from yaprap June-July 2009
by Maria Kissouri
YAPRap Feature Writer
Should a teenager who struggles with school be allowed to have shorter school days, be exempt from exams, and set his own rules?
Should a teenager whose family life is complex, fraught with disadvantage and hardship be expected to meet the same educational demands as her peers without these concerns?
At the Lawson campus of the Blacktown Youth College, these questions are being tested, and students at risk of dropping out of school are achieving results they never thought possible.
This article showcases the newly established Lawson campus of Blacktown Youth College, based at Lawson Youth Centre.
On approaching the Lawson campus, I thought: “Gee I’m lost, this can’t be a school, it looks like a typical youth centre”. Positioned in the midst of major road works and construction… I knew I was in the right place when I spotted some energetic teenagers chatting over the sounds of bulldozers and traffic. Admittedly, I was sceptical about how much can be achieved in a youth centre, with limited resources, no background in providing formal education, positioned in a construction zone, and targeting some of the most disadvantaged young people in the Blue Mountains…
The young people attending the school at Lawson Youth Centre are from diverse backgrounds, but the one thing they all shared prior to enrolling, was they had either been expelled, or were at risk of being expelled from a mainstream school.
Coordinator of the school, and of the Lawson Youth Centre, Brad Ellis, explains “we are a specialist school; most of the young people here are unable to attend a mainstream school”. The 18 participants of this school were all at risk of leaving school prior to getting the School Certificate. Some of them are at risk of homelessness, teenage pregnancy, drug and alcohol abuse, domestic violence and engaging with the juvenile justice system. It is these complex realities that cause the students to find themselves out of school; formal education is not working for them; and for most, their home environment is not conducive to study.
Brad Ellis again: “We work at the grassroots, so were better able to identify the welfare needs of students. In meeting these needs we work with local service providers such as the women’s resource centre to refer individuals, as well as inviting them to run workshops on relevant issues.” Locating the school within the youth centre allows the students access to an intensive case management service, with the aim of addressing welfare needs so the students can get on with their education.
So, can a youth centre really double as a school?
The Lawson campus of Blacktown Youth College has been operating since January 2009. The auspice school, Blacktown Youth College has been operating since 1997, with great results. Blacktown Youth College has campuses in Bidwill (in Blacktown LGA) and Broken Hill, as well as Lawson. Lawson Youth Centre developed this School Certificate program following the successful implementation of the Time Out program, a partnership between Lawson Youth Centre and two local high schools. The program targeted students who had challenging behaviours, had been suspended, or identified as potentially having mental health or alcohol and other drug problems. Time Out worked with 20 students, taking them out of their classes for 3 hours at a time, over 3 days per week. These students were provided with life skills training, as well as a youth worker who assisted them to work through other issues going on in their lives. Due to the success of Time Out, Gabrielle McIntosh (former Principal of Blacktown Youth College) assisted Lawson Youth Centre to apply to the NSW Department of Education and Training and Board of Studies NSW to register a school under the auspice of Blacktown Youth College.
Half of the current students are from the Time Out program. Referrals also come from friends, parents, NSW Department of Community Services, local non-government organisations, schools and police. All students are voluntary participants, and must have parental consent.
Two qualified teachers, who set the lesson plans, and 3 teachers' aides, staff the school. The curriculum meets Board of Studies requirements, and also incorporates an additional life skills program, including an extensive art program that reflects the students’ interests. Two of three of the Lawson Youth Centre workers deliver the life skills classes within the school. These youth workers play an integral part in the school's running. Consequently, many of the students also attend the drop in program offered by the youth centre in the afternoon.
The school has a no exam policy, so the teachers conduct informal assessments of the students' work. This may result in students achieving their School Certificate over a two or three year period. According to Brad Ellis, developing the student’s motivation for school is a key element of the school's focus. He attributes the school's early success to the support of Katoomba and Blaxland High Schools ( which were the schools in the original Time Out program).
Brad also credits Blacktown Youth College, and their vision, for the success of establishing the Lawson campus. The Youth Centre completed a complex application process to re-zone the premises for use as a school. Helpful Town Planners and Community Services staff at Blue Mountains City Council assisted in making this possible.
The school will get government funding, via the main Blacktown school, until 2013, however the premises are only secure until 2010. The uncertainty of the premises is the school’s greatest challenge, according to both staff and students. A number of the participants expect to continue at the school in 2010, in order to complete their School Certificate.
To me it is clear that the success to date is also due to the extended commitment and vision of the Youth Centre staff. The youth workers utilise their street knowledge, artistic ability and links with local services to connect their otherwise isolated students with a support system. The lines between youth worker and teacher are blurred, but this is probably why the students relate to their teachers so well.
Volunteer and parent Juanita said “The smaller class groups make it easier for the teachers to have control. They (the students) feel like this is their place. My son used to be bullied by some of the young people that come here, now they defend him when he’s bullied by other young people. His confidence has soared.”
The individual students of Lawson campus are being presented with an alternative to mainstream schooling: an alternative that is tailored to their needs. The fact that all the students come from similar underprivileged backgrounds could be argued to be a point of further disadvantage. It appears however that each student is at a different point in his or her educational development. It is probably this level of diversity that allows them to learn from each other. In a typical youth centre environment, staff encourage the exchange of cultural experiences between young people. It is often the attendance by dominant groups that can create unhealthy exclusive environments within youth services. Given the nature of the referral pathways for students entering Lawson campus, this is a real risk. That is, if one dominant friendship group entered the campus together, the environment of the school would change, presenting youth workers with the common challenge of re-establishing an environment where everyone feels safe and welcome.
The Lawson Youth Centre has highly skilled and committed staff who ensure the school functions successfully. However, due to the requirements of maintaining premises, curriculum, consistent staff, educational resources, and funding obligations, the school would not enjoy continued success without a strong, experienced and multi-skilled management committee. The management committee of the Youth Futures Group Inc (the youth centre's auspice) provide extensive support to the school.
Is the provision of formal qualifications a new direction for NSW youth services?
The NSW government recently announced amendments to the Education Act 1990, which take effect in January 2010, and will require students to remain at school until the end of Year 10. After completing Year 10, students will be required to remain in some form of education, training or employment until they turn 17. What role will youth services play in supporting young people to meet these requirements? Is the provision of formal qualifications a new approach for youth services?
The school provided from Lawson Youth Centre is unique, cutting edge and is achieving great results so far. The longevity of the school will be dependant on Lawson Youth Centre’s ability to retain great staff and maintain professional working relationships with local schools, non-government and government bodies. The risks created by insecure premises, nature of the clientele and limited resourcing are greater than those for a youth centre that doesn’t provide a school. The process of providing formal education services from a youth service is difficult, but based on the experiences of Blacktown Youth College; it may well be rich in results.
More information
Blacktown Youth College
Any youth services considering offering formal and informal school programs can get advice from Blacktown Youth College.
- blacktownyouthcollege.nsw.edu.au
- (02) 9628 8072
Lawson campus
- (02) 4759 1012
- mmycyfg@bigpond.net.au
ABC radio program