Across the world, discussions about school policies and the experiences of students are becoming increasingly important. Recently, attention has swayed toward the conversations about racism within the school walls and how educators are adapting to burgeoning challenges like the use of mobile phones and the damaging aspects of vaping among youth.
For the first time, students at schools across Victoria, Australia, were asked about their experiences concerning racism during the annual Student Attitudes to School Survey. This monumental inquiry allowed students from Years 4 to 12 to provide input on whether they'd faced incidents of racism either within the last term or the previous year. The question posed was both simple and complex: "Have you experienced racism?" It not only aimed to gauge personal experiences but also to understand where students could turn for help should they face such situations.
Lyndale Secondary College, located southeast of Melbourne, exhibited proactive measures by emphasizing the diverse makeup of its student body. Principal Pam Robinson articulated the significance of creating a supportive environment where students could flourish academically and socially. She remarked, "Our students have a right to quality teaching and learning, and this can only take place in a safe, focused, and predictable learning environment."
The survey revealed positive findings, with over 80% of students reporting they had not encountered racism over the past two years. Victoria's Education Minister, Ben Carroll, pointed to these results as evidence of improved perceptions among students about their experiences. "The survey results are a testimony to the commitment of school staff," he commented, referring to the implementation of mental health initiatives and inclusive classroom practices.
Yet, questions linger about the adequacy of this data collection. Experts like Associate Professor Mario Peucker of Victoria University have highlighted the necessity of conducting such surveys sensitively and ethically. He noted, "The yes or no response doesn’t paint the full picture of what racism can look like." For him, responses may reflect students' comfort and knowledge concerning racism rather than their true experiences. Between 15 to 20 percent of respondents reported having faced racism, underscoring the need for additional breakouts of demographic data to explore these statistics more deeply.
Meanwhile, just outside the Victorian experience, New South Wales stands as the only other Australian territory conducting inquiries about racism within schools. Experts are advocating for all jurisdictions to prioritize similar surveys to widen the scope of awareness and response to this pressing issue.
Simultaneously, schools face challenges from the ever-advancing technology of mobile devices. Recent discussions have emerged around the effectiveness of mobile phone pouches initiated by the Department of Education in Ireland. The government is potentially rolling out this trend across schools, with the aim of addressing the distractions caused by student phone usage during school hours. A briefing noted these pouches, costing between €14 and €27, have garnered positive feedback from schools utilizing them.
The document states: “All schools have indicated...that students retaining responsibility for their phones rather than placing them in centralized locations is preferable.” With mobile phones often becoming focal points of conflict among students and distractions from educational activities, the proposal to implement phone pouches earned enthusiasm among educators. Schools report transformative impacts, improving the overall atmosphere and encouraging more social engagement among students.
Notably, the pouches address not just phone use but also the potential for inequality, as they reduce the pressure on students to flaunt expensive devices. This equity-focused approach is expected to mitigate divisions based on socio-economic status among students.
Beyond the logistical and financial hurdles surrounding the introduction of mobile pouches, schools have been quick to note the substantial benefits, including enhanced student interaction and more time for participation in clubs and sports. This approach to managing phone use has engendered calmer environments conducive to learning.
Looking globally, the issue of children and adolescents engaging with vaping has also come to the forefront, particularly in the UK. Health Secretary Wes Streeting has highlighted plans to ban smoking and vaping outside schools and playgrounds. Streeting described the multifaceted strategy to combat the widespread influence of vaping among youth as urgent. “We’re also proposing to regulate vapes...as part of the wider package to clamp down on youth vaping, which is still one of Britain’s biggest killers,” he stated when discussing the need to tackle the behavior decisively.
The Tobacco and Vapes Bill proposes to raise the age limits for legal smoking and introduce rigorous restrictions on marijuana distributors. This incipient legislation seeks to minimize exposure among youth to harmful products marketed with appealing packaging and flavors targeting younger demographics. Health experts have continually expressed concern about the impact of second-hand tobacco smoke, even outdoors, prompting action for legislative reform.
The urgent call for educators to confront racism and negative behaviors among children aligns with the holistic approach necessary to create safe learning environments. Dr. Jessa Rogers, a Wiradjuri researcher, emphasizes the need for schools to embrace anti-racism strategies, asserting, "Schools must adopt a zero-tolerance approach to racism, ensuring accessible reporting systems for all affected, guaranteeing support for students, staff, and parents."
Dr. Rogers asserts the importance of having open channels between schools and Indigenous communities, promoting respectful partnerships prior to conflicts arising. She references studies confirming the prevalence of racism affecting educational outcomes and student confidence.
Such discussions grow even more pertinent as public institutions remind themselves of their duty of care to create safe, empowering environments. They must navigate the challenges posed by external pressures—like mobile device usage and the specter of vaping—while simultaneously prioritizing care for students who may face very real threats of discrimination.
Back at Lyndale Secondary College, following their survey responses, educators organized student-led focus groups to solicit detailed feedback about classroom experiences. This initiative showcased the institution’s commitment to listening to student voices and valuing their input on foundational aspects of their educational experience.
To encapsulate, schools worldwide are confronting myriad challenges, from managing technology use to addressing deep-rooted issues like racism and smoking. The narratives of students’ lived experiences present opportunities for growth, guided by the principles of inclusion and equity. By fostering environments where students feel safe and heard, educators are taking meaningful steps toward creating transformative educational landscapes. The road to achieve this is complex but remains integral to seeing every student succeed, thrive, and engage with their education positively.
