Student Development Team (SDT) Sharing Session 2025 by Guidance Branch

Breakout Discussion 2 (15min)

moeguidancebranch — 2025-09-24 13:53:16 UTC

Breakout Discussion 2: Case Study (Peter) Primary School

moeguidancebranch — 2025-09-26 07:16:25 UTC

Breakout Discussion 2: Case Study (Hazel) Secondary& Pre-U

moeguidancebranch — 2025-09-26 07:17:37 UTC

Hazel

2025-09-30 07:21:58 UTC

Q1: Presenting issues

- Difficult relationship with mother and stepfather, hence ran away from home

- long term absenteeism from school

- mixing with the wrong company, spending alot of time talking to strangers

- behavioral needs: self harm

Q2: Case manager

Case manager must be a SDT KP who can look at the downstream measures that can be supported by the upstream. Need to establish close partnerships with teachers and external organisations such as MSF.

Presenting Issues

2025-09-30 07:24:42 UTC

Peer relationship - difficulty working in groups/ spends recess alone and friends are not receptive towards him
rude to his Maths teacher
falling asleep in class and displays disruptive behaviour

Question 1

2025-09-30 07:24:51 UTC

Irregular attendance
Self-Harm
Poor relationship with Mother
Need for acceptance by adults and peers by partaking in vices/ undesirable activities
Lack of closure from Dad's death
Negative peer influence
Lack of adult supervision
Poor mental health - depression

Who should be Case Manager?

2025-09-30 07:24:58 UTC

Science Teacher because Peter responds positively, means positive relationship and connection.

other possibility - Form Teacher?

Presenting Issues

2025-09-30 07:25:26 UTC

1) Anger management

2) Friendship issues with peers

3) Short attention span & disruptive in certain subjects

Presenting issues

2025-09-30 07:30:31 UTC

Irregular attendance that became long-term absenteeism
Implied drop in academic performance
Taking part in vices e.g., vaping, drinking, etc.
Lack of presence of trusted adult and supervision at home
Instances of self-harm and tattoo
Possible psychological trauma from father's suicide

Possible case manager

2025-09-30 07:31:50 UTC

Form teacher could be the main case manager working together with the CCA teacher to work on her motivation to come back to school. YH and counsellor may be involved alongside.

2025-09-30 07:32:31 UTC

Behavioural Issues

long-term absenteeism
risky behaviours

Emotional Issues

coping with father's death (lack of closure)

Family-Related Issues

strained family dynamics
lack of adult supervision
negative sibling influence

Case Manager:

SDT KP as case manager to influence decisions, work closely with FTs and CCA teacher

Question 2

2025-09-30 07:32:58 UTC

Year head should be the case manager with the support of counsellor, SWO, FT, CCA and EL teachers.

Presenting issues

2025-09-30 07:33:45 UTC

School Attendance

Hazel's attendance is declining.
Both Hazel and Hayley are not attending school regularly.
Mother is facing challenges in sending the girls to school.
Family Relationships
- Hazel's relationship with family members is deteriorating.
- Parents appear overwhelmed and unable to supervise the girls effectively.
- Parenting style observed is permissive.
Social Environment
- Hazel is drifting towards Hayley's circle of friends.
- Hazel is engaging in self-harm behaviours after interactions with Hayley's friends.
- Hazel appears to be influenced by Hayley.

Case manager: FT and/or AYH/YH

2025-09-30 07:34:06 UTC

Possible case manager

2025-09-30 07:34:32 UTC

YH & Discipline Master. FTs would also be roped in to work closely with SDT.

2025-09-30 07:35:45 UTC

What are student's presenting issues:
- School escapism and chatting with people online (desiring social acceptance)
- Self-harm and depression: visible self-harm marks
- Self-sabotage: visiting illegal nightspots at Geylang
- Unstable home environment + Lack of Parental figure: Father committed suicide, mom remarried
Who should your SL assign as the case manager from the SDT
- Year Head: re-engage both Hayley (Girls' Home - reintegration pov) and Hazel. + Care and concern, not just punitive. Main aim is to keep both girls in sch. Also form a social protective factor (peer support)
- Form Teacher - Some form of rapport
- Counselling support: because of lack of parental support, anger management (angst)
- Subject Trs should also be kept in the loop (Ecological framework)

Group 4 - Points of Discussion

2025-09-30 07:35:49 UTC

What are some of the student's presenting issues?

disruptive behaviour
anger management
issues with classmates (lack of acceptance)
tends to be alone; shunned away when he tried to engage socially - lacking skill to relate to others
challenging family background - lacking the supportive environment

Who should your SL assign as the case manager from the SDT?

Year Head or Asst Year Head of the Level
Not necessarily the HOD CCE, though he/she heads the SDT
In this case, it is dependant on the needs of the student - to pull the different areas of expertise that is needed. Overall I/C who is able to have the necessary info to engage the FTs, subject teacher (math teacher) to understand and have greater clarity. to engage colleagues and understand what the Sc teacher is doing where he acts lesser.