Rationale for evidence supplied

This artefact shows my understanding of how to manage and support children’s mental health, feelings and behaviour with strategies to overcome hardship. It is an exert from the unit Exploring and Contesting Curriculum.

In Tasmania there is legislation to protect children from abuse and neglect (Tasmanian Government, 1997) where mandatory reporting is required. This artefact focuses on understanding and supporting student disengagement as a result of low socio-economic status. I have understood that teachers need to be critical thinkers and reject the deficit thinking (McGregor & Mills, in Gobby & Walker, 2017, p. 377). Defensible strategies can be implemented in an attempt to engage students through connectedness.

The Australian Curriculum, Assessment and Reporting Authority (n.d.), which is also legislation, has the philosophy of inclusive education, and that all Australian children are to be taught regardless of their background. Support, counselling and mental health services can also be accessed to support children and comply with the legislation and policies and procedures.

To develop my knowledge in this area I could continue with further research on all policies, procedures, legislation, and the like. There are many different areas that this could cover, as I have only covered student disengagement and strategies to improve their social and emotional wellbeing, thus improving school engagement.

7.2 Comply with Legislative, Administrative and Organisational Requirements

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