are some structures, processes and practices to put in place based on your group's focus area?
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(Group 6)
A) survey with pupils to find out more (bullying kit) with data work with the pupils Eg: Rating for relationship management (UPSTREAM work)
Teaching social skills (struggle when to teach...idea on leveraging on FTGP but do not want to dilute FTGP curriculum)
B) - infuse social skill lesson into FTGP  . More time is allocated with change of timetable Assembly then FTGP. Hence, there are weeks there is 1h FTGP
C) - Level zoom meetings but not as effective as face to face session. AYH or YH talk to each class.
D) - Interaction activities: 1x per term
E) -Some schools would want to try the online survey about the pupils' experience online.

2. What are some barriers and leverage points for your school?
- join assembly and FTGP on timetable have a 1h session on days without assembly

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- Reiteration of SOP / Flowchart on how to deal with cyber bullying
- tiered level of support
- engaging  on school specialists  (AED, SC_) and external partners (TOUCH, psychologists etc)
- Level meetings to address issues to ensure common understanding amongst staff, involving specialist, where possible

Train the Trainer
- engaging community partners so that teachers are more knowledgeable
- teaching of social skills

Q2 Barriers and leverage Points
-  teachers are novice IT / cyber users --> can talk to students to find out more
- need to allocate time for training

Remarks
Tr's capacity to manage any cyber issues can be built upon TSR.

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What are some structures, processes and practices to put in place based on your group's focus area?
- work with internal stakeholders to customise and deliver learning experiences/ put in place structures on hot button topics to educate students (Level 1 lessons)
- After creating awareness, need to create avenues/ channels for students to proactively report bullying or CW issues
- Integration with CCE2021, CW weeks, PSLs double up as CWAs to advocate for CW matters.  They also help to facilitate CCE lessons on CW matters.  Provide platforms to empower students to "own" these issues (Level 2 PSR training).  They serve as supporters to students who may be facing issues/ isolated, or upstanders to negative behaviour
- Review and look into clearer processes/ level up teachers' competencies to handle bullying or CW matters/ reconciliation/ restorative approach

What are some barriers and leverage points for your school?
- tap on start-of-year surveys to gather information to better understand students' cyber-habits etc.  Data can be used by FTs to identify students in need and put in place timely intervention
- Peer Supporters can be both a leverage point or a barrier; leverage point because they are students and can better reach out to their peers. Barrier because they are still young and some might still succumb to peer pressure etc.

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Q1. What are some structures, processes and practices to put in place based on your group's focus area?                             

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Q1. What are some structures, processes and practices to put in place based on your group's focus area?                             

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Q2. What are some barriers and leverage points for your school?

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Q2. What are some barriers and leverage points for your school?

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1. What are some structures, processes and practices to put in place based on your group's focus area?
- Tier 1: equipping all students with peer relationship and peer helping skills through CCE lessons (peer mediation, conflict resolution)
- Tier 2: equipping selected students with the dispositions and skills to provide peer support (e.g. structured training for PSLs who also double up as CWAs by OSS; doubling up the class leaders as PSLs under Student Leadership by PCSS)
- An important part of the process is to also train teachers to develop and leverage peer support among the students.

2. What are some barriers and leverage points for your school?
- To train teachers to develop and leverage peer support among students; and be competent to conduct check-in for PSLs
- Another key barrier is to be able to engage parents and get them to be on board. Teachers would then be the key significant adults who can help to increase the protective factors for our students.
- Leverage good TSR to understand the social and cyber trends our students hop onto, keep abreast of trends, provide guidance, timely updates to parents
- Student Leaders can be both barriers and leverage points, students after all still want to fit in with their peers and may not always be a positive influence. Selecting the right students and providing guidance is key.

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1) Structures, processes and practices - Reporting & Investigation (Case management), How do students report bullying, internal SOP,  processes to ensure the case is seen through and monitored.
Preventive measures - Students also go through cyberwellness lessons during FTGP periods.
Schools leverage on student leaders, such as class captains, PSLs, prefects, etc, to train and educate them on how they can support in this area.
In school, developing a 'upstander culture' instead of being a bystander.
Engaging parents through circulars sent out via Parents' Gateway to educate / share with parents on cyberbullying and how they can also play a part.

2) Barriers and leverage points for our schools - Some schools may not have peer support structures yet, so if in a case of cyberbullying or other problems which happened out of school, we might not be aware.

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Structures and processes to develop SE competencies
- CCE Lessons
- 4 corners, circle time
- Shows differing opinions about things, shows different perspectives of students
- Some students tend to be quite jaded after a period of time, due to repetition
- Information provided during lessons can be easy to learn, but tough to translate to a change in behavior
- Get PSL to facilitate these actions
- Run PSR Campaigns
- Increasing students ownership, student voices