Q&A AUDIENCE MEMBER: At Melbourne City Mission, we are running classrooms for kids who are homeless. They’re turning up to class in the morning, not with a school bag but with a sleeping bag. These young people have real complex needs that mainstream schools aren’t catering for. This is the question: where are the flexible alternative education programs in this debate for they play a vital role in keeping our most vulnerable kids connected to education.
CHRISTOPHER PYNE: Well, the kind of children that [the audience member] was talking about, these are very extreme cases. These are not children that are in mainstream schools. So there need to be specific programs that don’t just deal with their education needs but their homelessness, their family situation, what their future might be. They may well be drug-addicted and so on. So it’s not just so easy to say, well, this falls into the Gonski review or this is part of the education debate.
For the second day in a row, a different student of mine was suspended. Suspensions tend not to happy easily. They occur when a student is posing a risk to the safety of other students and staff or has exhibited a number of other complex behaviours. This was not the first suspension for this student this year. Indeed there is much going on in this young person’s life. From a young age the student has been involved in taking illicit substances. On various occasions other people, including myself, have been threatened by this student.
Yet the student has no diagnosed mental or behavioural disorders, and has a home to go to every night. In fact, the student is doing well in a number of school subjects, which is a contrast to the typical profile of “hard-to-manage” students, who tend to be many years behind where they should be in their learning.
Admittedly, my ‘mainstream’ school could be doing more for this student on top of what is already being done. We should be checking in with this student every day. There should be a stricter behaviour plan in place. Etc. (I’m not precisely sure what else must be done; I’m not exactly an expert in dealing with these issues). Since we can only be satisfied by working within our means, however, this student has continued throughout the term to disrupt their peers’ as well as their own learning. For as long as this student continues to display such volatile behaviours, their own learning and capacity for improvement will be haphazard and stifled.
In my short experience as a teacher, students such as these are not an anomaly in ‘mainstream’ schools. They may only represent 1-5% of students, but they are still a real and concerning presence. If this is not part of the current education debate, it is unclear to me in what way any education reform can truly produce the sort of change that we aspire to.