# data[].attributes.body
-Peer support present in school but not pervasive.
-Value of peer support leaders but exploring how it can still be run.
-Peer support leaders called Care Ambassadors. 2 per class. Trained via SLS.
-Tied in peer support leaders due to camp. Found it meaningful and useful. Zoom sessions during Covid period.
-Issues observed: Not everyone is on the same online platform. Most of the time ppl’s whatsapp language used may not be appropriate.

Challenge
-Application of learning may be difficult especially if pupils have not gone through the same thing.
-Zoom and SLS training may not be as effective.
-After covid, rise in cases of social media issues.
-How can we synergise all the depts in school and also the different school programmes together so that there can be feasibility, monitoring and sustainability of programmes

Ideas
-Working with AEDs in school to get groups of pupils to look out for ppls with SEN. School is big on social mobility.
-Using of camps as avenues to build social support structures.
-Monitoring via use of checklist by teachers
-Use of peer support leaders and cyberwellness leaders
-Recognise peer support leaders as one of the school leaders (badge)
-Reward cards to acknowledge that ppls have taken an active effort to be gd ppls of the school
-Teachers who are freed up to help manage meltdowns from ppls
-Whole-sch approach and not only by ppls who are given the role as care ambassadors

# data[].attributes.body
1) How does the video relate to your experience in school about students' social development?
-real-life examples that we see in schools
-students are more willing to share amongst themselves in terms of emotions/feelings
-peer support gives them an avenue to share what is going on
-concern on whether every peer supporter is equipped with the skill to help others (perhaps to equip them with the skills to help identify students who need help)
-agree that schools are very safe environments for students to provide peer support.
-Having a welfare committee in every class helps to provide a platform for peer support to take place.
-Students as our eyes and ears; there is a need to get them not to be too involved in the matters before they get too invested and affect themselves emotionally too.
-The more links the students have, the more support they get; having peers for support will definitely value add to their emotional well being.
-PSR - one important factor is to also look at teacher's role in PSR. A teacher must know how to support and facilitate PSR in class and therefore be equipped with the relevant skills to support this.
2) How can we synergise our efforts better? How can we realign existing processes in school?
-Training for PSR teachers has been done over the years. Teachers can apply the skills shared by the GB.
-There already different teams looking into PSR; SDT and CCE etc. It is important not to duplicate roles so that every team member is able to focus on specific areas. Furthermore, teachers need to know who to go to when it comes to, for e.g. cyberbullying = always referred to DM. How does a KP overseeing PSR contribute to this area?
- Perhaps to examine the crux of the misbehaviour, the restorative aspect of mending the friendship for the above-mentioned cyberbullying example.
-Recommendations and guidelines can be discussed among YHs, DM and even CCE HOD to discuss the matters at hand.
-There is also a need to relook at our existing programmes and see how PSR can be carried out. By doing so, we can apply the right strategies, focus and outcomes (Take stock of what we have before moving forward).

# data[].attributes.body
How does the video relate to our experiences in school about students' social development?
It relates well. For instance in terms of:
- PSL: Schools which have started social development in school along the lines of improving relationship
a. Games
b. Peer helping
c. PSLs help to "spy" on what other students are doing and this gives the school intel on this matter.
NB: It has been difficult for PSLs to carry out their usual "school-wide" role due to SMM.

Training of PSLs
a. Training of PSLs via case study
b. Based on training package of peer support leaders.
c. Training is done after school (Cover it in Week 1 and 2 during remedial slot) Check-ins and trainings could be done in google meet.
d. YHs paired up with 2 to 3 PSLs and these students report to the peer supporters. Some schools are going for the direction of whole-school peer support leadership.
e. Place them on probation before full appointment.Get feedback from students and teachers. Teachers share feedback so the PSLs will
be better at their jobs.
f. Is there a stipulated check-in w PSLs - not mentioned at staff training, but at least once a term.

Grouping
1. Pairing of students (same gender) as a buddy system of PSLs.

How can we synergise our efforts better? How can we realign existing processes in school?

# data[].attributes.body
1. How does the video relate to your experience in school about the students' social development?

- Using data informed approach, target supporting P4 and P5 students.
-From a beginning of school survey, data shows that  % of students who value friendship is very high. This is an indicator to us that students value their peers' perception of them.
- Survey data also shows that even though students know that their teachers care for them, not many will go to their teacher when they have a problem. As such, having peer supporters in our midst will ensure that students can turn to their peers when they face challenges. (Leveraging on peer influence to have a positive impact on their peers).
- At a very young age, students are already exposed to many social media influences e.g. Tik Tok, Instagram, with many having numerous followers. How can we manage and support our children in this area? Home school collaboration is important.
- Peer support is important because students look to their friends whenever they have problems or challenges. Helps school to understand issues that our students face (e.g. family, friendship) and then be able to address them effectively.

2. How can we synergise our efforts better? How can we realign existing processes in school?

-With a KP for SWB, this KP will be able to work closely with the SDT team to set the tone and direction for student well being moving forward. Adopt a whole school approach.
- Question - Currently, YHs look into Student well-being, peer support. Moving forward, with the appointment of KP SWB, how do the roles complement / overlap each other? Need to draw up job scope very clearly.

Other points raised :
- Peer support system in schools
- Apart from face-time with students, materials were also uploaded in SLS (Online module)
- Engaging students both online and offline.

# data[].attributes.body
1. How does the video relate to your experience in school about students' social development?

# data[].attributes.body
2) How can we synergise our efforts better? How can we realign existing processes to address gaps in school?

- One of the schools had a 'Back to school' check-in survey (after CB period ended) and found that it was useful
- Worked with TOUCH Community in partnership
- Involvement of parents (Compulsory talks e.g. about cyberwellness)
-  One of the schools implement a "New U" programme, (like an orientation period) where there are no lessons during the first few days of school term to find out more about the students' needs and build positive TSR. Many schools do the same and find this beneficial for the students to settle into school. This helps to build a good peer relationship while they get to know one another, play games, etc.
- Work with pastoral care team (e.g. counsellors) to come up with talks (e.g. good touch, bad touch, stress management)
- In Farrer Park Primary, they have started to guide pupils to think through their words before doing anything using the acronym - 'THINK!' (Is it Kind? Is it true? Is it necessary, etc)

# data[].attributes.body
Q1
Familiar to us, especially after the CB period.
Cyber issues are big now. A lot of effort went into resolving such issues.
We should put in upstream intervention as well as preventative effort.
Educate parents. But how to do? Some are reluctant.
Have to establish good rapport with parents and communicate well with them.
Issues involve around social media use. Parents are not aware of their child's use of devices and access social media platforms.
Identify issues at a particular level. Address the issues with the parents of students at that level. Advise parents not to allow their child to create WhatsApp chat group. School conducted workshop for students with such issues during the school holidays.
Culture of care, TSR, PSR are very relevant now.

# data[].attributes.body
Q2.
Start identifying the needs at the early stage or at the lower primary level. Conduct intervention based on the needs, building it up as we progress to the upper levels.
Departments work together eg in PSR implementation.
PSL play an important role.

# data[].attributes.body
1) How does the video relate to your experience in school about students' social development?

- Watching the boy gaming through the night till next morning (This is very commonly seen in our students, especially during CB period)
- Addiction to gaming (Very alarming and a concern)
- School has to intervene and look into this issue
- Teachers have to involve YH and parents regarding this problem
- By drawing attention to students' homework submission, one of the teachers realised that a student was also facing this problem about excessive gaming. (Good to pay attention to pupils' behaviour in school)
- Social issues arise from excessive gaming
- Teacher got to know about an online gaming platform 'discord' and then went on to design a survey to probe more the problems faced by students (e.g. suicidal thoughts) Through the surveys, teacher was able to sieve out more information about the other students and look into their needs better.

# data[].attributes.headline
Strengthening Prosocial and Supportive Peer Network for Students' Well-Being 

# data[].attributes.subject
Strengthening Prosocial and Supportive Peer Network for Students' Well-Being 

# data[].attributes.body
1. How does the video relate to your experience in school about students' social development?
2. How can we synergise our efforts better? How can we realign existing processes in school?

# data[].attributes.body
-Peer support present in school but not pervasive.
-Value of peer support leaders but exploring how it can still be run.
-Peer support leaders called Care Ambassadors. 2 per class. Trained via SLS.
-Tied in peer support leaders due to camp. Found it meaningful and useful. Zoom sessions during Covid period.
-Issues observed: Not everyone is on the same online platform. Most of the time ppl’s whatsapp language used may not be appropriate.

Challenge
-Application of learning may be difficult especially if pupils have not gone through the same thing.
-Zoom and SLS training may not be as effective.
-After covid, rise in cases of social media issues.
-How can we synergise all the depts in school and also the different school programmes together so that there can be feasibility, monitoring and sustainability of programmes

Ideas
-Working with AEDs in school to get groups of pupils to look out for ppls with SEN. School is big on social mobility.
-Using of camps as avenues to build social support structures.
-Monitoring via use of checklist by teachers
-Use of peer support leaders and cyberwellness leaders
-Recognise peer support leaders as one of the school leaders (badge)
-Reward cards to acknowledge that ppls have taken an active effort to be gd ppls of the school
-Teachers who are freed up to help manage meltdowns from ppls
-Whole-sch approach and not only by ppls who are given the role as care ambassadors