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Speaker 1: Three sixty with Katie Wolf. Join the conversation with Katie Wolf.

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Speaker 1: You are our eyes and ears in the Territory Mix

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Speaker 1: one oh four point nine.

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Speaker 2: We have been inundated with messages this morning and I

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Speaker 2: am going to get to those in just a little while,

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Speaker 2: the majority of them flowing through during the week that was,

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Speaker 2: And like I was saying earlier, we usually try to

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Speaker 2: keep the political discussion a little bit lighter on after

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Speaker 2: ten o'clock on a Friday, after an hour of well

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Speaker 2: a lot happening.

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Speaker 1: With the week that was.

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Speaker 2: But we are catching up right now with the Minister

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Speaker 2: for Education, Lauren Moss.

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Speaker 3: Good morning, minister, good morning, and good morning to the listeners.

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Speaker 3: That has been a lively now he certainly has.

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Speaker 2: Like I said, I usually have a bit of a

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Speaker 2: ban on ministers after ten on a Friday, but we

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Speaker 2: thought we are really keen to hear from you this

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Speaker 2: morning because, as as you may have heard, throughout the week,

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Speaker 2: we've certainly had a bit of discussion about some of

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Speaker 2: our concerns around the territory with crime, but more so

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Speaker 2: with this perception that there's kids that are not school

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Speaker 2: during the day and potentially engaging in behavior that they

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Speaker 2: shouldn't be engaging in I mean, we heard from Strikeforce

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Speaker 2: Vipra out of Alice Springs earlier in the week that

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Speaker 2: at midday, earlier in the week, I think it was

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Speaker 2: on Wednesday, an eighty seven year old woman was walking

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Speaker 2: in a shopping center on Hartley Street in Alice when

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Speaker 2: she was allegedly pushed to the ground by a group

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Speaker 2: of females. It turned out that they were young people.

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Speaker 2: They are aged fifteen, fifteen, and seventeen. Minister, the really

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Speaker 2: obvious question is why aren't these young people at school?

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Speaker 3: Oh look, Katie, I think you know, it sounds like

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Speaker 3: an obvious question, and certainly lots of people ask it,

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Speaker 3: including myself, But you know, I think there's lots of

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Speaker 3: complex reasons why these kids aren't at school. But I

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Speaker 3: think it's really important that we look at what we're

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Speaker 3: doing in education to be part of the solution down

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Speaker 3: there in Alice Springs, and particularly looking at how we

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Speaker 3: engage some of these kids who haven't actually been engaged

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Speaker 3: in education for a really long time. And I think

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Speaker 3: it's you know, it is worth noting and I think

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Speaker 3: we all know this and it goes without saying most

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Speaker 3: of the time, but the majority of kids across the

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Speaker 3: territory are at school, yeah and doing you know, engaged

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Speaker 3: and doing all sorts of things, you know, extracurricular activities

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Speaker 3: and really engaged. But there certainly is you know, a

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Speaker 3: small cohort of kids and some of them haven't been

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Speaker 3: engaged in the school system for a really long time.

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Speaker 3: And that's you know, a great concern to me as

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Speaker 3: the education minister. And I've been really pleased to have

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Speaker 3: a representative Department of Education in Alice just last week

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Speaker 3: actually looking at how we can beef up that engagement

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Speaker 3: team as well down there and what more we can do.

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Speaker 2: So Minister, you know, I guess any of us who've

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Speaker 2: got kids would know that when they arrive at school,

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Speaker 2: obviously the teacher goes through the role and if you're

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Speaker 2: not there, you know you're marked is absent. I would

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Speaker 2: assume that if there's more than a couple of days

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Speaker 2: where you're not at schools followed up with your parents.

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Speaker 2: So I know that's the case with you know, with

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Speaker 2: where my kids go to school. So what is the

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Speaker 2: situation here if we've got kids who aren't attending school

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Speaker 2: and it's and it's becoming a more regular thing. How

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Speaker 2: long does it take before it's followed up by the department.

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Speaker 3: Oh, look, I think you know, for some young people,

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Speaker 3: obviously it wouldn't just be non attendance. There'd be a

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Speaker 3: whole range of other indicators that a child or a

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Speaker 3: young person needs some more support or might need some

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Speaker 3: more intervention. But certainly when a child has been missing

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Speaker 3: from school for a couple of days, there are school

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Speaker 3: based responses to that. There is what's known as a

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Speaker 3: passive role, where you know where a student might not

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Speaker 3: have gone for a certain length of time and they

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Speaker 3: go on to that particular role. But that again, it

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Speaker 3: doesn't mean that that student's then forgotten about. It just

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Speaker 3: triggers more of a wrap around response for that young person.

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Speaker 3: I think there's a lot of misinformation there. You know,

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Speaker 3: sometimes people think that kids get taken off the role

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Speaker 3: and nothing happens. That doesn't happen. It just means that

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Speaker 3: it has to trigger a bigger response. But there is

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Speaker 3: what's known as a multi agency child safety team. It

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Speaker 3: involves territory, families and a whole range of other organizations

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Speaker 3: and education and Katie, you know, there was some really

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Speaker 3: devastating coronials that were done just recently, one of the

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Speaker 3: recommendations out of that was about these multi agency teams. Yeah,

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Speaker 3: we really have to make sure we're getting better at

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Speaker 3: coordinating the response around these teams.

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Speaker 2: Yeah, and look, that's something that we've heard on numerous occasions,

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Speaker 2: you know, when you're talking about about young people, you know,

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Speaker 2: in various different situations. But ministral just ask again, if

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Speaker 2: there's a child that isn't at school for a number

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Speaker 2: of days, so what's the process, So does the education Department?

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Speaker 2: Does a teacher contact their parents? Like, what's you know,

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Speaker 2: what sort of the process.

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Speaker 3: So in terms of the process, it would happen at

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Speaker 3: a school level first, so that would be a teacher

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Speaker 3: or it might be the you know, some schools have

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Speaker 3: an IW so you know, an Aboriginal Education worker or

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Speaker 3: a home Liaison officer who might do that work on

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Speaker 3: behalf of the school. So it is a school based

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Speaker 3: response first, yep. But it does get to a point,

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Speaker 3: you know, if you've got a kid who's got twenty

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Speaker 3: absences where it can really trigger a higher level response

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Speaker 3: and it might be a response through that multi agency

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Speaker 3: Child Safety Well Being team through the department, But we

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Speaker 3: do also have engagement an engagement team, a mobile engagement

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Speaker 3: team that's actually on the ground in Alice Springs that

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Speaker 3: actually actively engages with kids who might be in the

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Speaker 3: mall or you know, around town who should actually be

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Speaker 3: at school and works out what's happening with those kids.

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Speaker 2: Now I understand, I know you're not the minister that's

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Speaker 2: responsible for these for these parental or family responsibility agreements

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Speaker 2: which are going to be coming into place, as I understand,

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Speaker 2: there's work under on these. But you know, is this

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Speaker 2: something that's being worked on right now? Where if a child,

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Speaker 2: for example, if you have got a kid who's had

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Speaker 2: twenty absences and there's no reason for it, you know,

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Speaker 2: is that where these responsibility agreements are potentially going to

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Speaker 2: kick in?

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Speaker 1: And you know, do we need to look at.

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Speaker 2: Punishing parents in some way if they're not actually helping

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Speaker 2: their kids to get every opportunity available to them. Oh?

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Speaker 3: Look, I think so. Administer Warden's obviously working very hard

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Speaker 3: around the family responsibility orders. And you know, I make

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Speaker 3: no mistake about it. Getting kids to school is part

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Speaker 3: of family's responsibility. And I can imagine Katie, you know

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Speaker 3: you probably would be having kids with conversations with your

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Speaker 3: kids who might not want to go to school, but

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Speaker 3: you know, if they go to school, there's that's part

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Speaker 3: of part of life. You do it as a family

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Speaker 3: part of life. And so there's certainly an element where

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Speaker 3: a lot of these kids might not have an adult

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Speaker 3: in their life that is acting in a responsible way

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Speaker 3: for that child, and I think that's where those family

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Speaker 3: responsibility agreements come in. There's also going to be situations,

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Speaker 3: so Katie, where you know, there might be levels of disability,

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Speaker 3: mental illness. You know, you might have families who are

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Speaker 3: really trying their best to get kids to school and

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Speaker 3: help and they're just unable to for a whole range

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Speaker 3: of reasons. So you know, we really need to make

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Speaker 3: sure as well we're getting the right services and the

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Speaker 3: right responses in for those families, are supporting them in

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Speaker 3: what they want to do. But in saying that, you know,

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Speaker 3: we do have compliance offices. So we've got engagement offices,

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Speaker 3: but we also have compliance offices to do some more

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Speaker 3: of that harder edged work.

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Speaker 2: But there's no real like if they're so I guess

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Speaker 2: what I'm trying to get to is if you've got

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Speaker 2: you know, if there are kids that you know you're

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Speaker 2: not talking about you know, a mental health issue, or

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Speaker 2: you're not talking about there being you know, an adequate

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Speaker 2: reason why they're unable to attend school and they're just

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Speaker 2: not attending.

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Speaker 1: They're wagging, you know, and then you've got them.

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Speaker 2: At Casuarina hanging out in the car park, or they're

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Speaker 2: at you know, out in Alice Springs then knocking an

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Speaker 2: eighty nine year old woman over what you know, what's

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Speaker 2: the process from the Education Department's perspective, or what can

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Speaker 2: be done to try to engage these kids.

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Speaker 1: And stop them from engaging in bad behavior.

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Speaker 3: I think personally, look, I think what's happened out of

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Speaker 3: the Youth Hub in Alice Springs has been really good.

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Speaker 3: The Department of Education supported some of the school holiday

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Speaker 3: programs and had engagement offices in the youth hub actually

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Speaker 3: talking to kids and finding out whether they were enrolled,

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Speaker 3: you know, where they were engaged. And we've actually been

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Speaker 3: able to follow what's happened with those young people in

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Speaker 3: terms of term one, whether they've re entered school and

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Speaker 3: what's happened and how we support them through that. I

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Speaker 3: think there has to be more of that. But one

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Speaker 3: of the things that I am rarely delving into you know,

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Speaker 3: I'm obviously kind of six months into the new role,

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Speaker 3: but one of the things that I am really really

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Speaker 3: focused on, Katie, is our flexible learning centers, our flexible

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Speaker 3: education and you know, are they working for disengaged kids,

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Speaker 3: are they working for the community, are they working for schools?

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Speaker 3: And if not, why not? You know, I went and

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Speaker 3: had a look at Alice outcomes last time I was

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Speaker 3: in Alice. They've got about twenty kids, some of whom

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Speaker 3: have come through the detention centers. Some might be you know,

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Speaker 3: it might be a young mum who just can't go

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Speaker 3: to school five days a week that wants to finish

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Speaker 3: year twelve, and they are getting really fantastic results. So

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Speaker 3: for me, what's working there and how do we do

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Speaker 3: more of that is absolutely my focus. So we'll have

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Speaker 3: Parmerson Youth Skills Center that will open up this term.

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Speaker 3: But I think we've already got some of these facilities, Katie,

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Speaker 3: and we've actually got to say are they working for us?

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Speaker 3: And if not, what do we need to change? Because

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Speaker 3: that's the thing we can do immediately.

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Speaker 2: Yeah, and look, we are going to try and catch

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Speaker 2: up with Minister Warden at some point in the near

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Speaker 2: future as well to talk more about those parental responsibility

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Speaker 2: you know, agreements and things like that too. I do

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Speaker 2: want to ask, though, where are we at with the

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Speaker 2: return of school based constables.

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Speaker 3: So there are a number of school constables that have

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Speaker 3: already gone back into schools. Is from memory, there's three

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Speaker 3: on rotation through some of the dark Greater Darwin Regions schools.

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Speaker 3: Katherine High School just got their school based constable back

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Speaker 3: yesterday and the Department of Education and working with police

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Speaker 3: around what the longer term model looks like so that

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Speaker 3: we might be able to grow that and make it

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Speaker 3: more sustainable. But it's certainly something we were very committed

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Speaker 3: to bringing back after it was scrapped by the former government.

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Speaker 3: We're very committed to it. And you know, obviously COVID

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Speaker 3: meant that police resources were pulled to borders and airport

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Speaker 3: and things like that. But they're returning back into schools.

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Speaker 2: And is it something with those school based constables? Is

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Speaker 2: it something that the that you guys have consulted with

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Speaker 2: the Police Association on as well.

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Speaker 3: So I understand absolutely the Police Association are an active

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Speaker 3: part of those discussions, as are the Council of Government

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Speaker 3: School organizations who do work with school councils, so we're

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Speaker 3: definitely having active conversations with them about what that looks

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Speaker 3: like over the longer term. So we're still working through that,

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Speaker 3: but very very committed to it. It's really important, I

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Speaker 3: think for you know, obviously the presence in schools is

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Speaker 3: really important, but just building that relationship I think between

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Speaker 3: police and young people in a great way and that respect,

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Speaker 3: I think is the most important part of that program.

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Speaker 3: So very supportive of it and have seen it doing

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Speaker 3: wonderful things at my local schools.

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Speaker 2: And kas So at the moment, did you say there's

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Speaker 2: three on rotation at the moment? How many are we

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Speaker 2: hoping to get to?

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Speaker 3: Look, I couldn't give you the final number at the moment, Katie,

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Speaker 3: as we're just working through that, but yeah, there's about

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Speaker 3: three I understand on rotation across the number of schools

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Speaker 3: at the moment, and the one back in Katherine, which

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Speaker 3: is fantastic news. She's a longstanding youth engagement police officer,

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Speaker 3: well respected there. But look, there is so much more

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Speaker 3: work to do in this space, Katy, and I'm under

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Speaker 3: no illusions about how big my job is, but I

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Speaker 3: thought it was really important to talk to you and

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Speaker 3: you know your listeners today, because I do think education

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Speaker 3: is a really fundamental part of it.

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Speaker 1: I agree trying.

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Speaker 3: To just turn things around, and it might not just

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Speaker 3: be the traditional classroom. I think we have to think

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Speaker 3: outside the square.

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Speaker 2: Yeah, I agree, Minister. Can I ask you there's a

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Speaker 2: question from one of our listeners. It says Katie. When

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Speaker 2: I was young, I had to make sure that I

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Speaker 2: had a letter in my school diaries, signed by both

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Speaker 2: parents and the school each time I was at Casarina

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Speaker 2: during school hours.

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Speaker 1: What's changed?

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Speaker 3: Oh, Look, I wouldn't. I think in terms of every

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Speaker 3: school there would be a process for signing out and

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Speaker 3: signing back in and an expectation that kids are at school.

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Speaker 3: So in terms of being able to speak for that

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Speaker 3: process aticular school, I wouldn't be in a position to

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Speaker 3: do that. But I do know that obviously there are

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Speaker 3: policies at every school about accounting for absences and how

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Speaker 3: that's tracked. And I think we're actually much better at

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Speaker 3: tracking that now in terms of data collection and the

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Speaker 3: systems available to us than in the past. So it's

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Speaker 3: just about getting better at, you know, identifying those bread

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Speaker 3: flags earlier and I really coming in around those families

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Speaker 3: as quickly as we can. But look, every kid is

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Speaker 3: still expected to be at like they were when we

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Speaker 3: were all at school.

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Speaker 1: Minister for Education Lauren Moss. We will leave it there.

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Speaker 2: I appreciate you having a chat with us this morning.

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Speaker 2: We'll talk to you again soon.

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Speaker 3: Thanks for having me on.

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Speaker 1: Thank you