Diary of a BSEM teacher: Part 1 Sharing Power

In this series, Jock Allan, Teaching and Learning Leader at Brisbane Independent School, reflects on embedding BSEM in school culture and practice. Part 1 explores the importance of sharing power with students, allowing their voices to shape expectations and practices.

You can also read Part 2: Ready to Learn routines and Part 3: Behaviour Policy.

On our journey to becoming a more trauma-informed and neurodiversity-friendly school community, we have encountered many tricky challenges and conversations. Although we have worked hard for a few years now to train and up skill our staff, to establish practices and routines across the school, to give students the language to explain what’s going on in their brain and body, and to reshape and retool our learning spaces to allow for regulation and learning – we still have kids who have tricky days. Changing and embedding culture is big and complex!

This diary reflects some of our thinking and learning along the way.

Power can look different at various schools. At Brisbane Independent School (BIS) we engage the students in a ‘power with’ approach whenever possible. ‘Power with’ grows out of relationships, rather than the domination and control of a ‘teacher knows best’ approach.  

At our school we have a lot of published expectations, or school rules, with clear consequences. Often these expectation and consequences are co-created with our students and in consultation with our parents and carers. This collaboration around expectations by children and adults acts as a powerful gateway to students having a voice in our school (and adults hearing that voice!). The children love seeing their own rules up on the walls.

Visual reminders of the rules around our school ensures that we, as educators, are never making things up on the fly and being inconsistent. After all, there is nothing more unfair and frustrating to a child than an adult saying, “Because I said so”.

We know that students will break these rules – they are kids! However, sharing the power with students removes judgement and perceptions of unfairness from our behaviour management approach.

When a rule is broken, we can refer them back to our agreed upon rules. We walk up to the poster with the child, we read them together, and then we talk about what the rule means for them in this moment. It is the rule that is doing the talking – the rule that we came up with together. We reflect on the boundaries of the rules side-by-side, with curiosity and a growth mindset.

At our school, this is called a ‘rule reminder’. Sharing power with students gives them ownership to help shape the rule systems that they are expected to follow.

Recently, a Year 4 student created a set of rules for a lunchtime playground game that many children had been enjoying (but disagreeing over). The ‘power with’ approach gave space for this child to step into a position of leadership to make this happen. This student negotiated with the other children, teachers, and the principal to reach a set of fair rules that also kept students safe. 

We know that when a student is given a voice, learns to negotiate, and builds resilience, that we are preparing them for their roles and responsibilities in the future, far beyond our school gates. If this is the goal for raising and educating our children, why wouldn’t you share the power with your students?

About the author

Jock Allan, Master of Education (Evidence-based teaching) has worked as a tour and production manager, PE teacher, classroom teacher, learning specialist, principal, leadership consultant and coach. Jock also worked with the Australian Football League supporting regional and rural football clubs to survive and thrive as hubs for volunteering and community spirit. 

About Brisbane Independent School

Brisbane Independent School’s mission is to nurture, develop, and trust our pupils’ innate love of learning. We aim to produce graduates who are confident, competent, and respectful, and to equip them with the skills necessary to continue learning courageously in all facets of their lives. We provide a supportive and flexible educational environment for the development of the whole child, including social, emotional, ethical, physical, and cognitive development, within a school community that supports our values.