1 00:00:00,160 --> 00:00:03,239 Speaker 1: Well, as we discussed yesterday, we know that new measures 2 00:00:03,240 --> 00:00:06,320 Speaker 1: are being introduced to whole parents accountable for not sending 3 00:00:06,360 --> 00:00:10,280 Speaker 1: their children to school. So from today Term four, parents 4 00:00:10,440 --> 00:00:13,560 Speaker 1: who consistently failed to get kids to school, they're going 5 00:00:13,560 --> 00:00:17,759 Speaker 1: to be referred for income management. Education Minister Joe Hersey 6 00:00:17,960 --> 00:00:21,600 Speaker 1: says children who regularly miss out on school are more 7 00:00:21,760 --> 00:00:25,240 Speaker 1: likely to become disengaged and fall into crime and anti 8 00:00:25,280 --> 00:00:28,880 Speaker 1: social behavior. Now joining us on the line for their 9 00:00:28,960 --> 00:00:33,440 Speaker 1: take is anti Cogso President Ruth myram skodboarding to you, Ruth. 10 00:00:34,200 --> 00:00:36,320 Speaker 2: Good morning Katie and to your listeners. Lovely to be 11 00:00:36,400 --> 00:00:36,879 Speaker 2: back with you. 12 00:00:37,080 --> 00:00:39,760 Speaker 1: Yeah, great to have you on the show too. Now, Ruth, 13 00:00:39,800 --> 00:00:42,599 Speaker 1: what's your reaction to this announcement yesterday? 14 00:00:43,640 --> 00:00:46,120 Speaker 2: Yeah, we're a bit shocked, Katie. You are this read 15 00:00:46,120 --> 00:00:47,960 Speaker 2: it in the papers in the morning on the last 16 00:00:48,040 --> 00:00:49,960 Speaker 2: day of you know, Piple free Day, yes today with 17 00:00:50,040 --> 00:00:52,279 Speaker 2: my kids like everyone else, I was a little bit 18 00:00:52,320 --> 00:00:55,880 Speaker 2: shocked to see this come out this way. And we've 19 00:00:55,920 --> 00:00:58,520 Speaker 2: got lots of questions about how this is going to work. 20 00:00:58,840 --> 00:01:01,040 Speaker 1: So what are some of those questions and some of 21 00:01:01,040 --> 00:01:04,680 Speaker 1: those concerns that nt COGXO have at this point. 22 00:01:05,440 --> 00:01:08,000 Speaker 2: Yeah, so we haven't because we didn't have a heads up. 23 00:01:08,040 --> 00:01:09,880 Speaker 2: We haven't been able to go out to our members 24 00:01:09,880 --> 00:01:12,800 Speaker 2: and find out, you know, what everyone's thinking. But broadly, 25 00:01:12,840 --> 00:01:16,280 Speaker 2: we know that our kids succeed when they feel safe 26 00:01:16,319 --> 00:01:19,880 Speaker 2: and supported at school, and that means having a trusted 27 00:01:19,920 --> 00:01:22,400 Speaker 2: relationship with you know, between the student and the people 28 00:01:22,440 --> 00:01:25,280 Speaker 2: in the school, but also with the families. And this 29 00:01:25,480 --> 00:01:27,840 Speaker 2: kind of measure, especially when we don't have the detail, 30 00:01:28,120 --> 00:01:30,320 Speaker 2: doesn't feel like it's building that trust. It feels like 31 00:01:30,360 --> 00:01:35,040 Speaker 2: a punitive measure. And we haven't seen you know, lots 32 00:01:35,080 --> 00:01:37,440 Speaker 2: of kids have lots of reasons for not going to school. 33 00:01:37,480 --> 00:01:40,039 Speaker 2: They might have, you know, issues with bullying, they might 34 00:01:40,120 --> 00:01:42,640 Speaker 2: have mental health, they might have you know, in the 35 00:01:42,680 --> 00:01:47,440 Speaker 2: teenage years, menstruation and period poverty issues. I don't see 36 00:01:47,440 --> 00:01:49,080 Speaker 2: how this measure is going to help them. So we're 37 00:01:49,080 --> 00:01:51,640 Speaker 2: a bit disappointed not to see that wrap around support 38 00:01:51,720 --> 00:01:54,160 Speaker 2: offered where families are doing their best to get their 39 00:01:54,200 --> 00:01:55,360 Speaker 2: kids to school in a lot of. 40 00:01:55,320 --> 00:01:57,960 Speaker 1: Cases, I know from some of the you know, some 41 00:01:58,000 --> 00:02:00,280 Speaker 1: of the interaction we've had from listeners over the last 42 00:02:00,280 --> 00:02:02,720 Speaker 1: twenty four hours is some people are like, all right, well, 43 00:02:02,720 --> 00:02:04,600 Speaker 1: this could be a good thing. You know, We're trying 44 00:02:04,640 --> 00:02:07,600 Speaker 1: something different, and they're sort of, I suppose thinking about 45 00:02:07,600 --> 00:02:11,040 Speaker 1: it from the approach that you know, at different times 46 00:02:11,040 --> 00:02:13,160 Speaker 1: over the last few years, we've had a lot of kids, 47 00:02:13,200 --> 00:02:16,600 Speaker 1: you know, in Casuarina, some of them unfortunately doing the 48 00:02:16,639 --> 00:02:19,360 Speaker 1: wrong thing at different times when they should be at school. 49 00:02:19,440 --> 00:02:22,960 Speaker 1: So I suppose for some listeners they're thinking, well, you know, 50 00:02:23,000 --> 00:02:24,800 Speaker 1: if there's a way that we can make sure that 51 00:02:24,840 --> 00:02:26,880 Speaker 1: these kids are sort of forced to go to school, 52 00:02:26,919 --> 00:02:29,880 Speaker 1: that'll be a good thing. But then I certainly have 53 00:02:30,000 --> 00:02:34,480 Speaker 1: also heard what you're saying, and I've had some parents 54 00:02:34,480 --> 00:02:36,440 Speaker 1: approach me and say, you know, Katie, I find it 55 00:02:36,440 --> 00:02:40,080 Speaker 1: hard enough to try to get my child who's got ADHD, 56 00:02:40,480 --> 00:02:45,359 Speaker 1: autism other difficulties to be able to go to school 57 00:02:45,360 --> 00:02:48,040 Speaker 1: because they don't have the support required once they're sort 58 00:02:48,040 --> 00:02:51,320 Speaker 1: of up in that high school, you know. So I get, like, 59 00:02:51,400 --> 00:02:55,160 Speaker 1: I guess it's a very broad sort of reaction at 60 00:02:55,160 --> 00:02:56,200 Speaker 1: this point in time. 61 00:02:57,440 --> 00:03:00,400 Speaker 2: Yeah, one hundred percent, Katie, and I'd agree with those listeners. 62 00:03:00,440 --> 00:03:03,040 Speaker 2: You know, no one wants to see kids down at 63 00:03:03,080 --> 00:03:05,919 Speaker 2: kaz during school hours, running a mark or running a 64 00:03:05,960 --> 00:03:09,120 Speaker 2: muck at any time, and we all want kids at school. 65 00:03:09,120 --> 00:03:12,000 Speaker 2: We all want kids accessing that quality education. It gives 66 00:03:12,000 --> 00:03:14,160 Speaker 2: them that chance in life that they need that we 67 00:03:14,240 --> 00:03:17,440 Speaker 2: as parents and all the community want kids to have. 68 00:03:17,520 --> 00:03:19,600 Speaker 2: So at one hundred percent agree with those listeners that 69 00:03:20,120 --> 00:03:22,280 Speaker 2: we want to address that. I'm just not sure that 70 00:03:22,320 --> 00:03:24,880 Speaker 2: this is how to do it. And as you said, 71 00:03:24,919 --> 00:03:27,560 Speaker 2: it's very broad and is it going to actually address 72 00:03:27,560 --> 00:03:30,200 Speaker 2: the underlying issues that those children and those families are having. 73 00:03:30,240 --> 00:03:31,160 Speaker 2: I'm not sure about that. 74 00:03:32,120 --> 00:03:34,440 Speaker 1: So what do you think what needs to happen from 75 00:03:34,480 --> 00:03:36,920 Speaker 1: your perspective next? I mean, do you need to sit 76 00:03:36,960 --> 00:03:39,560 Speaker 1: down with the Education Minister and talk through some of 77 00:03:39,560 --> 00:03:41,119 Speaker 1: the concerns that you guys may have. 78 00:03:42,000 --> 00:03:44,080 Speaker 2: Yeah, look, we'd welcome the chance to do that. We 79 00:03:44,160 --> 00:03:47,280 Speaker 2: stand ready to work with the government and the department 80 00:03:48,120 --> 00:03:51,000 Speaker 2: to get a solution to this issue. And what we've 81 00:03:51,040 --> 00:03:53,720 Speaker 2: seen work is when these these are really balanced in 82 00:03:53,760 --> 00:03:57,360 Speaker 2: their community led solutions. We know Darwin's different from Gos, 83 00:03:57,400 --> 00:03:59,720 Speaker 2: different from ten and different from Alice, who the territory 84 00:03:59,800 --> 00:04:03,680 Speaker 2: is very diverse and different. Solutions need to address the 85 00:04:03,800 --> 00:04:06,920 Speaker 2: underlying issues in each place and for each community and 86 00:04:06,960 --> 00:04:09,840 Speaker 2: that's when we know how they'll work. So we absolutely 87 00:04:09,840 --> 00:04:12,440 Speaker 2: stand ready to talk with the minister and work with 88 00:04:13,000 --> 00:04:15,720 Speaker 2: her and her department on a solution for this. 89 00:04:16,400 --> 00:04:19,240 Speaker 1: So I know the Minister said that school attendance, the 90 00:04:19,240 --> 00:04:21,520 Speaker 1: school Attendance team's going to lead the approach sort of 91 00:04:21,520 --> 00:04:24,839 Speaker 1: focusing on parents and cares of students who've been absent 92 00:04:24,880 --> 00:04:27,560 Speaker 1: from school for twenty days or more. Do you know 93 00:04:27,640 --> 00:04:30,799 Speaker 1: if there's actually a lot of students falling into that category. 94 00:04:32,120 --> 00:04:34,520 Speaker 2: I don't have the data at hand, Katie would have 95 00:04:34,520 --> 00:04:38,000 Speaker 2: to ask minister for that, but I know it's different 96 00:04:38,040 --> 00:04:41,119 Speaker 2: in different places, and hear in the market that's actually 97 00:04:41,200 --> 00:04:44,960 Speaker 2: quite a small number. Our problem more for us is 98 00:04:44,960 --> 00:04:47,000 Speaker 2: that we've got kids missing a couple of days here 99 00:04:47,040 --> 00:04:50,560 Speaker 2: and there. Yep, I'm sure in other places, and from 100 00:04:50,560 --> 00:04:52,680 Speaker 2: what we hear from our members, it is different in 101 00:04:52,720 --> 00:04:55,039 Speaker 2: different places. So I think again, you'd have to take 102 00:04:55,080 --> 00:04:58,840 Speaker 2: that community. You know, each community knows itself and they've 103 00:04:58,880 --> 00:05:03,760 Speaker 2: probably got those solution and I think everyone agrees kids 104 00:05:03,760 --> 00:05:05,200 Speaker 2: should be in school and do well. And it's so 105 00:05:05,320 --> 00:05:09,080 Speaker 2: that shared responsibility that you describe, Katie, right between the school, 106 00:05:09,160 --> 00:05:13,160 Speaker 2: the family, the department, businesses. You know, casina probably has 107 00:05:13,200 --> 00:05:15,400 Speaker 2: a role and how do we all get together and 108 00:05:15,440 --> 00:05:18,080 Speaker 2: address this problem with lots of different leaders. 109 00:05:18,360 --> 00:05:20,600 Speaker 1: Yeah, Well, I know even Casarina, they sort of went 110 00:05:20,640 --> 00:05:23,520 Speaker 1: to you know, they ended up going, well, we're banning 111 00:05:23,600 --> 00:05:26,360 Speaker 1: kids from these times of the day, they're not allowed 112 00:05:26,360 --> 00:05:28,320 Speaker 1: to come in. And it did from what they've said, 113 00:05:28,320 --> 00:05:30,279 Speaker 1: it made a big impact for them in terms of, 114 00:05:30,600 --> 00:05:32,560 Speaker 1: you know, a positive one because they were seeing some 115 00:05:32,600 --> 00:05:36,279 Speaker 1: really sort of difficult to anti social behavior issues and 116 00:05:36,320 --> 00:05:40,080 Speaker 1: then they ended up with the truancy officers or you know, 117 00:05:40,120 --> 00:05:43,560 Speaker 1: the school attendance team I think going out there as well, 118 00:05:43,600 --> 00:05:45,560 Speaker 1: and it did make a difference for them. I know 119 00:05:45,680 --> 00:05:48,800 Speaker 1: though in other communities, I've had people contact me some 120 00:05:48,960 --> 00:05:51,440 Speaker 1: days and say, you know, Katie here and Catherine, these 121 00:05:51,520 --> 00:05:54,280 Speaker 1: kids literally, you know, walking down the street when they 122 00:05:54,320 --> 00:05:57,280 Speaker 1: should be at school and they're they're doing the wrong thing. 123 00:05:58,000 --> 00:06:01,480 Speaker 1: So I just know it's become an issue that has 124 00:06:01,520 --> 00:06:04,839 Speaker 1: become quite the hot, hot button issue too, where people 125 00:06:04,880 --> 00:06:06,440 Speaker 1: are going why aren't they at school? 126 00:06:07,680 --> 00:06:09,760 Speaker 2: Yeah, and I absolutely agree, and it's great to hear 127 00:06:09,800 --> 00:06:11,760 Speaker 2: that example from Caz. You're Ina, you know, where the 128 00:06:11,800 --> 00:06:14,480 Speaker 2: community and businesses have got together and got a solution 129 00:06:14,560 --> 00:06:17,520 Speaker 2: that works for them. And I think that those community 130 00:06:17,600 --> 00:06:20,360 Speaker 2: led approaches where everyone has a you know, a part 131 00:06:20,440 --> 00:06:22,560 Speaker 2: to play and everyone can contribute to what we know 132 00:06:23,080 --> 00:06:27,239 Speaker 2: works in this space, So you know, we'd be looking 133 00:06:27,279 --> 00:06:29,839 Speaker 2: for more support for those kinds of things as opposed 134 00:06:29,880 --> 00:06:33,400 Speaker 2: to this sort of broad, broad brush approach that risk 135 00:06:33,480 --> 00:06:36,880 Speaker 2: turning what is to shared responsibility into a negative relationship 136 00:06:36,960 --> 00:06:38,200 Speaker 2: or a bit of a power struggle. 137 00:06:38,440 --> 00:06:41,880 Speaker 1: Yeah, hey, Ruth, the minister's off us has just been 138 00:06:41,920 --> 00:06:44,560 Speaker 1: in contact with us. They say the policy was announced 139 00:06:44,560 --> 00:06:48,320 Speaker 1: in May twenty twenty four, so I reckon it shouldn't 140 00:06:48,320 --> 00:06:51,039 Speaker 1: be a surprise, But they reckon it only applies to 141 00:06:51,160 --> 00:06:55,920 Speaker 1: parents who neglect their children and have chronic non attendance. 142 00:06:56,160 --> 00:06:58,560 Speaker 1: I mean, does that change anything from your perspective. 143 00:07:00,200 --> 00:07:02,440 Speaker 2: I think it's fantastic to hear it's not going to 144 00:07:02,440 --> 00:07:05,440 Speaker 2: be broadly applied. I think if people are in that 145 00:07:05,480 --> 00:07:09,040 Speaker 2: position of neglecting their children and you know, those sort 146 00:07:09,040 --> 00:07:12,280 Speaker 2: of chronic issues, it's obviously outside the education space anyway, 147 00:07:12,320 --> 00:07:15,640 Speaker 2: I would argue. So yeah, I'm not sure how this 148 00:07:15,720 --> 00:07:18,680 Speaker 2: gives them more than what they already had there. And 149 00:07:18,920 --> 00:07:20,360 Speaker 2: you know, I'm not at bureaucrat, so I don't know 150 00:07:20,360 --> 00:07:22,640 Speaker 2: how it's all going to interact and work with Sennalink 151 00:07:22,720 --> 00:07:26,360 Speaker 2: and then child protection and whatever whatever. But I think 152 00:07:26,720 --> 00:07:29,920 Speaker 2: you know, we'd want to see that really positive relationship 153 00:07:30,000 --> 00:07:33,800 Speaker 2: between the school, the department, parents all working together. We 154 00:07:33,880 --> 00:07:36,239 Speaker 2: know it's hard, as you said, I've got a child 155 00:07:36,240 --> 00:07:39,000 Speaker 2: with ADHD and some morning it's very hard to get 156 00:07:39,040 --> 00:07:41,160 Speaker 2: them to school, and I need to feel like the 157 00:07:41,160 --> 00:07:43,040 Speaker 2: school's got my back as I'm trying to get my 158 00:07:43,080 --> 00:07:46,440 Speaker 2: young one there as opposed to you know, we're working 159 00:07:46,440 --> 00:07:49,000 Speaker 2: against each other, or the school's taking my money or 160 00:07:49,040 --> 00:07:51,160 Speaker 2: whatever that kind of perception issue. 161 00:07:51,920 --> 00:07:54,840 Speaker 1: All rightth Look, I really appreciate your time, Always appreciate 162 00:07:54,920 --> 00:07:56,640 Speaker 1: your time, and I think it gives people a little 163 00:07:56,640 --> 00:07:59,559 Speaker 1: bit more perspective as well, you know, So that's always 164 00:07:59,560 --> 00:08:01,960 Speaker 1: an important and let us know how you go, whether 165 00:08:01,960 --> 00:08:04,320 Speaker 1: you do end up having a discussion with the Education 166 00:08:04,440 --> 00:08:06,800 Speaker 1: Minister's office and how you go from there. 167 00:08:07,440 --> 00:08:10,000 Speaker 2: Absolutely we will, Katie. And we're getting all our school 168 00:08:10,000 --> 00:08:13,000 Speaker 2: counsels together, our amazing executive teams working really hard at 169 00:08:13,000 --> 00:08:15,240 Speaker 2: the moment, getting all our school counsels together for our 170 00:08:15,280 --> 00:08:18,400 Speaker 2: full council meeting in Darwin later in the month, and 171 00:08:18,440 --> 00:08:21,600 Speaker 2: we'll definitely be discussing issues like this. So yeah, I'll 172 00:08:21,600 --> 00:08:24,040 Speaker 2: share with you yourself and your listeners what we find out. 173 00:08:24,120 --> 00:08:27,280 Speaker 1: I'd be very keen to have a catch up after that. Ruth, 174 00:08:27,360 --> 00:08:29,880 Speaker 1: thank you so much for your time. Really appreciate it. 175 00:08:30,240 --> 00:08:31,120 Speaker 1: Thank you much. 176 00:08:31,160 --> 00:08:33,120 Speaker 2: Katie have a lovely day, and to your listeners also 177 00:08:33,280 --> 00:08:33,640 Speaker 2: you too. 178 00:08:33,840 --> 00:08:34,640 Speaker 1: Thank you