1 00:00:00,160 --> 00:00:00,520 Speaker 1: Now we know. 2 00:00:00,640 --> 00:00:02,960 Speaker 2: Yesterday we read you a letter from Catherine High School 3 00:00:02,960 --> 00:00:06,680 Speaker 2: Principal v. Catherine High School Principal about a teen having 4 00:00:06,760 --> 00:00:09,880 Speaker 2: a steak knife at school. Now, as a result, the 5 00:00:09,920 --> 00:00:13,000 Speaker 2: principal moved to reassure parents that every effort was being 6 00:00:13,080 --> 00:00:17,280 Speaker 2: taken to make sure that students were safe. Wanding once 7 00:00:17,440 --> 00:00:20,360 Speaker 2: again set to happen at the school. Now joining me 8 00:00:20,560 --> 00:00:23,720 Speaker 2: on the line is the Department of Education's Deputy Chief 9 00:00:23,800 --> 00:00:26,960 Speaker 2: Executive of Schools, Paul Van Holstein. 10 00:00:27,040 --> 00:00:27,880 Speaker 1: Good morning to you. 11 00:00:27,840 --> 00:00:30,280 Speaker 3: Paul, Good morning Katie. 12 00:00:30,320 --> 00:00:33,239 Speaker 2: Thanks so much for your time this morning. Paul, Can 13 00:00:33,280 --> 00:00:35,239 Speaker 2: you talk me through what happened at the school on 14 00:00:35,400 --> 00:00:37,720 Speaker 2: Monday morning going into lockdown? 15 00:00:39,120 --> 00:00:43,040 Speaker 3: Yeah, thanks Katie. So, as you've heard, the school did 16 00:00:43,120 --> 00:00:46,000 Speaker 3: communicate that to the school community on Monday night. The 17 00:00:46,040 --> 00:00:50,040 Speaker 3: incident on Monday was a situation where a student a 18 00:00:50,080 --> 00:00:53,279 Speaker 3: steak knife to school. The students reported the student had 19 00:00:53,320 --> 00:00:56,120 Speaker 3: the steak knife as a precaution, The school was placed 20 00:00:56,120 --> 00:00:59,840 Speaker 3: into lockdown when a staff member approached the student without 21 00:00:59,840 --> 00:01:02,520 Speaker 3: it any issues. The student provided that stake knife to 22 00:01:02,560 --> 00:01:06,559 Speaker 3: the school and the school came out of lockdown routinely 23 00:01:06,720 --> 00:01:10,000 Speaker 3: as is a part of our policy and procedures. The 24 00:01:10,040 --> 00:01:12,240 Speaker 3: police were contacted to inform them at that event. 25 00:01:12,640 --> 00:01:13,440 Speaker 1: Yeah, and rightly so. 26 00:01:13,560 --> 00:01:17,240 Speaker 2: I mean, nobody wants to see kids armed with well 27 00:01:17,360 --> 00:01:19,520 Speaker 2: knives weapons in school. 28 00:01:19,880 --> 00:01:22,679 Speaker 1: Was anyone threatened? No? 29 00:01:23,400 --> 00:01:25,959 Speaker 2: Okay, well that you know, I'm pleased to hear that. 30 00:01:26,640 --> 00:01:29,840 Speaker 2: What happened with the student then who had that knife? Like, 31 00:01:29,880 --> 00:01:32,520 Speaker 2: what's the you know, what's the follow up or the consequence? 32 00:01:33,720 --> 00:01:36,440 Speaker 3: Yeah, thanks Katie. It's really hard because I can't talk 33 00:01:36,480 --> 00:01:40,279 Speaker 3: about the specifics for that student without breaching their confidentiality. 34 00:01:40,920 --> 00:01:45,120 Speaker 3: I can confirm that the principal did meet with the schools, sorry, 35 00:01:45,120 --> 00:01:49,320 Speaker 3: the parents' careers and family to work through that incident, 36 00:01:49,320 --> 00:01:51,840 Speaker 3: but I can't talk more specifically about what has been 37 00:01:51,880 --> 00:01:52,440 Speaker 3: put in place. 38 00:01:53,360 --> 00:01:56,800 Speaker 2: Understanding you can't speak specifics about a student. But in 39 00:01:56,840 --> 00:02:00,960 Speaker 2: a situation where any student at any school brings a 40 00:02:00,960 --> 00:02:04,880 Speaker 2: weapon to school, what is generally is, you know, the 41 00:02:05,000 --> 00:02:07,640 Speaker 2: action then taken by the Department of Education. 42 00:02:08,919 --> 00:02:13,160 Speaker 3: Yeah, thanks Katie. So usually a student will be suspended 43 00:02:13,200 --> 00:02:16,560 Speaker 3: if there's any threat to safety of students or staff. 44 00:02:16,680 --> 00:02:21,200 Speaker 3: Now that's physical safety as well as psychological safety, and 45 00:02:21,240 --> 00:02:24,680 Speaker 3: our suspension policy is clear so that we can support 46 00:02:24,760 --> 00:02:27,639 Speaker 3: all of our students and staff to feel safe across 47 00:02:27,760 --> 00:02:33,040 Speaker 3: all of our schools. Suspension is a critical aspect of 48 00:02:33,200 --> 00:02:35,800 Speaker 3: that piece of work, but it's also about how do 49 00:02:35,880 --> 00:02:39,120 Speaker 3: we wrap around support for that young person. So if 50 00:02:39,120 --> 00:02:42,519 Speaker 3: it's a situation whereby there might have been conflict, how 51 00:02:42,639 --> 00:02:46,080 Speaker 3: upon return can we work to mediate between different parties 52 00:02:46,160 --> 00:02:49,760 Speaker 3: or between different families so that the conferences be resolved. 53 00:02:50,160 --> 00:02:52,880 Speaker 3: If it's around counseling support, or if it's around some 54 00:02:53,040 --> 00:02:56,760 Speaker 3: other support that the young person needs to enable in 55 00:02:56,840 --> 00:02:59,280 Speaker 3: order to be safe in the school environment, then that's 56 00:02:59,320 --> 00:03:01,600 Speaker 3: part of that re entry process from suspension. 57 00:03:02,200 --> 00:03:04,280 Speaker 2: I mean, this is a difficult part. I guess that 58 00:03:04,400 --> 00:03:07,680 Speaker 2: we are seeing at the moment as well from Catherine 59 00:03:07,760 --> 00:03:11,280 Speaker 2: High School is there is some horrendous footage, you know, 60 00:03:11,440 --> 00:03:15,440 Speaker 2: doing the rounds of young people fighting, young people being 61 00:03:15,480 --> 00:03:16,920 Speaker 2: thrown to the concrete. 62 00:03:17,240 --> 00:03:19,960 Speaker 1: The NT News has extensively reported. 63 00:03:19,560 --> 00:03:23,639 Speaker 2: On these Why are things blowing up in the way 64 00:03:23,680 --> 00:03:25,079 Speaker 2: that they are at the moment. 65 00:03:24,800 --> 00:03:29,600 Speaker 3: Paul, Yeah, thanks Katie. I'm actually in Catherine High at 66 00:03:29,639 --> 00:03:35,680 Speaker 3: the moment, and we are very concerned around incidents that 67 00:03:35,680 --> 00:03:38,440 Speaker 3: they're occurring, but also the footage that is being shared. 68 00:03:39,400 --> 00:03:41,600 Speaker 3: You know, a generation ago, we didn't have phones, so 69 00:03:41,800 --> 00:03:44,680 Speaker 3: something happened at school that was contained in that space, 70 00:03:44,760 --> 00:03:49,000 Speaker 3: but now in this current situation it is relived as 71 00:03:49,040 --> 00:03:52,000 Speaker 3: people can access it on social media and then it 72 00:03:52,040 --> 00:03:54,680 Speaker 3: has that echo around going in the media more generally. 73 00:03:55,960 --> 00:03:59,960 Speaker 3: Catherine is a complex community. Catherine High School reflects the community. 74 00:04:00,080 --> 00:04:02,920 Speaker 3: It's based in the type of work that Catherine High 75 00:04:02,960 --> 00:04:06,560 Speaker 3: School is doing to assure safety and so that all 76 00:04:06,560 --> 00:04:08,840 Speaker 3: of our young people on staff can be safe is 77 00:04:09,400 --> 00:04:11,480 Speaker 3: first rate. I can assure you of that. 78 00:04:12,360 --> 00:04:15,240 Speaker 2: In terms of that letter that was sent out by 79 00:04:15,280 --> 00:04:17,400 Speaker 2: the Principle earlier in the week, it did go on 80 00:04:17,600 --> 00:04:21,360 Speaker 2: to tell parents that there'd be further wanding exercises undertaken 81 00:04:21,360 --> 00:04:24,760 Speaker 2: by the Northern Territory Police. So essentially the Northern Territory 82 00:04:24,760 --> 00:04:28,760 Speaker 2: Police going back to the school wanding students is my understanding. 83 00:04:30,240 --> 00:04:32,680 Speaker 2: My again, my understanding is that's going to be for 84 00:04:32,720 --> 00:04:35,360 Speaker 2: the second time in just a couple of weeks. 85 00:04:35,400 --> 00:04:36,080 Speaker 1: Is that correct? 86 00:04:38,279 --> 00:04:41,520 Speaker 3: Yes, there has been one situation of wanting a couple 87 00:04:41,560 --> 00:04:44,239 Speaker 3: of weeks ago. There was also wandering at the school 88 00:04:44,320 --> 00:04:46,280 Speaker 3: right at the start of the term as well. So 89 00:04:46,760 --> 00:04:49,120 Speaker 3: wanding is one of a number of measures that we 90 00:04:49,200 --> 00:04:53,520 Speaker 3: can use. It is in partnership with police and you know, 91 00:04:53,720 --> 00:04:57,039 Speaker 3: intentionally it is around speaking to identify any weapons, but 92 00:04:57,080 --> 00:04:59,760 Speaker 3: it's also around helping all of our young people to 93 00:04:59,760 --> 00:05:03,360 Speaker 3: feel faith and assured as a process in place. 94 00:05:03,920 --> 00:05:06,080 Speaker 2: I've got no issue with it happening, you know. I 95 00:05:06,120 --> 00:05:09,880 Speaker 2: think if my kids wrote a school where somebody had 96 00:05:09,920 --> 00:05:12,400 Speaker 2: taken a knife to school, I'd have no issue with 97 00:05:12,560 --> 00:05:16,600 Speaker 2: the Northern Territory Police attending the school and wanding everybody. 98 00:05:17,800 --> 00:05:19,280 Speaker 2: You know, so I don't have an issue with that. 99 00:05:19,400 --> 00:05:24,360 Speaker 2: I guess what I'm wondering though, I suppose, is has 100 00:05:24,400 --> 00:05:27,120 Speaker 2: it happened again since that letter went out on Monday 101 00:05:27,200 --> 00:05:29,520 Speaker 2: or is it still Is it still going to happen 102 00:05:29,600 --> 00:05:30,200 Speaker 2: this week? 103 00:05:32,040 --> 00:05:35,960 Speaker 3: So we're working with police around those details. Obviously we 104 00:05:36,000 --> 00:05:38,400 Speaker 3: don't want to announce when one is going to happen 105 00:05:38,480 --> 00:05:41,360 Speaker 3: to That sort of defeats the point of wandering fair core. 106 00:05:42,120 --> 00:05:45,080 Speaker 3: But I know the school, we have a school ba's 107 00:05:45,120 --> 00:05:47,760 Speaker 3: constable involved in this site, and also the school and 108 00:05:47,839 --> 00:05:50,880 Speaker 3: through the region is working quite closely with police command 109 00:05:52,040 --> 00:05:55,000 Speaker 3: so that we can coordinate that at the most appropriate time. 110 00:05:55,880 --> 00:05:56,200 Speaker 2: It is. 111 00:05:56,480 --> 00:05:59,760 Speaker 3: It is an effective measure, but equally it is something 112 00:05:59,800 --> 00:06:02,640 Speaker 3: that the school needs to invite the police on site 113 00:06:02,680 --> 00:06:04,920 Speaker 3: to be able to do and that invitation has been 114 00:06:04,920 --> 00:06:05,760 Speaker 3: provided to believe. 115 00:06:05,880 --> 00:06:08,640 Speaker 2: Yeah, and I think that's fair enough. You know, the school, 116 00:06:08,800 --> 00:06:11,520 Speaker 2: the department, everybody's got a duty of care to make 117 00:06:11,560 --> 00:06:15,160 Speaker 2: sure that all the kids at the school are safe. 118 00:06:14,600 --> 00:06:18,400 Speaker 2: And you know, at the moment, it sounds like it's 119 00:06:18,440 --> 00:06:21,480 Speaker 2: a bit of a frightening situation when there's fights breaking out. 120 00:06:21,760 --> 00:06:25,200 Speaker 2: If you've got someone turning up to school with you know, 121 00:06:25,240 --> 00:06:29,599 Speaker 2: with a stake knife, it's really not ideal. I mean, Paul, 122 00:06:29,800 --> 00:06:32,599 Speaker 2: is there a situation you know, is the Department of 123 00:06:32,720 --> 00:06:38,080 Speaker 2: Education even able to expel students anymore if they are 124 00:06:38,120 --> 00:06:39,640 Speaker 2: engaging in violent behavior. 125 00:06:42,000 --> 00:06:45,680 Speaker 3: There are expulsion provisions, but it's very rare that they 126 00:06:45,720 --> 00:06:49,599 Speaker 3: are implemented. The work that the school here is doing, 127 00:06:49,839 --> 00:06:52,480 Speaker 3: it is relying on suspension and that it is looking 128 00:06:52,520 --> 00:06:56,040 Speaker 3: at working with wrap around services for the young people 129 00:06:56,080 --> 00:07:00,160 Speaker 3: that are involved. We also operate the Caplic program, which 130 00:07:00,160 --> 00:07:04,080 Speaker 3: is a flexible learning program in Catherine, so that is 131 00:07:04,120 --> 00:07:06,880 Speaker 3: an opportunity to provide a different level of support in 132 00:07:06,920 --> 00:07:10,520 Speaker 3: a different environment some of our young people. We are 133 00:07:10,560 --> 00:07:14,400 Speaker 3: absolutely committed to ensure that every young person can progress 134 00:07:14,440 --> 00:07:17,080 Speaker 3: with their learning because we know that you know, the 135 00:07:17,120 --> 00:07:19,560 Speaker 3: future of Catherine. The future of the territory is dependent 136 00:07:19,640 --> 00:07:22,840 Speaker 3: on having young people that are engaged with skills so 137 00:07:22,920 --> 00:07:26,320 Speaker 3: that they can move into employment and then in their 138 00:07:26,320 --> 00:07:28,200 Speaker 3: own right, you know, grow up their own family. So 139 00:07:28,240 --> 00:07:31,600 Speaker 3: that's our pathway forward, and expulsion doesn't help on that pathway. 140 00:07:31,920 --> 00:07:35,720 Speaker 2: In terms of staff, I mean, do you feel that 141 00:07:35,760 --> 00:07:39,600 Speaker 2: staff for adequately experience to deal with the issues that 142 00:07:39,680 --> 00:07:43,200 Speaker 2: are happening at Catherine High School. I know we've obviously 143 00:07:43,240 --> 00:07:46,280 Speaker 2: got a really experienced principle. I'm not you know, I'm 144 00:07:46,280 --> 00:07:49,520 Speaker 2: not across other people in leadership roles, but I certainly 145 00:07:49,560 --> 00:07:51,840 Speaker 2: have been told over the last sort of six months 146 00:07:51,960 --> 00:07:55,640 Speaker 2: or so that there's been a massive turnover in staff 147 00:07:56,160 --> 00:07:57,440 Speaker 2: at Catherine High. 148 00:07:57,520 --> 00:07:58,320 Speaker 1: Is that correct? 149 00:08:00,280 --> 00:08:02,440 Speaker 3: I wouldn't say it's been a massive turn over. All 150 00:08:02,440 --> 00:08:06,000 Speaker 3: of our schools do have some changeovers from year to year, 151 00:08:06,040 --> 00:08:08,880 Speaker 3: and we're a funny profession that in other jobs people 152 00:08:08,960 --> 00:08:11,960 Speaker 3: leave at any time, whereas in education people will typically 153 00:08:12,640 --> 00:08:14,240 Speaker 3: work through until the end of the year and then 154 00:08:14,240 --> 00:08:17,040 Speaker 3: they'll change jobs into the following year. So not a 155 00:08:17,080 --> 00:08:20,160 Speaker 3: massive turnover. We've got, as you know, a very experienced 156 00:08:20,280 --> 00:08:23,600 Speaker 3: leader in this site. We've also got very experienced assistant 157 00:08:23,640 --> 00:08:27,160 Speaker 3: principles and a really strong team. I've had the opportunity 158 00:08:27,160 --> 00:08:29,000 Speaker 3: to meet with the team on a couple of occasions, 159 00:08:29,160 --> 00:08:32,360 Speaker 3: and the way that they are thinking about their students 160 00:08:32,480 --> 00:08:34,960 Speaker 3: and the and how to create a safe environment at 161 00:08:34,960 --> 00:08:37,680 Speaker 3: this school is exactly where it needs to be. They're 162 00:08:37,679 --> 00:08:41,240 Speaker 3: doing the right work and they're feeling supported from the 163 00:08:41,280 --> 00:08:44,600 Speaker 3: community as well. So the response and the feedback that 164 00:08:44,600 --> 00:08:47,080 Speaker 3: they're getting from the school community is that there is 165 00:08:47,120 --> 00:08:50,600 Speaker 3: a strong degree of supporting the actions that they are 166 00:08:50,640 --> 00:08:53,200 Speaker 3: taking to make sure that all of our students and 167 00:08:53,240 --> 00:08:55,560 Speaker 3: our staff at Catherine High School can be safe. Yeah. 168 00:08:55,600 --> 00:08:59,480 Speaker 2: Look, that's good to hear. Obviously you're there and Catherine 169 00:08:59,640 --> 00:09:03,080 Speaker 2: at the moment you touched on the fact before that 170 00:09:03,160 --> 00:09:06,400 Speaker 2: there is a school based constable there as well. I mean, 171 00:09:06,480 --> 00:09:09,719 Speaker 2: are other staff for other supports being surged gen or 172 00:09:09,800 --> 00:09:13,280 Speaker 2: are there others there to support you know, everybody at 173 00:09:13,320 --> 00:09:14,240 Speaker 2: Catherine High at this. 174 00:09:14,280 --> 00:09:20,480 Speaker 3: Point, Yes, absolutely so. We are working really closely with 175 00:09:20,520 --> 00:09:23,240 Speaker 3: the school leadership team to understand what's going to make 176 00:09:23,320 --> 00:09:26,400 Speaker 3: the best impact. Some of the things that have happened 177 00:09:26,400 --> 00:09:30,280 Speaker 3: so far this year is things like our attendance and 178 00:09:30,320 --> 00:09:35,040 Speaker 3: engagement officers being on site at recessun lunchtime, and that's 179 00:09:35,080 --> 00:09:38,439 Speaker 3: really about strengthening the relationship with these young people because 180 00:09:38,480 --> 00:09:41,360 Speaker 3: some of these young people travel between Catherine and the communities, 181 00:09:41,440 --> 00:09:44,120 Speaker 3: so if they know our engagement office as well, they 182 00:09:44,160 --> 00:09:47,920 Speaker 3: feel safe and secure. But it's also strengthened the capacity 183 00:09:47,960 --> 00:09:50,400 Speaker 3: of those officers to support them into school if they're 184 00:09:50,400 --> 00:09:55,800 Speaker 3: moving from community community. We have had counseling on site 185 00:09:55,880 --> 00:09:58,760 Speaker 3: for students and staff, and again that is if any 186 00:09:58,800 --> 00:10:01,400 Speaker 3: of any listeners, if you're a young person has been 187 00:10:01,440 --> 00:10:04,240 Speaker 3: impacted by what's going on, please do contact the school 188 00:10:04,280 --> 00:10:07,920 Speaker 3: because there is support available for our young people in 189 00:10:07,960 --> 00:10:12,320 Speaker 3: that space. As you mentioned that the school base constable, 190 00:10:12,320 --> 00:10:17,160 Speaker 3: but we're also working closely with police and the example 191 00:10:17,200 --> 00:10:20,360 Speaker 3: from Monday, you know, there wasn't an emergency response required 192 00:10:20,400 --> 00:10:24,679 Speaker 3: from police because the students surrendered the stake knife with 193 00:10:24,720 --> 00:10:28,640 Speaker 3: no concerns and no issue, but we still reached into police, 194 00:10:28,640 --> 00:10:31,840 Speaker 3: so they've got that awareness and at different times they 195 00:10:31,840 --> 00:10:34,240 Speaker 3: do attend on site to support if there are incidents 196 00:10:34,280 --> 00:10:37,320 Speaker 3: in place. So we're making sure that that pathway is 197 00:10:37,360 --> 00:10:40,200 Speaker 3: really smooth and it's effective and efficient so that we 198 00:10:40,240 --> 00:10:43,280 Speaker 3: can provide that support and then some of the other works. 199 00:10:43,320 --> 00:10:46,679 Speaker 3: It's also working with Department of Chiefinesses and Cabinets and 200 00:10:47,160 --> 00:10:50,360 Speaker 3: government and non government partners in the region. Because for 201 00:10:50,440 --> 00:10:52,319 Speaker 3: many of our young people, they might come from a 202 00:10:52,360 --> 00:10:54,679 Speaker 3: home background where you know, they might not have a 203 00:10:54,800 --> 00:10:57,600 Speaker 3: consistent place to sleep or consistent food, or there may 204 00:10:57,640 --> 00:11:00,480 Speaker 3: be other pressures in their family or that they experience. 205 00:11:00,520 --> 00:11:03,079 Speaker 3: So it is really not just thinking about within the 206 00:11:03,120 --> 00:11:05,280 Speaker 3: school dates about how we support these young people, but 207 00:11:05,640 --> 00:11:08,640 Speaker 3: who are the other service providers that are supporting and 208 00:11:08,679 --> 00:11:10,920 Speaker 3: how can we make sure that you know, our young 209 00:11:10,960 --> 00:11:14,840 Speaker 3: people have that opportunity to come to school, ready to learn, 210 00:11:14,960 --> 00:11:15,960 Speaker 3: ready to stage. 211 00:11:16,920 --> 00:11:17,719 Speaker 1: And Paul, what. 212 00:11:17,800 --> 00:11:20,520 Speaker 2: About the kids that are the victims, Like what about 213 00:11:20,520 --> 00:11:24,360 Speaker 2: the kids that have been thrown to the concrete and bashed. 214 00:11:26,240 --> 00:11:28,560 Speaker 3: Yes, so that's the support that's from the school for 215 00:11:28,640 --> 00:11:31,160 Speaker 3: those students and particularly, as I mentioned as well, the 216 00:11:31,200 --> 00:11:35,199 Speaker 3: opportunity to access counseling. The school is working with those 217 00:11:35,200 --> 00:11:39,079 Speaker 3: families and those young people to seek to assure and 218 00:11:39,160 --> 00:11:43,200 Speaker 3: to support them to feel safe at school. I do 219 00:11:43,320 --> 00:11:45,480 Speaker 3: need to say, Katie, I was actually working with the 220 00:11:45,600 --> 00:11:48,600 Speaker 3: student leaders from Catherine High School on Friday last week 221 00:11:49,080 --> 00:11:52,120 Speaker 3: as part of the Northern Territory Learning Commission, and the 222 00:11:52,160 --> 00:11:55,160 Speaker 3: student leaders provided a perspective to me that you know, 223 00:11:55,200 --> 00:11:57,960 Speaker 3: sometimes we get caught on the what's on social media 224 00:11:58,040 --> 00:12:01,280 Speaker 3: or what's in the media landscape. Their feedback to me 225 00:12:01,600 --> 00:12:04,319 Speaker 3: was that that's not the experience of students on a 226 00:12:04,400 --> 00:12:07,840 Speaker 3: daily basis. Most young people at Catherine High School come 227 00:12:07,880 --> 00:12:10,360 Speaker 3: to school, they engage in learning, they make good choices, 228 00:12:11,320 --> 00:12:14,680 Speaker 3: and they're not even necessarily having exposure to these incidents 229 00:12:14,720 --> 00:12:18,520 Speaker 3: that we're seeing. So clearly, for young people that have 230 00:12:18,600 --> 00:12:20,800 Speaker 3: been that have been victims in this situation, or they've 231 00:12:20,880 --> 00:12:25,840 Speaker 3: seen or experienced those incidents, please tap into the support 232 00:12:25,880 --> 00:12:28,000 Speaker 3: that is available through the school and that we are 233 00:12:28,040 --> 00:12:30,600 Speaker 3: supporting the school to be able to provide as a department, 234 00:12:31,640 --> 00:12:33,920 Speaker 3: because we want to make sure that those young people 235 00:12:33,960 --> 00:12:37,600 Speaker 3: feel strong and safe in the school environment. We know 236 00:12:37,720 --> 00:12:40,320 Speaker 3: that if you don't feel safe, you can't learn, So 237 00:12:40,400 --> 00:12:43,280 Speaker 3: that's a precursor, right. We need everyone to feel safe 238 00:12:43,280 --> 00:12:47,560 Speaker 3: and happy and engaged and connected Captain High School so 239 00:12:47,640 --> 00:12:51,080 Speaker 3: that they can develop those skills and progress with their learning. 240 00:12:51,640 --> 00:12:54,200 Speaker 3: I don't know if you can. High School last year 241 00:12:54,280 --> 00:12:59,840 Speaker 3: had a bumper crop of ntcut completed, including the highest 242 00:13:00,040 --> 00:13:04,320 Speaker 3: number of Aboriginal complets in recent history. So in terms 243 00:13:04,360 --> 00:13:08,480 Speaker 3: of anyone's memory last year, and Catherine High School was 244 00:13:08,559 --> 00:13:10,320 Speaker 3: absolutely kicking goals around NTC. 245 00:13:10,840 --> 00:13:11,040 Speaker 2: Yeah. 246 00:13:11,040 --> 00:13:12,680 Speaker 1: Look, and I feel for the school, you know. 247 00:13:12,760 --> 00:13:15,680 Speaker 2: I feel for them because obviously it's not good to 248 00:13:16,400 --> 00:13:19,400 Speaker 2: you know, to be having this kind of publicity. I 249 00:13:19,440 --> 00:13:21,920 Speaker 2: guess from my perspective as a parent, I just think 250 00:13:21,960 --> 00:13:25,040 Speaker 2: to myself, if my child was the victim of one 251 00:13:25,080 --> 00:13:27,800 Speaker 2: of those incidents that then has been shared far and 252 00:13:27,880 --> 00:13:31,920 Speaker 2: wide on social media and everywhere else, I'd be horrified, 253 00:13:32,040 --> 00:13:35,280 Speaker 2: and i'd be really you know, I'd be you know, 254 00:13:35,480 --> 00:13:38,560 Speaker 2: really worried in terms of how they then go back 255 00:13:38,600 --> 00:13:41,559 Speaker 2: to school. So I understand that the school has done 256 00:13:41,600 --> 00:13:44,880 Speaker 2: a great job in so many ways, but like I said, 257 00:13:44,920 --> 00:13:47,240 Speaker 2: I just really, you know, I always feel for those victims, 258 00:13:47,280 --> 00:13:49,680 Speaker 2: and every child deserves to be safe at school. 259 00:13:50,640 --> 00:13:56,520 Speaker 3: I absolutely agree with you, Katie, without any hesitation. I 260 00:13:56,520 --> 00:13:59,240 Speaker 3: think there's a piece here also for parents to like, 261 00:13:59,320 --> 00:14:02,480 Speaker 3: if you're young, if your child's looking at this footage 262 00:14:02,559 --> 00:14:06,160 Speaker 3: or filming this footage or sharing this footage online, that's 263 00:14:06,200 --> 00:14:09,080 Speaker 3: actually a really serious thing as well. So I do 264 00:14:09,120 --> 00:14:11,760 Speaker 3: want parents to start thinking about and connecting in with 265 00:14:11,880 --> 00:14:16,360 Speaker 3: their young people to understand in what ways they might 266 00:14:16,400 --> 00:14:21,440 Speaker 3: be contributing to the problem. There's the whole bystander piece, 267 00:14:21,560 --> 00:14:24,200 Speaker 3: right Like, sometimes bystanders are a part of the problem. 268 00:14:24,560 --> 00:14:28,280 Speaker 3: The correct response is to withdraw yourself. You know something's 269 00:14:28,320 --> 00:14:31,120 Speaker 3: going to happen, and withdraw yourself, find an adult, let 270 00:14:31,160 --> 00:14:33,680 Speaker 3: them know so that it can be resolved. If you 271 00:14:33,720 --> 00:14:35,840 Speaker 3: don't do that, you're actually adding to the problem. And 272 00:14:35,880 --> 00:14:39,120 Speaker 3: I know that is a message that we're talking with 273 00:14:39,200 --> 00:14:41,920 Speaker 3: students at Catherine High, but I'm really keen for parents, 274 00:14:41,920 --> 00:14:44,680 Speaker 3: not just here, but across the territory. Parents have it 275 00:14:44,720 --> 00:14:46,720 Speaker 3: chat to youngers and work out how it is that 276 00:14:46,760 --> 00:14:49,240 Speaker 3: they might be helping situations or how it might be 277 00:14:49,320 --> 00:14:50,960 Speaker 3: that they might be hindering situations. 278 00:14:51,160 --> 00:14:53,400 Speaker 2: Yeah, Paul, we are going to have to leave it there. 279 00:14:53,560 --> 00:14:56,240 Speaker 2: I really appreciate your time this morning. Thank you for 280 00:14:56,360 --> 00:14:58,640 Speaker 2: having that chat with us, and we'll talk to you 281 00:14:58,640 --> 00:14:59,200 Speaker 2: again soon. 282 00:15:00,200 --> 00:15:01,080 Speaker 3: Thanks Katie, having to 283 00:15:02,200 --> 00:15:03,840 Speaker 1: Thank you, thanks so much for your time.